The starting point of all language teaching should be an understanding
of how people learn, but it is too often the case that ‘Learning’ factors are
the last to be considered. However, Language learning and teaching lies not in
the analysis of the nature of language but understanding the structure and
processes of the mind.
1.
Behaviorism
is Theory that is emphasizes stimulus, response, and reinforcement as the basic
elements of learning. In addition, behaviorism, learning is regarded as a habit
formation.
2.
Mentalism
(Thinking as rule-governed activity) as human mind was able to cope with an
infinite range of possible situation. Such Chomsky (1964) Concluded that Learning
consist not of forming habits but of acquiring rules, a process in which
individual experiences are used by the mind to formulate the hypothesis.
3.
Cognitive
Code (Learners as thinking beings) This Theory view takes learner to be an
active processor of information. Here, Learners as thinking beings is they
learn by thinking about and trying to make sense of what they see, feel and
hear. In this case, The basic teaching technique associated with a cognitive
theory of language learning is the problem-solving task such exercises have
often been modeled on activities associated with the learner’s subject
specialism in ESP.
4.
The
Affective Factor (Learners as emotional beings) is such a Theory that although
we are learning about machines and system but we still learn as human
beings. This could be taken from ‘People think, but they also have feelings’.
Learning, is an emotional experience, and the feelings that the learning
process evokes will have a crucial bearing on the success or failure of the
learning (Stevick, 1976). We can represent the cognitive/ affective interplay
in form of a learning cycle.
There are two forms of motivation: Instrumental motivation
(reflection of an external need) and Integrative motivation (rather than what
learner want). Both forms of motivation are probably present in all
learners but each exercises a varying influence, depending on age, experience
and changing occupational or social needs.
5.
Learning
and Acquisition this theory is reflects our view that for the second language
learner both processes are likely to play a useful part and that a good ESP courses
will try to exploit both. This theory is not about what the definition of both
but rather than focus on the functions the learning and Acquisition.
6.
A
Model for learning this theory force to know that the only acquire meaning and
use when we are connected into the network of existing knowledge. In the act of
acquiring new knowledge it is the learner’s existing knowledge that makes it
possible to learn new items. Furthermore, Items of knowledge are not of equal
significance. Some items are harder to acquire, but may open up wide
possibilities for further learning.
Here means that the learner will make better progress by developing
strategies for solving the learning problems that will arise. Language is a
system. If the learner sees it as just a haphazard set of arbitrary and
capricious obstacles, learning will be difficult, if not impossible. Last of
all, with learning, a need to acquire knowledge is a necessary factor, but of
equal, if not greater importance, is the need to actually enjoy the process of
acquisition.
In conclusion that is taking what is useful from each theory and
trusting about experience as being teacher. However, theories of learning and
language descriptions are not casually linked, however undoubted historical connection
between them.
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