22877631
Description
Mind Map by Ernesto Rosales, updated more than 1 year ago
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Created by Ernesto Rosales
over 4 years ago
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Cognitive influences on Language Learning
- All conditions, strategies or processes learners have acces
to while learning a foreign language (IEXPRO, 2020, p.5)
- There are 4 factors related , two of them are:
- INTELLIGENCE OR
"G" FACTOR
- GARDENER
1985
- Claimed the existence of
MULTIPLE INTELLIGENCES
- Logico-mathematic/ Linguistic/
Spatial/ Musical/ Bodily-Kinesthetic/
Interpersonal/ Intrapersonal/
Naturalistic/ Spiritual.
- Logico-mathematic/ Linguistic/
Spatial/ Musical/ Bodily-Kinesthetic/
Interpersonal/ Intrapersonal/
Naturalistic/ Spiritual.
- Claimed the existence of
MULTIPLE INTELLIGENCES
- It is present in
all learners
- Measured by
IQ tests
- Measured by
IQ tests
- Represents an important
factor in SLA (under formal
instruction)
- GENESEE (1976)
& EKSTRAND
(1977) show that:
- Intelligence may
influence acquisition
of some L2 skills
- Reading, writing,,
language analysis and
vocabulary study.
- Reading, writing,,
language analysis and
vocabulary study.
- Oral fluency and skills
are less likely influenced
by intelligence
- Intelligence may
influence acquisition
of some L2 skills
- GARDENER
1985
- APTITUDE
- Natural ability people have to
perform different actions, such
as SLA.
- CAROLL & SAPON
- Created the Modern
Language Aptitude Test
- Identified 4 main
components:
- Phonetic/
Phonemic
coding ability
- Grammatical
sensitivity
- Inductive
language learning
ability
- Rote learning
ability
- Phonetic/
Phonemic
coding ability
- Identified 4 main
components:
- Created the Modern
Language Aptitude Test
- BIALSTOK, FROHLICH
(1978), KRASHEN
(1981) maintained
that:
- Aptitude can´t be trained
as they consider it
unmodifiable in SLA
- Aptitude can´t be trained
as they consider it
unmodifiable in SLA
- SKEBA (1989)
believed that:
- Aptitude factor has to
involve adapting classes
according to the
learners´characteristics
(learner centered).
- Aptitude factor has to
involve adapting classes
according to the
learners´characteristics
(learner centered).
- CAROLL & SAPON
- It´s different
from intelligence
- Natural ability people have to
perform different actions, such
as SLA.
- INTELLIGENCE OR
"G" FACTOR
- There are 4 factors related , two of them are:
- The other 2 factors related are also:
- COGNITIVE STYLE
- It is how learners perceive, "monitor,
conceptualise and recalls linguistic
information" (IEXPRO, 2020, p. 11)
- BROWN
(1973)
- It is a combination of
cognition and affect
- Identified 4
variables:
- Reflective-impulsive
thinking.
- Broad-narrow
categorizing
- Skeletonizing-embroidering
- Belief
congruence-contradiction
- Reflective-impulsive
thinking.
- Identified 4
variables:
- It is a combination of
cognition and affect
- WITKIN (1962,
1971)
- Designed a test
(Group Embedded
Test)
- Used to
identify and
measure
- Field
dependent
people
- People who
can´t difference
between figures
from the
gorund (holistic
view)
- People who
can´t difference
between figures
from the
gorund (holistic
view)
- Field
independent
people
- People capable to
separate figuires
from the ground &
essential from
inessential elements.
(analytic view)
- People capable to
separate figuires
from the ground &
essential from
inessential elements.
(analytic view)
- Field
dependent
people
- Used to
identify and
measure
- Designed a test
(Group Embedded
Test)
- SKEHAN
- Field dependent person:
Person oriented,
sensitive towards other
people.
- Field independent:
Less sensitive, object
oriented, cerebral.
- Field dependent person:
Person oriented,
sensitive towards other
people.
- REID (1987)
- WILLING (1987)
- OTHER LEARNING
STYLES
- Concrete, Analytic,
Communicative,
Authority-oriented.
- Concrete, Analytic,
Communicative,
Authority-oriented.
- OTHER LEARNING
STYLES
- OTHER LEARNIG
TENDENCIES
- Visual, Auditory,
Kinaesthetic, Tactile.
- Visual, Auditory,
Kinaesthetic, Tactile.
- WILLING (1987)
- BROWN
(1973)
- It is how learners perceive, "monitor,
conceptualise and recalls linguistic
information" (IEXPRO, 2020, p. 11)
- LEARNING STRATEGIES
- Techniques used by learners to acquire
and learn an L2
- Some
features
- Contribute to communicate, let learners
be autonomous, can be taught, present
in all learners, support learning, are
often conscious and observable.
- Contribute to communicate, let learners
be autonomous, can be taught, present
in all learners, support learning, are
often conscious and observable.
- O´MALLEY (1985), ELLIS
1985), WENDEN &
RUBIN (1987), WILLING
(1988), OXFORD &
CROOKHALL (1989)
- Identified several
learning strategies:
- Cognitive
- Ways to
understand
linguistic
system.
- Ways to
understand
linguistic
system.
- Memory
- Help to store
information.
- Help to store
information.
- Compensation
- Compensate for
missing knowledge.
- Compensate for
missing knowledge.
- Metacognitive
- Learning to learn.
- Learning to learn.
- Social
- Social actions
involved in
learning process.
- Social actions
involved in
learning process.
- Affective
- Learners´emotions
& attitude towards
the language.
- Learners´emotions
& attitude towards
the language.
- Communication
- Oral production.
- Oral production.
- Cognitive
- Identified several
learning strategies:
- Strategy
training
- Elements that
could help
teachers
develop trough
practices.
- Can also happen
OUT-OF-CLASS
- The contact learners have with
the L2, outside the classroom.
- The contact learners have with
the L2, outside the classroom.
- Can also happen
OUT-OF-CLASS
- Elements that
could help
teachers
develop trough
practices.
- Some
features
- Techniques used by learners to acquire
and learn an L2
- COGNITIVE STYLE
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