Capítulo 1. Introduction- Using Second Language Acquisition Theories to select technology tools for the Language Classroom - Departamento de Lenguas.Report as inadecuate




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Capítulo 1. Introduction- Using Second Language Acquisition Theories to select technology tools for the Language Classroom - Departamento de Lenguas. - Licenciatura en Idiomas. - Escuela de Artes y Humanidades - Universidad de las Américas Puebla.

Author: Aguilar Ramírez, Mariana

Source: http://catarina.udlap.mx/


Teaser



SLA and technology Chapter 1: introduction As you are reading this, thousands, if not millions of students of all ages, are in language classrooms all over the world.
All these students and teachers are engaging in lessons for different purposes and reasons.
What all these have in common, other than the fact that they are learning a second or foreign language, is that they are trying to figure out the best way to teach-learn so that they can reach their specific learning objectives. But what is entailed in the term “learning”? And what is teaching? 1.1 Defining learning These two terms are difficult to define because they are so broad in scope.
Through time, various authors and researchers have created diverse definitions of “learning” and “teaching” according to the school they adhere to, their experience, beliefs and philosophy.
These different views about learning and teaching have merit and should not be discarded, but rather evaluated according to the appropriateness and possible implementation they might have in our lives.
Finding a definition that satisfies all the ideas and convictions is hard; however, Shuell (1986) offers one that somewhat merges the different ideas and common points of other authors: learning is defined as “an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (p.
412).
Although this explanation is not attributed to any particular learning theory, it can be analyzed from the behaviorist, cognitivist and constructivist perspective. According to behaviorists, learning takes place with stimuli, a response, the association between them and constant reinforcement.
The definition offered by Shuell (1986) refers to an enduring change in the individuals’ behavior.
The fact that it is enduring could mean that the stimuli and the response are constantly occurring so that the change that is taking place can be reinforced, generating durability over...






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