L2 acquisition styles and strategies
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L2 acquisition styles and strategies
- 1. L/O/G/O UNIVERSIDAD MAGISTER SECOND LANGUAGE ACQUISITION STYLES AND STRATEGIES BY JOSE CONTRERAS
- 2. Contents MAIN CONCEPTS LEARNING ELEMENTS COGNITIVE STYLES 4 1 2 3 LEARNING STRATEGIES
- 3. The way in which each individual learner begins to concentrate on, process, absorb, and retain new and difficult information. They are the most important tool for us when we construct knowledge. WHAT IS A LEARNING STYLE?
- 4. Most people do not have any idea about their learning styles. The right way of studying, however, does not exist. Everybody learns in his individual way, but without knowing this way. WHAT IS A LEARNING STYLE?
- 6. They LISTENLISTEN to a lecture, a presentation, or an audiotape. Auditory Learners They DISCUSSDISCUSS with others the new and complex information they are learning. Verbal Learners They READREAD the written word (textbooks, memos, and e-mail messages). The DODO rather than be sitting and listening, reading, or thinking about the information. Tactile and/or Kinesthetic Learners They SEESEE (create) mental images of what they hear or read. Visual Picture Learners Perceptual ElementsPerceptual Elements Visual Text Learners
- 7. Analytic / Global ANALYTICS…ANALYTICS… …assimilate and process information best when it is presented sequentially and the information builds toward a conceptual understanding. GLOBALS…GLOBALS… …assimilate and process information best when humor and metaphors are used and they need to understand the concept before the details make sense.
- 8. Perceive analytically Make specific concept distinctions Interested in new concepts for their own sake Has self-defined goals and reinforcements Impersonal orientation Learns social material only as an intentional task Can self-structure situations Less affected by criticism Deductive Field Independent COGNITIVE STYLES
- 9. COGNITIVE STYLES FIELDFIELD DEPENDENTDEPENDENT • Perceives globally • Makes broad general distinctions among concepts, sees relationships • Attends best to material relevant to own experience • Learns material with social content best Whole view Inductive Social orientation • Requires defined goals & reinforcements More affected by criticism
- 10. LEFT AND RIGHT BRAIN FUNCTIONING BRAIN LEFT ANALYTICAL RIGHT GLOBAL INTELLECTUAL INTUITIVE VERBAL SEQUENTIAL VISUAL GENERAL WORD MEANING LOGICAL PLANNING RECALL NAMES FEW GESTURES FORMAL STUDY BRIGHT LIGHT STEP BY STEP VOICE MEANING EMOTIONAL IMPULSIVE RECALL FACES LOTS OF GESTURES SOUNDS - BACKGROUND MOBILITY GENERAL VIEW
- 11. REFLECTIVE (Inductive) IMPULSIVE (deductive) When taken to the extreme, this approach leads to analysis paralysis! Reflective learners take time to weigh their options before making decisions and solving problems. Impulsive learners prefer less detail when making decisions and solving problems. The extreme, impulsive people want others to be brief, be bright, and be gone!!
- 12. SOUND BACKGROUND SOUNDS TYPE OF LIGHT WARM OR COOL FORMAL OR INFORMAL LIGHT TEMPERATURE SEATING ENVIRONMENTAL ELEMENTS
- 13. Physiological Elements When is more effective and efficient: Early Morning? Late Morning? Late Afternoon? Evening? Time of Day Do you focus your attention best when you snack while you work or study or snack after you are finished? Intake When you stay in one place for too long, do you become restless and fidgety? Mobility
- 14. VISUAL LEARNERS "Show me and I'll understand." Benefit from diagrams, pictures, films, and written directions They value to-do lists, assignment logs, and written notes. Visual learners learn best by seeing information. Information presented in pictures, charts, or diagrams is easily remembered. Visual learners have strong visualization skills. Characteristics
- 15. AUDITORY LEARNERS Auditory learners learn best by hearing information. They can usually remember information more accurately when it has been explained to them orally. They like traditional classes Verbal Information Speeches required Body Language Tone of Voice
- 17. LEARNING STRATEGIES EXAMPLES Outlining and Summarizing Evaluating an Argument Comparing and Contrasting Contextualizing Questioning to Understand and Remember Writing a Five Paragraph Essay