I believe learning is continual growth in the brain's functionality in which all social practices are contextualised. Learning is not the quickly forgotten stuff that is crammed into the mind, but an insatiable curiosity that drives learners to absorb everything they can see, hear or read (Rogers, 1983). Deep and lifelong learning happens when learner develops an ability to reflect on his own thinking, becomes a self regulated learner, and builds capacity to monitor and manage his learning. I believe learning is innate (Plato, 380 BCE) but it needs development and growth by the learner. The human brain has the power to think and construct new learning through the transformation of experience (Kolb, 1984) and social interaction (Vygotsky,1934).
Its purpose is to guide instructors in incorporating activities and discussions that will help learners understand how they learn, their strengths and their needs, and to better understand the learning process. Metacognition is the process of thinking about thinking. It is the process of developing self-awareness and the ability to self-assess. It is contemplation about one’s education and learning -- past, present, and future. Since adults are largely self-determining, helping them develop metacognitive skills is an essential element in any program intended to increase their autonomy.
In the Constructivist view of learning, the learner builds his own understanding and meaning not by being passive recipients of information, but by actively engaging with it and relating it to what he already knows and believes. (Applefield, Huber and Moallem, 2000) How does Meaningful Learning occur? Novak (2011) asserts that there are three main requirements for meaningful learning to take place: The first is that the material itself should be meaningful. The second is that the learner must possess the relative concepts within his or her cognitive construction. Thirdly, the learner must choose to relate the new ideas to the existing
The problem of foreign language classroom anxiety Language anxiety is one of the affective variables that have been traditionally considered as a matter of concern in communicative classrooms. For foreign language learners, it’s very common to experience feeling of apprehension about communicating in language that it’s not their own native language. When student experience foreign language anxiety in the class, they can easily can be afraid to speak the foreign language in the front of other students and in the front of the teacher. This is the problem that can hinder the attainment of two common aims of communicative classrooms: the use of the target language as a regular instrument of communication in the language classroom and, ultimately,
Such teaching help students preserve their own societal identities and take part more perfectly in the target language interacting with more power over both intended force and result of their participations (Giles, Coupland, and Coup land, 1991). For that reason, researchers in the study area of interlanguage pragmatics have placed emphasis on the necessity to assimilate pragmatics in both second and foreign language teaching (Rose and Kasper, 2001; Bardovi-Harlig and Mahan-Taylor, 2003; Martinez-Flor et al., 2003; Alc ◌َ n and Martinez-Flor, 2005; Tatsuki, 2005). Despite the fact that a lot of linguistic experts disagree with thought that competence can be taught; others
Findings Each themes are described in details and includes descriptive quotes from participants. The aim of the thematic analysis is to provide a rich description on the views of the teachers and SNAs on Deaf education and inclusion. Deaf Education Deaf education is about meeting the educational, linguistic, cultural, social and cognitive needs of the individual student. The sub-themes are followed: Communication The researcher asked about the participants about the communication of Deaf children between their peers and staff in the mainstream school. Their responds were poor communication.
Learning styles are the consistent patterns of behaviors and performances by which the individual approaches in his educational experiences (Ellis, 2001). For Grasha (2002) learning styles refer to "the personal dispositions that influence a student’s ability to acquire information, to interact with peers and teachers and to participate in learning experience". Also, it is the complex manners and conditions under which, learners efficiently and effectively understand, process, store, and recall what they are attempting to learn (Farooque et al., 2014). All the previous definitions agreed that the learning styles are individual preferences in learning situations (Shabani, 2012). Principles of learning styles: Friedman and Alley (1984) reviewed an enormous volume of literature, which included more than 30 different learning styles instruments to
The diversity about instructions is the emphasis of heterogeneous grouping (Lou et al., 1996). Teachers have the flexibility and autonomy to give same instructions to all students or to give different instructions to different students. The learning pace of students of different ability can be controlled at the same time in heterogeneous grouping. Therefore, the amount of teaching instructions tend to be less diverse or more balanced in heterogeneous
Need for knowledge or the need to process and internalize exploration and experience results that could assist in problems solving. 3. Need for ego improvement or the search for self-knowledge driven by the desire to be accepted and approved by others. When analyzing the development of a foreign language in the learning process, the different learning style of the students need to be taken into account. It’s also important to remember that intrinsic motivation aids students’ learning and that the quality of classroom interaction matters a great deal.
Learning involves the acquisition of knowledge. Learning is a process of progressive adoption and a lifelong changing activity based on the change in mental representations and associations due to experience. Learning is also an important source by which information is obtained, stored, retrieved and used. The most effective strategies for learning depend on what kind of learning is desired and toward what ends. Rote Learning, a traditional method, is identified as a cultural preference and an effective way of getting basic knowledge in the early stages of language learning but today the emphasis is on the other type – cognitive learning.