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What is learning?

What is learning?. Piaget’s « genetic epistemology ». - Assimilation/accomodation/equilibrium - Cumulative model/Interactive Model - Implications for FLT - Questions and limitations - Cognitive stages of development - Sensori-motor stage:

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What is learning?

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  1. What is learning?

  2. Piaget’s « genetic epistemology » - Assimilation/accomodation/equilibrium - Cumulative model/Interactive Model - Implications for FLT - Questions and limitations - Cognitive stages of development - Sensori-motor stage: http://www.youtube.com/watch?v=ue8y-JVhjS0&feature=related - Pre-operational stage http://www.youtube.com/watch?NR=1&v=GLj0IZFLKvg - Concrete operational http://www.youtube.com/watch?v=gA04ew6Oi9M&feature=related - Formal operational http://www.youtube.com/watch?v=Lv95yHrard8&feature=related 2.37 http://www.youtube.com/watch?v=lEam9lpa6TQ

  3. Vygotsky and the socio-constructivism • Importance of school learning and social interaction • Foreign Language Learning • Development and Learning • Implications on FLT • The Proximal Zone of Development • Implications for FLT

  4. The socio-cognitive conflict • Example After the supervisor’s visit: - I don’t care what he says - I will do exactly as he tells me to - Give me time to think over it • Cognitive distance between partners • Latency periods

  5. Implications for FLT • Importance of interaction (pair work, group work, collaborative work) • Periods of rest and silence • Learning depends much more on social interaction and negociation for meaning with an adult or another learner than on the sole amount of input. (cf Ellis, 1986)

  6. The proximal zone of development • « What the child can do with the help of someone else but not when he/she is on his/her own » From Vergnaud 2000: 22 • Where does this conception come from?

  7. Origin of PZD

  8. The concept of ‘scaffolding’ • J. Bruner (1983) • P. Bange (1996) two levels: - a local, ponctual level (rephrasing, «repairs » - a global level (learner’s autonomy)

  9. Implications for FLT • The teacher should assess the students and measure the discrepancy between what they are able to do and what he wants to teach them to do. Then he should propose some sort of learning support and then the progressive removal of all assistance, in the same way as in order to build an edifice, we use a scaffolding which is dismantled once the work is finished.

  10. Overview • The different stages of cognitive development

  11. References • Garnier, C., Bednarz, N., Ulanovskaya, I. (1991) (textes réunis par) Après Vygotski et Piaget. Perspectives sociales et constructivistes. Ecoles Russe et occidentale. Bruxelles : De Boeck-Wesmel. • Trocmé-Fabre, H. (1987) J’apprends donc je suis. Introduction à la neuropédagogie. Paris : Les éditions d’organisation. • Vergnaud, G. (2000) Lev Vygotski, Pédagogue et penseur de notre temps. Paris : Hachette éducation. • Vygotski, L. S. (1985/1934) Pensée et Langage. Paris : Editions sociales.

  12. Conclusion The interactive model seems more relevant

  13. Language learning • A summary of various theories

  14. Chomsky’s LAD • 1957’s attack on behaviourism • Positive reinforcement doesn’t especially focus on grammar • Language errors come from working out rules • Same stages of acquisition • A critical period

  15. Transformational Generative Grammar • A series of potential universal rules (deep structure) • A series of rules that act upon the phrase-structure (transformations)

  16. Influence of Chomsky’s theory • Influence on linguistics • On cognitive psychology • Put to question by Piaget and the constructivist theory only to a certain extent • Put to question by Vygotsky and Bruner and the socio-constructivist theory

  17. Conclusion • Anderson’s unity of cognition • Language ability as part of a whole • No matter whether a LAD exists or not, language acquisition and learning need interaction

  18. References • Anderson, J. R. (1983). A spreading activation theory of memory. Journal of Verbal Learning and Verbal Behavior, 22, 261-295 • Garnier, C., Bednarz, N., Ulanovskaya, I. (1991) (textes réunis par) Après Vygotski et Piaget. Perspectives sociales et constructivistes. Ecoles Russe et occidentale. Bruxelles : De Boeck-Wesmel. • Piaget, J. (1975) L’équilibration des structures cognitives. Paris : PUF, Psychologie d’aujourd’hui. • (1981) Le possible et le nécessaire. Paris : PUF, Psychologie d’aujourd’hui. • (2005) L'épistémologie génétique, Que sais-je ? n°1399, PUF,(22ème édition), (ISBN 978-2-13-054997-0) (1ère édition : 1970). • Piatelli-Palmarini, M. (propos recueillis par) (1979)Théories du langage, théories de l’apprentissage, le débat entre Jean Piaget et Noam Chomsky. Centre Royaumont pour une science de l’homme. Paris : Points, Editions du Seuil. • Trocmé-Fabre, H. (1987) J’apprends donc je suis. Introduction à la neuropédagogie. Paris : Les éditions d’organisation. • (1996) L’Arbre du savoir-apprendre, vers un référentiel cognitif. Paris : Librairie Etre et Connaître,. • Vergnaud, G. (2000) Lev Vygotski, Pédagogue et penseur de notre temps. Paris : Hachette éducation. • Vygotski, L. S. (1985/1934) Pensée et Langage. Paris : Editions sociales.

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