Psychological Principles of Effective Foreign Language Teaching

1. Psychological Principles of Effective Foreign Language Teaching İsmail Hakkı ERTEN İsmail KADIOĞLU Evren DURSUN Sema SALTIK Please click to view

2. This poster presentation aims to illustrate Psychological Principles of Effective Foreign Language Teaching. Principles drawn from Humanism, Behaviourism, Constructivism, Social Interactionism and Information Processing Theory will be used to draw a framework of principles of effective foreign language teaching.

3. Theories of Language Learning BEHAVIORISM CONSTRUCTIVISM INFORMATION PROCESSING HUMANISM SOCIAL INTERACTIONISM PROCESS ORIENTED THEORIES CONDITION ORIENTED THEORIES

4. THEORIES EXPLAINING THE LEARNING PROCESS Conditions of Learning HUMANISM SOCIAL INTERACTIONISM CONSTRUCTIVISM Process of Learning BEHAVIORISM INFORMATION PROCESSING

5. Create Optimum Conditions for LearningHumanism & Social Interactionism

6. HUMANISTIC ENVIRONMENT

7. How to Create a Humanistic Environment • Principles drawn from Humanism • (Affective filter hypothesis) • create a sense of belonging

8. How to Create a Humanistic Environment • Develop personal identity

9. How to Create a Humanistic Environment Involve the whole person : feelings and emotions

10. How to Create a Humanistic Environment • Minimise criticism

11. How to Create a Humanistic Environment • Allow for choice (choice for what and choice for how)

12. How to Create a Humanistic Environment • Encourage creativity

13. How to Create a Humanistic Environment • Encourage self initiation • Encourage self esteem

14. How to Create a Humanistic Environment • Encourage self evaluation

15. Processes Involved in Learning Behaviourism: • Operant conditioning * the use of - & + reinforcement

16. Processes Involved in Learning Behaviourism: • Meanigful repetition

17. Processes Involved in Learning Behaviourism: • Segmentation from simple to complex

18. Processes Involved in Learning Information Processing: • Present right amount of input: avoid overloading

19. Processes Involved in Learning Information Processing: • Draw attention

20. Processes Involved in Learning Information Processing: • Help your learners to set challanges for themselves and to meet those challanges: • Zone of Proximal Development

21. Processes Involved in Learning Information Processing: • Teach your learners to work cooperatively

22. Processes Involved in Learning Information Processing: • present clearly in a perceivable manner (important for attracting attention) • present the right amount of input (important for selectivity in attention and processing capacity of the short term memory) • Encourage different analytical learning (cognitive) strategies. • Activate background knowledge • Encourage deep levels of processing

23. Processes Involved in Learning Constructivism: • Emphasize learning instead of teaching

24. Processes Involved in Learning Constructivism: • Anticipate confusion and errors and expect U-shape turns. • Interlanguage development • and restructuring (Chocolate Milk-shake Analogy)

25. Processes Involved in Learning Constructivism: • Chose topics that are relevant tolearners’ own lives (Cultural Schema)

26. So… How to Teach Help your learners to set challanges for themselves and to meet those challanges: Zone of Proximal Development Draw attention make your instructions clear present the right amount of input Use visuals while presenting Choose interesting topics

27. Perception Support perception with meaningful repetition Activate background knowledge and personal experiences: perceptional selectivity Present the right amount of input: avoid overloading Present the subjects from simple to complex

28. Comprehension Anticipate confusion Work cooperatively Meaningful repetition Encourage different analytical learning (cognitive) strategies. Learning instead of teaching Use positive reinforcement Encourage deep levels of processing

29. Storage Meaningful repetition Use positive reinforcement Practice in an organized manner Encourage learners to use analytical strategies Minimise critisizm

30. THANKS FOR YOUR ATTENTION