Fundamental concepts in human learning

Fundamental concepts in human learning, presented by Josias Canela, in a Master's Degree in Applied Linguistic Majoring the English Teaching.

1. Fundamental Concepts in Human Learning Types of Learning Transfer, Interference, Overgeneralization Deductive and Inductive Reasoning

2. An Overview of Types of Learning Learning styles are the common ways that people learn. Each person prefers different learning styles and techniques. By recognizing and understanding your own learning styles, you can use techniques better suited to you, which improve the speed and quality of your learning.

3. Types of Learning

4. Seven Learning Styles Visual (spatial): You prefer using pictures, images, and spatial understanding. Aural (auditory-musical): You prefer using sound and music. Verbal (linguistic): You prefer using words, both in speech and writing. Physical (kinesthetic): You prefer using your body, hands and sense of touch. Logical (mathematical): You prefer using logic, reasoning and systems. Social (interpersonal): You prefer to learn in groups or with other people. Solitary (intrapersonal): You prefer to work alone and use self-study.

5. Transfer, Interference and Overgeneralization They are understood as several manifestations of one principle of learning: the interaction of previously learned material with a present learning event.

6. Transfer Language transfer refers to speakers or writers applying knowledge from one language to another language. It is the ability to apply previous knowledge to new learning experience. It is when I use my L1 to help me learn the L2.

7. Positive Transfer It occurs when a previous element is correctly applied to present subject matter. For instance: Skills in playing violin facilitate learning to play piano. Knowledge of mathematics facilitates to learn physics in a better way. Driving a scooter facilitates driving a motorbike.

8. Negative Transfer It occurs when previous performance disrupts the performance of a second task. When both L1 and L2 don’t share common items or structures.

9. Negative Transfer: Interference When a previous item is incorrectly transferred or incorrectly associated with an item to be learn. Example: I am going to the beach on Friday. Yo voy a la playa el Viernes.

10. Negative Transfer: Overgeneralization It refers as a process that occurs as the L2 leaner acts within the target language, generalizing a particular rule or item in the L2. Overgeneralization is exaggerating a rule in language acquisition. I catched a cold yesterday, I spended the whole day in bed, I covered my feet with a blanket and I drinked lemon tea.

11. Deductive and Inductive Reasoning There is more than one way to apply reason but there are two main ways to do it, they are Deductive Reasoning or Inductive Reasoning.

12. Deductive Reasoning (top-down approach) It takes premises and reduces them down to conclusions. All men are mortal. Earl Gray is a man. Therefore Earl Gray is mortal. All my family members use money. John is a member of my family John uses money.

13. Inductive Reasoning (top-down approach) It takes premises and states probable conclusions based on the evidences provided by the aforementioned premises. The conclusion of an inductive argument is only probable. Every Dominican person you have ever met has been polite. Therefore, the next Dominican person will be polite. My mother uses money. My father uses money. My sister uses money. All my relatives use money.

14. Differences Structure Deduction  moves from general to specific. Induction  moves from specific to general. Conclusion Deduction  conclusion is always true, if the premises are true. Induction  conclusion is only probabilistic.

15. Applying Reasoning to SLA These two approaches can be applied in teaching or learning a L2. A deductive approach involves the learners being given a general rule, which is then applied to specific language examples and practice exercises. An inductive approach involves the learners detecting, or noticing, patterns and working out a ‘rule’ for themselves before they practice the language, but that rule may or may not be true.

16. Deduction example: A teacher writes examples of simple present and simple past sentences on the board. The teacher then proceeds to explain the differences between present and past in English. Once the lecture is complete, worksheets are handed out and students are asked to convert simple sentences from present to past. Induction example: A teacher writes on the board a few examples of simple present and simple past sentences. The teacher then asks the students what differences they notice in the sentences. The students discuss the differences and maybe even try converting some simple sentences from present to past on their own. Finally, the teacher explains the rule for converting sentences from past to present.