1. 1.
a)
b)
Look at the rules of behaviorist methodology on p.40. In what
ways do they conflict with cognitive/affective views of
learning?
Cognitive learning: Doing a laboratory drill according to the
behaviorism, in a cognitive manner, you don’t have a challenge
because the answer of the task is controlled –guided and it
wouldn’t be a problem –solving task in which you have to use
previous learning.
Affective learning: Doing a laboratory drill according to the
behaviorism in an affective manner. In behaviorism the learner
is viewed as a machine willing to do the task with an stimulusresponse not as a sensible human being acting just on an
affective motivation.
2. 2. What value do you think structural pattern drills
have? When your student is a beginner if they do a
structural pattern drill, when the task is finished they
will feel like if they accomplish a lot, something
meaningful and that can be motivating for them.
Why?............
You don’t translate( in some of the cases).
That, it has to deal with a sequence : Hear, speak,
read and write.
Frequent repetition is essential to effective
learning.
The errors would be immediately corrected.
3. 3. What is the importance to language teaching of
the view of language behavior as rule-governed
activity?
It means that the individual needs to acquire
rules not forming habits.
The individual uses prior experiences to
complete a task.
It uses individuals motivations in order to find
basic patterns.
4. 4. Try to do the strategy task in figure 12.
a)
What strategies did you use to get your answers?
I used Mentalism; rule -governed
a)
How did you feel about the experience? Did you
find it satisfying or frustrating? I found it more
frustrating than satisfying because I didn’t have
much prior knowledge on the subject.
5. 5. Consider the motivation on your own student’s
Does it resemble integrative( Internal) or
instrumental(external) motivation?( share an
example)
In my case, I have both. I HAVE MANY
STUDENT’S WHICH ARE HIGHLY
MOTIVATED, I STARTED EXTERNALLY BUT
NOW THEY ARE INTERNALLY, I HAD TO
WORK HARD FOR THAT.(WITH GAMES AND
PRICES).
6. 6. What practical implications does the model of learning on
page 49 have for ESP materials and methodology? Make a set of
precepts(principles, rules or guidelines) for a learning-centered
methodology, like those for behaviorism methodology.
Use a wide rage of strategies in the classroom, not just one.
Such as:
a)
The affective factor.
b)
Problem solving activities.
c)
Cognitive code (so the learner will process and make sense
of data).
Try to motivate students first externally and then let them
continue, using a minimal externally motivation.
Have them practice more than the teacher in front of the
class. And many more…………….
