Exploratory task 2.3
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Glossary
Motivation is the reason for performing an activity that functions as an intrinsic stimulation
Aptitude is capability of fulfilling a novel task with a high rate and evident easiness of performance
Task is an activity with an objective to fulfil and a challenge to overcome
Knowledge is the state of mastering the material as a result of studies or experience
Skill is a proficiency in mastering a goal-driven activity
Communicative skills are speaking, writing, reading and listening
Habit is a stereotypical and automatic pattern if behaviour
Syllabus is a statement of what is to be learned in a particular course with a time schedule, materials specification and clarification of the teaching approach
Curriculum is a general statement on the course of studies
Method is a model of pedagogical intervention to create the learning opportunities through a certain approach, design and procedures
Cognitive style is a general preference of a certain way to access, process and use information
Learning strategy is the preference shown towards certain techniques of learning
Taxonomy of learning is the classification of the features that are typical to the learning process
Rote learning is done by multiple repetition sometimes without full comprehension of the knowledge
Behaviourism is the theory of teaching and learning through continuous reinforcement of “stimulus – response” (S-R) chain
Mentalism is a theory of learning though formation of rules about performing the activity
Cognitivism is a theory of teaching and learning through problem-solving activities
Environmentalism is a theory of teaching and learning that recognises the primacy of the teaching environment and the teacher
Nativism is the theory of teaching and learning that recognises the primacy of innate cognitive processes in learners
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Learning disability is a cognitive disorder that hinders the process of cognition
Attention deficit disorder is inability to concentrate for a long time
Dyslexia means difficulties in comprehending of words
Communication disorders are difficulties in establishing and keeping social contacts
Memory and processing disorders are weakened mnemonic and thinking abilities
Behaviour disorders show themselves as anxiety, bashfulness, bitterness and potential aggressive behaviour that disrupts learning
Kinaesthetic style is the preference of practical activity for the sake of learning
Visual style is reliance on the graphical information and images in the process of learning
Auditory style is preference of auditory information and images in the process of learning
Field-dependent style is the preference to perceive the whole information for repetitive use
Field-independent style is the preference to analyse the information in the process of critical approach and application
Field-insensitive style is overlooking details and searching for the gist
Field-sensitive style is attentive to details
References and further reading
Bialystok, E. 1981. The role of linguistic knowledge in second language use. Studies in Second Language Acquisition. Vol.4.
Bloom, B. 1976. Human Characteristics and School Learning. N.Y.
Brown H. Teaching by Principles. NJ 1994
Byrne, D. 1996. Teaching Oral English. Longman
Ellis, R. 1996. The Study of Second Language Acquisition. OUP
Farrell, P. 1997. Teaching Pupils With Learning Difficulties. Cassell
Gardner, R. and W.Lambert. 1972. Attitudes and Motivation in Second-Language Learning. Newbury House. Massachusetts
Garman, M. 1994. Psycholinguistics. CUP
Hammerly H. 1982. Synthesis In Second Language Teaching. Second Language Publications
Hutchinson, T. and A. Waters. 1993. English for Specific Purposes. CUP
Jordan, R. 1997. English for Academic Purposes. CUP
Kavale,L. and S.Forness. 1995. The Nature of Learning Disabilities. NJ
Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Pergamon: Oxford
Larsen-Freeman, D. and M. Long. 1994. An Introduction to Second Language Acquisition Research. Longman: London an New York
Leaver, B. 1993. Teaching the Whole Class. The AGSI Press
Lightbown, M. and N. Spada. 1997. How Languages are Learned. OUP
Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications
McLaughlin, B. 1987. Theories of Second Language Learning. London
Oxford, R. 1990. Foreign Language Learning Strategies: What Every Foreign Language Teacher Should Know. N.Y: Newbury House
Oxford, R. 1994. Language Learning Strategies. Washington
Oxford., R. 1996. Language learning strategies around the world. University of Hawaii
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Reid, D. W. Hresko and H.Swanson. 1991. A Cognitive Approach to Learning Disabilities. Texas
Reid, J. 1987. The learning style preferences of ESL students. TESOL Quarterly. Vol. 21
Richards, J. and Th. Rodgers. 1995. Approaches and Methods in Language Teaching. CUP
Roth, I. Ed. 1994. Introduction to Psychology. Volume 1. The Open University
Skehan, P. 1998. A Cognitive Approach to Language Learning. OPU
Ur. P. 1996. A Course in Language Teaching. CUP
West, R. 1996. Assessment in Language Learning. Unit 0. University of Manchester
Williams, M. and R. Burden. 1997. Psychology for Language Teachers. CUP
Willis, J. 1996. A Framework for Task-Based Learning. Longman