CLL advocates a holistic approach to language learning. "True human learning" is both cognitive and affective. This is termed "whole person learning". A group of ideas concerning the psychological requirements for successful and "non-defensive” learning are collected under the acronym (SARD). S Security A Attention & Aggression R Retention & Reflection D Discrimination
Security: Students should feel secure to enter into a successful learning experience. Classroom atmosphere, students' relations with each other, teacher's attitude to students all affect students' feelings of security. Attention: Attention is the learner's involvement in learning.
Aggression: is to show what has been learnt for "self-assertion” like a child who tries to show what he/she has learnt. The child tries to prove the things he/she has learnt.
Retention: If the "whole person" is involved in the learning process, what is retained is internalised and becomes a part of the learner's "new persona" in the foreign language. The material should neither be too old nor be too new or conversely too familiar. Retention will best take place somewhere in between novelty and familiarity.
Reflection: Students need quiet reflection time in order to learn. The teacher reads the text for three times and the students relax and listen for reflection. Students also listen to their own voice from the tape for reflection.
Discrimination: Students should discriminate the similarities and the differences among target language forms by listening to themselves and the teacher carefully. They should also listen to discriminate if what they say is similar or different from what the teacher says. E.g. Similarity: Present Continuous: She is studying French Past Continuous: Tom was cooking. (In Both tenses "-ing" is used) Difference: John visited his uncle (regular verb) John bought a new car (irregular verb)
1 comment:
CLL advocates a holistic approach to language learning. "True human learning" is both cognitive and affective. This is termed "whole person learning". A group of ideas concerning the psychological requirements for successful and "non-defensive” learning are collected under the acronym (SARD).
S Security
A Attention & Aggression
R Retention & Reflection
D Discrimination
Security: Students should feel secure to enter into a successful learning experience. Classroom atmosphere, students' relations with each other, teacher's attitude to students all affect students' feelings of security.
Attention: Attention is the learner's involvement in learning.
Aggression: is to show what has been learnt for "self-assertion” like a child who tries to show what he/she has learnt. The child tries to prove the things he/she has learnt.
Retention: If the "whole person" is involved in the learning process, what is retained is internalised and becomes a part of the learner's "new persona" in the foreign language. The material should neither be too old nor be too new or conversely too familiar. Retention will best take place somewhere in between novelty and familiarity.
Reflection: Students need quiet reflection time in order to learn. The teacher reads the text for three times and the students relax and listen for reflection. Students also listen to their own voice from the tape for reflection.
Discrimination: Students should discriminate the similarities and the differences among target language forms by listening to themselves and the teacher carefully. They should also listen to discriminate if what they say is similar or different from what the teacher says.
E.g. Similarity:
Present Continuous: She is studying French
Past Continuous: Tom was cooking. (In Both tenses "-ing" is used)
Difference:
John visited his uncle (regular verb)
John bought a new car (irregular verb)
Post a Comment