Psychological Principles of Effective Foreign Language Teaching

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Psychological Principles of Effective Foreign
Language Teaching

• Ismail Hakki ERTEN
• Ismail KADIOGLU
• Evren DURSUN
• Sema SALTIK

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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.
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Theories of Language Learning
BEHAVIORISM CONSTRUCTIVISM INFORMATION PROCESSING
HUMANISM
SOCIAL INTERACTIONISM
PROCESS ORIENTED THEORIES
CONDITION ORIENTED THEORIES
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THEORIES EXPLAINING THE LEARNING PROCESS
Conditions of Learning
HUMANISM
SOCIAL INTERACTIONISM
CONSTRUCTIVISM
Process of Learning
BEHAVIORISM
INFORMATION PROCESSING
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Create Optimum Conditions for LearningHumanism
Social Interactionism
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HUMANISTIC ENVIRONMENT
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How to Create a Humanistic Environment

• Principles drawn from Humanism
• (Affective filter hypothesis)
• create a sense of belonging

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How to Create a Humanistic Environment

• Develop personal identity

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How to Create a Humanistic Environment

• Involve the whole person feelings and emotions

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How to Create a Humanistic Environment

• Minimise criticism

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How to Create a Humanistic Environment

• Allow for choice
• (choice for what and choice for how)

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How to Create a Humanistic Environment

• Encourage creativity

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How to Create a Humanistic Environment

• Encourage self initiation

• Encourage self esteem

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How to Create a Humanistic Environment

• Encourage self evaluation

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Processes Involved in Learning

• Behaviourism

• Operant conditioning
• the use of - reinforcement

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Processes Involved in Learning

• Behaviourism

• Meanigful repetition

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Processes Involved in Learning

• Behaviourism

• Segmentation
• from simple
• to complex

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Processes Involved in Learning

• Information Processing

• Present right amount of input
• avoid overloading

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Processes Involved in Learning

• Information Processing

• Draw attention

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Processes Involved in Learning

• Information Processing

• Help your learners to set challanges for
• themselves and to meet those challanges
• Zone of Proximal Development

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Processes Involved in Learning

• Information Processing

• Teach your
• learners to work
• cooperatively

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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

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Processes Involved in Learning

• Constructivism

• Emphasize learning instead of teaching

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Processes Involved in Learning
Constructivism

• Anticipate confusion and errors
• and expect U-shape turns.
• Interlanguage development
• and restructuring

(Chocolate Milk-shake Analogy)
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Processes Involved in Learning
Constructivism

• Chose topics that are relevant to learners own
  lives (Cultural Schema)

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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
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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
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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
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Storage
Meaningful repetition
Use positive reinforcement
Practice in an organized manner
Encourage learners to use analytical strategies
Minimise critisizm
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THANKS FOR YOUR ATTENTION