Conditions for

Learning
Process of Learning
Siti Nur A Syiva 15220267
Elma Pravitha D 15220276
Viren Aulia A 15220309
Febru Setimaji 15220320
Adinda Srimulya R 15220396
Juan Carlina W 15220408
Tika Santika 17220356
 Conditions for Learning

Chapter 7 is concerned with the Examine the two ideas about

ideas about the condition the conditions
Chapter 7 and
8 examine the
links between l
Acculturation anguage Input and Interaction
learning and
ESP
 Acculturation

Acculturation is the idea which based on

the social consideration and the ideas
that the Language Learner should be
close to social proximity or in contact
their target discourse communities.
Concepts
Some ESP course strive to provide access for th
eir students to their target workplace,
academic or professionals environments
The premise behind thus endeavor is that
access enables the learners to socially and
psychology integrated their discourse
community.
 A Number of Social and Psychological Factors
by Schumann

• Power Relations Between the Two Groups.

• Desire to Assimilate
• Extent of Shared Facilities
• Psychological (Language and Culture Shock)
 Power Relations Between the Two Groups

A learner will tend to acquire the language of a group that is

known as dominant.
 Desire to Assimilate

Learners will more likely to acquire the language of a group that

they wish to integrate with than one from which they wish to re
main distinct.
 Extent of Shared Facilities

Learners will more likely to acquire the language of a group with

which they share amenities.
 Psychological (Language and Culture Shock)

Learners will more likely to successful in learning in the second

language if they are familiar with the second language and the
culture of the second-language speakers.
 Conditions
for Learning
 Application

This section discusses the topic of acculturation in relation to genre-based approaches t

o ESP. As Swales (1990) states that genres are understood to signal a discourse commu
nity’s norms and ways of thinking and constructing knowledge. In addition, Wharton (1
990) identifies three models of acculturation in relation to genre-based approaches in E
SP:
1. Induction
2. Adjunct
3. Apprenticeship or Mentoring
 Induction

• The ESP teacher explains the genres used in the target discourse community and the
ir associated cultural values
• The learners are offered opportunities to practice the genres in the language classro
om
• Learners may be informedd also of criteria for good performance in genres
 The induction model is common in ESP.
Turner (1996) argues for genre-based classroom
instruction using tasks designed to bring to
students’ conscious attention the values system
of the community behind the genres. The aim is
for the students to learn not only genres
convections (linguistic information), but also the
ways of thinking ang the belief systems of the
community`
 Adjunct
• ESP learners simultaneously participate in their target discourse community and take
ESP courses
• The ESP courses provide assistance with the genres the learners are meeting in situa
tion.
For example: the learners join in events in the target community while attending an ESP
course. The ESP course provides the learners with explicit information about the genres
they meet in the event.
This information raises the learners’ metacognition of the genres and informs th
em of the cultural values attached to the genre.
Kirkgoz study (1999) represents ‘adjunct model’ the ESP teacher/researcher kelped her
students gain shared facilities and social contact.
 Apprenticeship or Mentoring

• The ESP students learn genres primarily through direct experience in the target disco
urse community.
• ESP instruction is offered as support and mainly takes the form of linguistic assistanc
e.
• The features of the genres and associated cultural values are learned in situation.
 Parks (2001) in her study investigated the on-the-job g
enre acquisition by a group of nurses. Specifically, the study
examined how the nurses came to acquire the written genre
of nursing care plans as used in their place of work in an Engl
ish-medium hospital in Montreal.
The suggestion from Parks on her findings is taht one r
ole for the second-language consultant is to sensitize learner
s how to make better use od resources for help with commu
nicative practices already available in the community of prac
tice.
The induction model of genre-based ESP represent a weak version of acculturatio
n theory. The learners are positioned on the outside of their target discourse co
mmunities as observes of the discourse practices and values of inside members. I
t is expected that they will come to share the mind-set of the inside members.
The adjunct model of ESP represents a stronger version of theory, ESP instruction
between the ESP student and their target discourse communities, at the same ti
me offering classroom-based instruction.
The apprenticeship model represents the strongest version of the theory. The stu
dents learns to communicate in the discourse community by being a member of t
hat community.
The various versions of ESP have a common premise: Some form of integr
ation between the ESP learners and their target discourse provides favorable con
ditions for language learning.
 Input and Interaction

Concepts:
ESP provide conditions for language learning is by their attempt to create an optimal lin
guistics environment.

Leaners are provided with plenty of input in the form of exposure to the target specialis
t language and opportunities for students to interact with it.

The concepts of input and interaction as requisites for language learning can be traced
historically to natural ‘methods’ in language teaching (Stren,1992).
Long’s interaction hypothesis
1. Leaners can only learn what they are ready to learn
2. Linguistics input necessary for learning
3. Leaners negotiate the meaning of input to make it
more comprehensible
4. Leaners negotiate of meaning, the input become
increasingly useful
5. Thus input negotiated to fit the needs of the
individual learner can become intake
The level of attention leaners pay to the input in the
language environment plays a role in intake
Applications
Input and interactions hypotheses have also led to
proposals for the Task-Based language teaching.
The design of Task-Based syllabuses for ESP needs to
include:
1. Identification of target tasks
2. Breaking the tasks down into the target task types
3. Development of pedagogical tasks
4. Assessment of students by task-based criteria.
A task-based academic speaking course as part of English for
Academic Purposes
1. Presentation by individual students of factual
2. Presentation by groups of students of a research-based
study
3. Reporting new information and explanation of a process
Example of sub-task: Students conduct a survey and report
on the results of the survey
1. Decide a question for survey
2. Design data collection
3. Pilot the instruments
4. Collect data
5. Analyse and design presentation
Concepts
 Chapter 8
Processes of
Learning
 Processes of Learning

• Perspective about learning processes divided into two explanations the

re are intramental and intermental.
• Language learning as resulting from the cognitive processes of the
individual learner
• Language learning as resulting from the social activity of the learner.
• Two theories of language learning as a process :
a. Information Processing (intramental perspective)
b. Activity Theory (intermental perspective)
 Information Processing

Concepts
• Learning is seen as an incremental process
• Practice, there is development from controlled to
automatic processing (McLaughlin & Heredia, 1996).
• This involves two types of memory and two stages of
learning- controlled processing and automatization
1. Controlled Processing
- Learners attend to a selection of simple bits of information.
- The information is stored in the short- term memory
- The amount of information that can be focused on at any ti
me
is limited because of the limitations of the short term mem
ory.
2. Automatization
- The simple bits of information in the short- term memory a
re repeatedly activated through practice and by this process they
come to be stored in the long- term memory.
 Declarative and Procedural Knowledge

• Declarative knowledge is knowledge that (explicit knowledge)

• Declarative knowledge becomes procedural knowledge or
‘knowledge how’
• First learn the rules and these are stored in our short-term memory.
• In time, these come to be stored in our short-term memory and finally i
n our procedural long- term memory.
Process of
Learning
 RESEARCH

• Evidence supporting the role of declarative knowledge i

n language learning is provided by Muranoi (2000). Mur
anoi conducted a quasiexperimental study of students’ l
earning of articles (a, an, the).
• Dhieb-Henia (2003) investigated the effectiveness of m
etacognitive strategy training for reading research articl
es in ESP teaching contexts.
 Applications

• Ideas about declarative knowledge and information pr

ocessing are reflected in ESP instruction that focuses le
arners’ attention on prespecifed rules, routine, or strat
egies (often one at a time) followed by practice of thos
e items.
 Learning through content

Content-based instruction (CBI) is significant approach in languag

e education, designed to provide second-language learners instru
ction in content and language.
Historically, the word content has changed its meaning in second
language teaching. Content used to refer to the methods of gram
mar-translation, audio-lingual methodology and vocabulary or so
und in pattern in dialog form.
Recently, content is interpreted as the use of subject matter as a
vehicle for second or foreign language teaching/learning.
 RESEARCH

Successful of using Concept based instruction based on th

e research
• Effective on science and technology
• The students can improve their ability in English
 Application

ESP makes use content based approaches, according to M

aster and Brinton (1998) CBI has the following features. Th
e syllabus is organized around subject content: for exampl
e, in a course for English for economic students.
 Activity theory – An Ecological Perspective

Concept: this chapter so far has concerned conceptualizati

ons of learning as an individually activity, an activity in whi
ch learners mentally process language in order to acquire
it.
 Activity theory – An Ecological Perspective

This chapter so far has concerned conceptualization of lea

rning as an individual activity
Discussion of sociocultural theory focuses on two central ideas:

1. The first is the proposal that learning arises from the th

rough social interaction.
Learning is most productive if scaffolding is offered whe
n the learners is in the Zone of Proximal Development. Th
at is the learner is nearly ready to function independentl
y
2. Learners actively construct their own learnin
g environment.
The students learn from the affordances in th
e language learning environment (for example,
the classroom)
 Research and Application
• Roebuck (2000) describes an experimental study in which students carried out a writ
ten recall task. The task required the students write a report of newspaper article in
the second language.
• Donato (2000) reports the case of the same task being given by an ESL teacher to dif
ferent groups of students in one class. Each group and interpreted the task differentl
y.
• Basturkem & Lewis (2000) An exploratory study that investigate learners perspective
s of success in an EAP writing course. The study set out to the examine how there stu
dents, in the same EAP writing course in a university in New Zealand, constructed su
ccess and their goals for studying academic writing.
THANK YOU