Methodology

Teachers' roles

Assessor- analyse mistakes, evaluate the learning process, provides objective feedback on results
of study

Contributor- teacher=student, have to be on one wave with students in case to provide

comfortable learning environment.

Counsellor- teacher leads students to correct understanding of material, wary students of

misunderstanding.

Diagnostician- draw a conclusion of students learning process, evaluate their knowledge and
mistakes, provides objective criticism.

Manager- plans upon effective learning process, clears and available explanations of the learning
material.

Disciplinarian- builds on a basic behavioural model of learning and behaving in the classroom.

Facilitator- provides of facilities during the learning process by encouraging and motivating
students.

Knower- students expect teacher to be fair, impartial and right in the provided knowledge.

Narrator - story teller role, teacher engage students by telling them realistic stories or familiar
stories to learning materials.

Relationship builder- builds trustworthy relationships with students.

Planner- teacher is able to structure learning process in most available and effective ways that are
possible in reality.

Designer- designs the curriculum and learning system during the classroom.

Reflector- gives students a feedback on their work.

Organiser- organises collaborative work with students, classroom learning process in general.

Listener- equals to psychologists , because own responsibility of this role is impartial listening and
rapport relationships.
Psychological factors in learning (affective)

Affective factors:
Positive Rapport:
1. Be on one wave with the student
2. To be understandable/loyal
3. To be attentive to students needs

5 Psychological factors in learning of students

1. Self-esteem(Objective/ constructive criticism )
2. Inhibition( preventing doing sth)
3. Human nature (anxiety/ fear of public speaking/ making decisions and mistakes )
4. Attitude (teacher to kids/ kids to teachers/to subject)
5. Motivation ( general wish to do something)

intrinsic motivation – motivation to engage in a behavior because of the inherent satisfaction of

the activity rather than the desire for a reward or specific outcome

extrinsic motivation- driven by external rewards, such as grades or teacher's praise

integrative motivation - is the learners’ desire to learn a language so that they can communicate
with confidence with a speaking community

instrumental motivation- is the learners’ interest in learning a language for getting essential
qualifications and improving career prospects.

Cognitive factors
Cognition- mental action or process of acquiring knowledge and understanding through thought,
experience, and the senses.

Recognition- agreement that something is true or real

Moral aspect -relating to, or concerning with the principles or rules, distinction between right and
wrong.

Physiological aspect- processes inside of the body that affect on our perception (aches,lack of
calories/energy, health condition and state, etc.)
Psycological aspect- processes inside of the mind that affects on our perception (worry,
anxiety,apathy,etc.f)
Narrow specialisation( in learning of languages)- focusing one's knowledge, skills, or interests on a
very specific area or topic
L1- source language
L2- target language
Points of cognitive factors:
1. Transfering -cognitive transferring knowledge from one language to other;
2. Interference- emphasising on the language differences in source and target bulid
3. Overgeneralisation- pay attention to details of the language and try to don’t generalise it
4. Reasoning- explaining of something (inductive/deductive: in learning of grammar in: sb have the
experience and transfer it to new material; de: sb don’t have experience and trying build of
experience)
5. Memory and memorisation- ability to memorase learning material.

Bloom’s Taxonomy

Org Blooms Table 1956

Blooms followers 2001
Affective Domain : motivation, self esteem, etc.
Cognitive Domain: trasfering,interference,etc.
Psycho-motor domain: psychological ( mental health) motor( physical health and abilities)

Vigotsky Theory- emphasizes the role of social interactions and cultural context in cognitive
development. According to Vygotsky, a child's learning and development are deeply influenced by
interactions with more knowledgeable individuals, such as parents, teachers, and peers.Vygotsky's
theory highlights the interconnectedness of scaffolding ,social, cultural, and cognitive aspects in
the development of higher mental functions, proposing that learning is a social activity

Learning Styles -the manner in which one gains knowledge or skill through education
Visual learning style -uses visual objects such as charts, pictures, and seeing information
Auditory learning style- producing information through hearing and speaking
Kineasthetic learning style -learning involves practical use and memorization
Read/write learning style -learn by reading and writing about a topic

Ways to encourage
Activating of all skills
Usage of authentic materials
Offer Rewards
Give positive feedback
Challenging activities/ Positive Competition

Learners
1.Intuitive learner learn by focusing on internal thoughts and memories, abstract ideas, oriented
towards theory
2.formal learner structured learning, goal oriented, instructor led
3.Informal learner unplanned, no set goals ,self directed
4.Imaginative Learner prefers to bring own experience to process, trusting to their perceptions
5.Deliberate learning on purpose; it was what you set out to do;
6.Self-emotional/ self-awareness ability to self reflection after learning

CLL mechanisms
Input - the material that we teach and explain tp the child.
Intake percieved material by child .
Output - material that memorised, understood and recreated by child

Interlanguage mix of languages: native language influence to use/understanding of the target

language. Interlanguage includes permeability, dynamicity, systematicity, fossilisation and
variability

Factors in SLA:
Affective factors without motivation .
Internal with motivation, and all cognitive factors .
External - social context - political context.

Stephen Krashen's theory emphasizes the importance of exposure to comprehensible input and
highlights the role of affective factors in language learning.

The input hypothesis emphasis on the acquisition of the second language; theory concerned
about how the language is acquired rather than learned.
The affective filter hypothesis describes external factors that can act as a filter that impact on
acquistion, such as motivation level, self-confidence level, and anxiety.
The acquisition learning hypothesis states that there is a distinction between language acquisition
and language learning.
The natural order hypothesis finding that language learners learn grammatical structures in a
fixed and universal way.
Monitor Hypothesis consciously learning the grammar rules and functions of a language rather
than its meaning; theory focuses more on the correctness of the language.

CALL TECHNIQUE-Computer Assisted Language Learning.

It helps learners achieve their goals of learning, at their own pace and ability.

AUTHONOMY
Learner’s autonomy - ability of learner to control his own learning process
Conditions for learners autonomy (12)
1. Learner centred approach- approach oriented on learner’s style of studying,abilities, affective
and cognitive factors.
2 .Social and supportive environment- rapport relationships in the classroom in learning process .
3.Transfer of autonomy beyond the classroom- ability to transfer autonomy and responsibility
out of classroom.
4. Awareness of learning process- clear and effective explanation of material.
5. Motivation- own desire to develop, learn and do smth.
6. Collaboration- ability to work with others.
7. Ability to choose- free will, ability to choose without fear of being judged.
8. Flexibility -capacity to adapt to changes in real time.
9.Adaptability - ability to adapt to different conditions, circumstances and situations.
10. Modify-ability- ability to modify and develop smth.
11. Reflectivity- ability to sum up owm emotions and feelings after studying.
12. Share-ability - ability to share smth with sb: knowledge, learning tricks, previous learning
experience, etc.

Principles of autonomy (4)

1. Social interaction - interaction with other students.
2. Involvement- relation to smth in learning process.
3 Reflection- summary of own experience and feelings.
4. Target language use- usage of target language on practice.
Group oriented approaches (3)
1. Group work- work of 3 or more students.
2.Pair work- work in duo.
3. Project work- students work on specific topical project or task.

Ways of autonomy development beyond the classroom(7)

1. Set a learning path2. Self-assess progress
3. Give learners options
4. Use learner-generated content
5. Take responsibility for learning
6. Strategies for independent learning
7. Get learners to take risks

Theory of learning autonomy

1. Learner's Autonomy and Centerness
- placing themselves at the center of the learning process: involving the research of individual
approach.

2. Learner Autonomy and Individualization - tailoring educational experiences to suit the

individual learner’s needs.

3. Autonomy and Self-Instruction (Beyond)-capacity of guiding their own learning beyond

traditional classroom settings as like seeking out resources independently, engaging in self-
directed study,etc.

4. Autonomy and Self-Directed Learning- learners are actively involved in planning, executing, and
evaluating their own learning experiences

Psychological factors (affective)

1 Learning styles and types - learning strategies- self regulation
2 Individuals differences- cognitive things
3 Motivation

Levels of autonomy
1 Awareness (усвідомлення що це потрібно) - ability to build a strategy for effective learning
process
2 Involvement - ability to choose topics for studying.
3 Intervention - modifying, asking to explain deeply
4 Creation - ability to set goals , self-control
5 Transcendence - specialised learning, deep understanding and learning of sthm

Elements of learners autonomy (3)

1. Responsibility – high level of self-discipline.
2. Self awareness – objective estimation of own knowledge.
3. Decision making- ability to make conscious decisions and take responsibility.

ELP English language portfolio- reflects on all process of learning of the language.

1. Systemisation function - systematising of studying on regular and repeated basis.

2. Evaluative function - object and rational evaluation of own knowledge.
3. Motivational function- motivating yourself, high or low level of desire to study.

1. Language passport - identifying of the level of language .

2. Language biography- pathway of language learning, precisely background circumstances that
had affected on the learning process .
3. Language Dossier - overall information about your language skills and abilities, certificates,
achievements, etc.