Strategy for teaching and learning in L2: about the student
[Summary generated by Poe] This edition of Babylonia focuses on the theme of the learner in the context of language teaching and learning, featuring contributions from various experts. The central theme revolves around understanding the psychological aspects of learners and how these can be inte...
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| Format: | Article |
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| Language: | deu |
| Published: |
Association Babylonia Switzerland
1994-10-01
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| Series: | Babylonia |
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| Online Access: | https://babylonia.online/index.php/babylonia/article/view/586 |
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| Summary: | [Summary generated by Poe]
This edition of Babylonia focuses on the theme of the learner in the context of language teaching and learning, featuring contributions from various experts. The central theme revolves around understanding the psychological aspects of learners and how these can be integrated into effective teaching strategies.
Key Contributions:
Anne Claude Berthoud discusses the evolving concept of the learner, transitioning from a passive recipient of knowledge to an active participant who negotiates their learning. She emphasizes the need for teachers to adapt their methods to cater to the diverse cognitive needs of students.
Gianni Ghisla shares insights on memory and vocabulary acquisition. He highlights the importance of mnemonic techniques, drawing on historical methods used by ancient cultures, which emphasized rhythm and imagery to enhance memorization.
Gudula List examines the relationship between bilingualism and cognitive processes. She explores how both hemispheres of the brain contribute to language learning, challenging the notion that language skills are solely dependent on one side of the brain.
Donatella Ponti focuses on the significance of structured vocabulary learning. She advocates for organizing vocabulary into meaningful categories to facilitate retention and retrieval, rather than relying on rote memorization.
Jannie Roos presents various learning techniques that promote learner autonomy. She emphasizes that these techniques should empower students to take charge of their learning processes, enhancing their engagement and motivation.
Marianne Roka addresses aesthetic learning in language education. She suggests integrating creative elements, such as visual arts, to enrich the learning experience and help students express themselves beyond verbal communication.
Giovanna Lepori discusses the use of mind maps in language teaching. She illustrates how this technique can help students visually organize information, making complex relationships between vocabulary and concepts easier to understand.
Lorenza Bernasconi reflects on the teaching of Latin and the challenges of vocabulary acquisition. She advocates for using concept maps to connect Latin vocabulary to students’ existing knowledge, making the learning process more relatable and effective.
Conclusion:
This edition underscores the importance of recognizing the learner as a complex psychological entity whose cognitive processes significantly influence language acquisition. The contributions collectively argue for a shift in pedagogical approaches, emphasizing the need for teachers to adapt their methods to foster learner autonomy and engagement. By incorporating strategies that address the cognitive and emotional needs of students, educators can create a more effective and meaningful language learning experience.
Overall, the discussions in this issue highlight the potential for innovative teaching practices that not only enhance language skills but also promote a deeper understanding of the learning process itself.
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| ISSN: | 1420-0007 2673-6454 |