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Learning and Teaching
What is learning and what is teaching and how do they interact? Consider again some traditional definitions. A search in contemporary dictionaries reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” A more specialized definition might read as follows: “Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice” (Kimble and Garmezy 1963:133). Similarly, teaching, which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” How awkward these definitions are! Isn’t it rather curious that learned lexicographers cannot devise more precise scientific definitions? More than perhaps anything else, such definitions reflect the difficulty of defining complex concepts like learning and teaching.
These concepts can also give way to a number of subfields within the discipline of psychology: acquisition processes, perception memory (storage) systems, recall, conscious and subconscious learning, learning styles and strategies, theories of forgetting, reinforcement, the role of practice. Very quickly the concept of learning becomes every bit as complex as the concept of language. Yet the second language learner brings all these and more variables into play in the learning of a second language.
Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that “to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching.” Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. If, like B. F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. If you view second language learning basically as a deductive rather than an inductive process, you will probably choose to present copious rules and paradigms to your students rather than let them “discover” those rules inductively. An extended definition—or theory—of teaching will spell out governing principles for choosing certain methods and techniques. A theory of teaching, in harmony with your integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.
(Principles of language learning and teaching, H. Douglas Brown. Adaptado)
Leia o texto a seguir para responder a questão.
Learning and Teaching
What is learning and what is teaching and how do they interact? Consider again some traditional definitions. A search in contemporary dictionaries reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” A more specialized definition might read as follows: “Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice” (Kimble and Garmezy 1963:133). Similarly, teaching, which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” How awkward these definitions are! Isn’t it rather curious that learned lexicographers cannot devise more precise scientific definitions? More than perhaps anything else, such definitions reflect the difficulty of defining complex concepts like learning and teaching.
These concepts can also give way to a number of subfields within the discipline of psychology: acquisition processes, perception memory (storage) systems, recall, conscious and subconscious learning, learning styles and strategies, theories of forgetting, reinforcement, the role of practice. Very quickly the concept of learning becomes every bit as complex as the concept of language. Yet the second language learner brings all these and more variables into play in the learning of a second language.
Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that “to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching.” Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. If, like B. F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. If you view second language learning basically as a deductive rather than an inductive process, you will probably choose to present copious rules and paradigms to your students rather than let them “discover” those rules inductively. An extended definition—or theory—of teaching will spell out governing principles for choosing certain methods and techniques. A theory of teaching, in harmony with your integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.
(Principles of language learning and teaching, H. Douglas Brown. Adaptado)
Texto IV
I did not realize until just now that you are actually in a lot of pain. I pretend to take you to the hospital for exams immediately. I promise to assist you in any way possible. I’ll be waiting for you in the cafeteria.
All of the words in bold are false cognates. The word that is used INCORRECTLY in the
sentences above is
Texto III
Read an excerpt from the article, How Studying or Working Abroad Makes You Smarter.
A study (LEAD) by William Maddux, an associate professor of organizational behavior at INSEAD, (FIND) that among students enrolled in an international MBA program, their “multicultural engagement”—the extent to which they adapted to and learned about new cultures—predicted how “integratively complex” their thinking (BECOME).
That is, students who adopted an open and adaptive attitude toward foreign cultures (BE) more able to make connections among disparate ideas. The students’ multicultural engagement also predicted the number of job offers they (RECEIVE) after the program ended.
Available at:<http://time.com/79937/how-studying-or-working-abroad-makes-you-smarter/> . Accessed on 4/3/16.
The verbs in parentheses originally appeared in the simple past in the article. The correct of
the simple past of these verbs is:
Texto II
Big Yellow Taxi
They paved paradise
And put up a parking lot
With a pink hotel, a boutique
And a swinging hot spot
Don't it always seem to go
That you don't know what you've got
Till it's gone
They paved paradise
And put up a parking lot
They took all the trees
And put them in a tree museum
And they charged all the people
A dollar and a half to see 'em
Don't it always seem to go
That you don't know what you've got
Till it's gone
They paved paradise
And they put up a parking lot
MITCHELL, Joni. Available at:<www.metrolyrics.com/big-yellow-taxi-lyrics-joni-mitchell.html>
Texto II
Big Yellow Taxi
They paved paradise
And put up a parking lot
With a pink hotel, a boutique
And a swinging hot spot
Don't it always seem to go
That you don't know what you've got
Till it's gone
They paved paradise
And put up a parking lot
They took all the trees
And put them in a tree museum
And they charged all the people
A dollar and a half to see 'em
Don't it always seem to go
That you don't know what you've got
Till it's gone
They paved paradise
And they put up a parking lot
MITCHELL, Joni. Available at:<www.metrolyrics.com/big-yellow-taxi-lyrics-joni-mitchell.html>
Text I
JANUARY 18, 2015 - DUBAI, UNITED ARAB EMIRATES
“Let’s go, Open your eyes, Open your mind to her dream. Let’s go, fight for what’s right, fight for her life."
Carl & the Reda Mafia, a young, dynamic, award-winning Dubai band, wrote the song “Fight for Your Queen” as a direct call to men to fight for gender equality. As they told UN Women: “HeForShe is a movement we have looked up to since its inception. The idea of ____________’s rights is something we truly believe in and support.” Lead singer Carl Frenais, who is from India, introduced the campaign to the band. He has been very passionate about fighting against the horrifyingly violent crimes against women in his home country.
We got over 500 men to pledge to support the movement. Even those who were afraid told us they support it.
Adaptation from: http://www.heforshe.org/en/newsroom/safety/rock-voices-for-change. Access on: April 4, 2016.
Text I
JANUARY 18, 2015 - DUBAI, UNITED ARAB EMIRATES
“Let’s go, Open your eyes, Open your mind to her dream. Let’s go, fight for what’s right, fight for her life."
Carl & the Reda Mafia, a young, dynamic, award-winning Dubai band, wrote the song “Fight for Your Queen” as a direct call to men to fight for gender equality. As they told UN Women: “HeForShe is a movement we have looked up to since its inception. The idea of ____________’s rights is something we truly believe in and support.” Lead singer Carl Frenais, who is from India, introduced the campaign to the band. He has been very passionate about fighting against the horrifyingly violent crimes against women in his home country.
We got over 500 men to pledge to support the movement. Even those who were afraid told us they support it.
Adaptation from: http://www.heforshe.org/en/newsroom/safety/rock-voices-for-change. Access on: April 4, 2016.
Text I
JANUARY 18, 2015 - DUBAI, UNITED ARAB EMIRATES
“Let’s go, Open your eyes, Open your mind to her dream. Let’s go, fight for what’s right, fight for her life."
Carl & the Reda Mafia, a young, dynamic, award-winning Dubai band, wrote the song “Fight for Your Queen” as a direct call to men to fight for gender equality. As they told UN Women: “HeForShe is a movement we have looked up to since its inception. The idea of ____________’s rights is something we truly believe in and support.” Lead singer Carl Frenais, who is from India, introduced the campaign to the band. He has been very passionate about fighting against the horrifyingly violent crimes against women in his home country.
We got over 500 men to pledge to support the movement. Even those who were afraid told us they support it.
Adaptation from: http://www.heforshe.org/en/newsroom/safety/rock-voices-for-change. Access on: April 4, 2016.
Text I
JANUARY 18, 2015 - DUBAI, UNITED ARAB EMIRATES
“Let’s go, Open your eyes, Open your mind to her dream. Let’s go, fight for what’s right, fight for her life."
Carl & the Reda Mafia, a young, dynamic, award-winning Dubai band, wrote the song “Fight for Your Queen” as a direct call to men to fight for gender equality. As they told UN Women: “HeForShe is a movement we have looked up to since its inception. The idea of ____________’s rights is something we truly believe in and support.” Lead singer Carl Frenais, who is from India, introduced the campaign to the band. He has been very passionate about fighting against the horrifyingly violent crimes against women in his home country.
We got over 500 men to pledge to support the movement. Even those who were afraid told us they support it.
Adaptation from: http://www.heforshe.org/en/newsroom/safety/rock-voices-for-change. Access on: April 4, 2016.
Sergio: What time is your class?
Danilo: ......
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