Browsing by Subject "Procedural knowledge"

Now showing 1 - 7 of 7
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    Activity sequencing in foreign language teaching: psychological and pedagogic considerations in late 19th century and 21st century materials
    (Editum. Ediciones de la Universidad de Murcia, 2008) Criado, Raquel; Filología Inglesa
    In foreign language teaching research, activity sequencing represents a nearly theoretically and empirically neglected element. This study reports a comparative diachronic analysis of activity sequencing exemplified in two case-studies. Our aim is to uncover the related differences between past and present implementations from pedagogic and psychological perspectives. To accomplish this aim, we drew on Ollendorff’s New Method of Learning to Read, Write, and Speak the Spanish Language (1895) and on a 2005 textbook. Ollendorff’s work embodies one of the first modern attempts to facilitate the study of foreign language grammars. This has not prevented stern attacks to his coursebooks due to his contemporary classification as a representative name within the Grammar- Translation Method. Regarding our procedure, a middle unit of each textbook was examined by means of the Presentation-Practice-Production sequencing teaching model, which constituted our analytical tool. A description of this model from a cognitive viewpoint (Anderson 2000) was also included. The pair of units was examined at both pedagogic and psychological levels. Results indicate: a) a higher sophisticated degree of the current materials concerning the two levels of analysis; b) the value of activity sequencing examination in diachronic studies to evaluate present-day negative views of older methods.------------------------------------------------------
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    Automatization, skill acquisition, and practice in second language acquisition.
    (John Wiley and Sons, 2013) DeKeyser, Robert M.; Criado, Raquel; Filología Inglesa
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    Cognitive processes and the P-P-P (Presentation-Practice-Production model) in contemporary ELT materials.
    (Servicio de Publicaciones de la Universidad de Vigo, 2010) Criado, Raquel; Sánchez Pérez, Aquilino; Filología Inglesa
    This paper focuses on the two kinds of knowledge humans may attain (specifically, linguistic knowledge), the cognitive processes as described in psycholinguistics and neurolinguistics leading to knowledge attainment and their correspondence to the PPP (Presentation-Practice-Production model of activity sequencing). Even though method in general and specific pedagogical actions imply the development of a specific type of knowledge (declarative or procedural), and a specific activity sequencing in teaching materials and procedures, the application of cognitive studies to language teaching has not been granted much relevance throughout the history of foreign pedagogy. The analysis of a case-study is undertaken in which a sample lesson from a well-known contemporary textbook is examined with the following aims in mind: (i) to ascertain up to what point its activities favour the attainment of declarative or procedural knowledge, and (ii) to detect whether the activity sequencing agrees or not with the PPP and thus with DEC->PRO cognitive sequencing. The analysis is performed on the activities of the units, since they constitute the operative pedagogical units both in textbooks and in the classroom.------------------------------------
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    Insights from Skill Acquisition Theory for grammar activity sequencing and design in Foreign Language Teaching
    (Taylor and Francis Group, 2015-10-30) Criado, Raquel; Filología Inglesa
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    Relación entre rendimiento académico y desarrollo de estrategias de autorregulación en estudiantes universitarios
    (Universidad de Murcia. Servicio de Publicaciones, ) Sáiz Manzanares, María Consuelo; Valdivieso-León, Lorena
    En este estudio se analiza la relación entre la auto-percepción que los estudiantes tienen de su conocimiento declarativo y procedimental con el rendimiento académico. Participaron 116 estudiantes universitarios de primero y segundo curso de grado en dos estudios, uno cuasi- experimental (antes-después sin grupo control) donde la variable independiente fue la “enseñanza basada en estrategias de autorregulación” y la variable dependiente “sus respuestas en las escalas de metacognición y apoyo al procesamiento” de las ACRA (r) (Escalas de estrategias de aprendizaje). Y otro descriptivo-correlacional que analizaba la relación entre estrategias metacognitivas y de apoyo al procesamiento y las respuestas de aprendizaje. Los resultados indican diferencias en la auto-percepción que tienen los estudiantes acerca de la adquisición de competencias declarativas y procedimentales después del entrenamiento en autorregulación. La mayor efectividad se observa en el primer curso. Lo que aconseja una metodología de enseñanza-aprendizaje universitaria basada en estrategias de autorregulación.
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    Teaching methods and their conceptualisation from a cognitive perspective of knowledge acquisition.
    (Universidad de La Laguna, Servicio de Publicaciones, 2009-11-17) Criado, Raquel; Filología Inglesa
    The concept of method has been substantially conditioned by the sources and principles on which the different methods have emerged throughout history. Accordingly, methods have been characterised by the virtues and deficiencies of such sources and principles. Due to easily understandable reasons, methods have not hitherto had access to the essential cognitive component in learning: the biological support on which it depends, that is to say, the brain, its structure, its functioning, and both the neurolinguistic and psycholinguistic elements and processes which trigger learning. It is argued that these factors should not only be studied and considered, but that they should be urgently integrated into the construct of method and its practical implications.---------------------------------------------------------
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    The universal character of the DEC−>PRO cognitive sequence in language learning and teaching materials.
    (Asociación Española de Lingüística Aplicada (AESLA), 2009) Criado, Raquel; Sánchez Pérez, Aquilino; Filología Inglesa
    Activity sequencing patterns in teaching materials have traditionally been absent in academic discussions and have received no attention by researchers and language teaching practitioners. More recent studies on cognitive knowledge acquisition suggest, however, that pedagogical sequencing is relevant and may severely affect efficiency in the learning of foreign languages. If knowledge acquisition is governed by specific patterns, the learning –and hence teaching– of foreign languages cannot but comply with those patterns. In this article we will firstly begin with two well consolidated theories on knowledge acquisition –rationalism and empiricism–, and associate them to the general cognitive models most widely recognised nowadays, particularly Anderson’s ACT (1983, 2005). Secondly, we will investigate the types of sequences detected in three samples of teaching materials. The analysis will be carried out comparing the sequencing of activities in sample lessons against the sequencing patterns governing knowledge acquisition. Such a comparison will faithfully indicate whether teaching materials fit or not the general model of knowledge acquisition.---------------------------------------------