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Connectivism is a recent theory of networked learning, which focuses on learning as making connections. The Learning as a Network (LaaN) theory builds upon connectivism, complexity theory, and double-loop learning. It starts from the learner and views learning as the continuous creation of a personal knowledge network (PKN). [60]
The affective filter is an impediment to learning or acquisition caused by negative emotional ("affective") responses to one's environment. It is a hypothesis of second-language acquisition theory, and a field of interest in educational psychology and general education.
This period also saw the beginning of approaches based in other disciplines, such as the psychological approach of connectionism. [2] The 1990s were characterized by two major areas of research focus: linguistic theories of SLA based on Noam Chomsky’s Universal Grammar and psychological approaches such as skill acquisition theory and ...
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
These theories conceive of second-language acquisition as being learned in the same way as any other skill, such as learning to drive a car or play the piano. That is, they see practice as the key ingredient of language acquisition. The most well-known of these theories is based on John Anderson's adaptive control of thought model. [1]
This brings the learner into central focus in learning theory as everyone is constructing their own sense of the world, which is key to the constructivist perspective. [13] The learner is in control of his/her learning as a result of his/her cognitive processing and organizing, and the context in which he/she is learning. [13]
Teaching and learning English as a Second Language: Trends in Research and Practice: On TESOL '77: Selected Papers from the Eleventh Annual Convention of Teachers of English to Speakers of Other Languages, Miami, Florida, April 26 – May 1, 1977. Washington, DC: Teachers of English to Speakers of Other Languages. pp. 144– 158. OCLC 4037133.
Affective styles represent the motivational dimensions of the learning personality; each learner has a personal motivational approach. Physiological styles are bodily states or predispositions, including sex-related differences, health and nutrition, and reaction to physical surroundings, such as preferences for levels of light, sound, and ...