No.

Theories of SLA Theories of Learning Activities in the

Classroom
1. The similar
Cognitive:
According to Weinstein and
Mayer (19!"# in this cognitive
$sychology $aradigm# ne%
information is ac&'ired
thro'gh a fo'r(stage encoding
$rocess involving selection,
acquisition, construction and
integration ()*Malley and
Chamot# 199+: 1,(1":
( Selection: in this
stage learners foc's
on s$ecific
information of interest
in the environment
and transfer that
information into
%or-ing memory.
( Acquisition: later#
learners actively
transfer information
from %or-ing
memory into long(
term(memory for
$ermanent storage.
( Construction: thirdly#
learners .'ild internal
connections .et%een
ideas contained in
%or-ing memory/ this
information can .e
'sed to enrich the
learner*s
'nderstanding or
retention of the ne%
ideas.
( Integration: in this
The similar
Cognitive:
0iaget (191" is re&'iring an
active learner# not a $assive
one# .eca'se $ro.lem(solving
s-ills cannot .e ta'ght# they
m'st .e discovered.
Cognitive models of learning
$ro$ose a different se&'ence
%hich incl'des (Madrid et al.
199":
( selecting information
from the environment#
( organizing the
information#
( relating it to %hat %e
already -no%#
( retaining %hat %e
consider to .e
im$ortant#
( using the information
in a$$ro$riate conte2ts
and sit'ations#
( reflecting on the
s'ccess of the learning
efforts and eval'ating
the effectiveness of
res'lts.
Piagets theory:
Within the classroom
learning sho'ld .e
st'dent centered a
accom$lished thro'gh
active discovery
learning. The role of
the teacher is to
facilitate learning#
rather than direct
t'ition. Therefore
teachers sho'ld
enco'rage the
follo%ing %ithin the
classroom:
o 3oc's on the $rocess
of learning# rather
than the end $rod'ct
of it.
o 4sing active
methods that re&'ire
rediscovering or
reconstr'cting
5tr'ths5.
o 4sing colla.orative#
as %ell as individ'al
activities (so children
can learn from each
other".
o 6evising sit'ations
that $resent 'sef'l
$ro.lems# and create
dise&'ili.ri'm in the
child.
o 7val'ate the level of
the child8s
develo$ment# so
s'ita.le tas-s can .e
final $rocess# the
learner searcher for
$rior -no%ledge in
long(term memory
and transfers this
-no%ledge to %or-ing
memory.
Selection and ac&'isition
determine ho% m'ch is
learned# %hereas constr'ction
and integration determine %hat
is learned and ho% it is
organi9ed.
3aerch and :as$er (191#
19," %ere the first to a$$ly
this conce$t to the field of SLA.
They stated that the learner8s
declarative knowledge
consisted of internali9ed inter(
lang'age r'les and memori9ed
ch'n-s of lang'age %hereas
$roced'ral -no%ledge %ere
those strategies and $roced'res
'sed .y the learner to $rocess
L; information for ac&'isition
and 'se. According to 3aerch
and :as$er# $roced'ral
-no%ledge can .e
differentiated into five se$arate
com$onents ()*Malley and
Chamot# 199+:1(19":
1" Reception procedures#
s'ch as the 'se of
inference to e2tra$olate
meaning.
;" Production
procedures, s'ch as
$lanning and
monitoring s$eech
set.
6oing gro'$
disc'ssion
3irst# the teacher
stim'lates the
st'dents*
-no%ledge .y
as-ing some
&'estions a.o't
the to$ic that %ill
.e disc'ssed
<n the %hilst
activities# the
teacher as-s the
st'dents to ma-e a
gro'$ %hich
consists of fo'r
st'dents. The
teacher gives the
to$ic disc'ssion
=.iling'al
ed'cation sho'ld
.e a$$lied in
<ndonesia>. The
teacher as-s the
st'dents to read a
short story .ased
on the to$ic. The
teacher decides
for each gro'$
that ; mem.ers in
the gro'$ sho'ld
.e the listeners
and the last ;
mem.ers sho'ld
.e a $ro.lem
solver. The
listeners have to
chec- and see
$rod'ction.
?" Conversational
procedures, s'ch as
follo%ing ling'istic
$rinci$les that $rod'ce
coherent te2ts.
@" Communication
strategies# %hich are
intended to solve
$ro.lems in s$eech
com$rehension.
1" Learning procedures,
s'ch as the develo$ment
of inter(lang'age
-no%ledge thro'gh
hy$othesis formation
and testing.