PSYCHOLOGICAL PROCESSES USED TO SUPPORT INNOVATIVE WAYS FOR TEACHING-LEARNING LANGUAGES

In this paper we present content dealing with language learning and research results while also providing adequate contextualization. In L2 classes various supports are used [1] and innovative tasks to enhance learning with visuals are becoming central. Examples include information gap activities, picture-dictations, gradual reveals, dicta-gloss and concept attainment strategies seen in a new light. Learning strategies vary greatly, and diversity in approaches is the key. Not only do learners have different learning styles but teachers also have various ways to present materials. We believe the discussion has to center round the notion of continuums. It takes both learners' and teachers' understanding of learning. Methodological principles behind actions to be favored have to be thoroughly mastered in order for teachers to translate them into the most effective ways for students to learn [2][3]. Under a constructivist light today, much has to change as to enable each learner to apprehend the concepts to be uncovered through problem solving, personal research, integrating new data and creation of information for one's personal purpose. Under such a wide umbrella, needless to say, assessment and teaching strategies come under new scrutiny. A recent cognitive theory based on three principles borrowed from several researchers will be examined [4] for its usefulness in the context of this paper. According to the authors we process information through both a visual and verbal channel, following an earlier double coding theory [5] [6]. The author also includes the principle of limited capacity in the quantity of information processed [6] [7] and relies on active processing on the part of the learner, meaning that significant learning occurs only when learners engage in active cognitive processes [7][8]. We also refer to more details on cognitive charge theory in other works [9] [10], namely by looking at the three modes of cognitive processing available during learning, corresponding respectively to external, intrinsic and compatible. Inadequate teaching can trigger external processes necessary to handle the information presented. Intrinsic cognitive load represents the situation when interactivity helps the processing of complex information. When effort is displayed in learning, we have a compatible cognitive load [10], as the learner willingly engages in an activity. With these processes in mind we reviewed teaching-learning activities, also referring to the latest Ministry of Education of Ontario recommendations for language learning [11] and devised innovative ways to support various personal and learning styles.