1. 5 LEARNING THEORIES
1.1. BEHAVIORISM
1.1.1. Stimulus Response
1.1.1.1. Reward & Punishment
1.1.2. Conditioning
1.1.3. 'Carrot & Stick' approach
1.2. COGNITIVISM
1.2.1. Flow of Knowledge
1.2.2. Information processing
1.2.3. Learning is a mental activity
1.2.3.1. Memory motivation
1.2.3.2. Thinking
1.2.3.3. Reflection
1.2.4. Transmission of information
1.2.4.1. From someone who knows (expert) to someone who do not know (learners)
1.3. CONSTRUCTIVISM
1.3.1. Mental models
1.3.1.1. self-regulation
1.3.1.2. building of conceptual structures
1.3.1.2.1. reflection
1.3.1.2.2. abstraction
1.3.1.3. Challenging what the students' already know through:
1.3.1.3.1. observing
1.3.1.3.2. processing
1.3.1.3.3. interpreting
1.4. EXPERIENTIALISM
1.4.1. Learning Experiences of Learners
1.4.1.1. KOLB Experiential Learning Model
1.4.1.1.1. Concrete experience
1.4.1.1.2. Reflective observation
1.4.1.1.3. Abstract conceptualization
1.4.1.1.4. Active experimentation
1.5. SOCIAL & CONTEXTUAL
1.5.1. Learn from & with others
1.5.1.1. Group & community of learners including teachers, colleagues, students and etc.
1.5.1.1.1. Observing
1.5.1.1.2. Working together
1.5.1.1.3. Being part in larger group
1.5.1.1.4. Stimulate each others development
2. ESL CLASSROOM & CONTEXTS
2.1. AFFECTIVE FACTORS
2.1.1. LANGUAGE LEARNING BARRIERS
2.1.2. Anxiety
2.1.3. Competitiveness
2.1.4. Emotional Responses
2.1.5. Anxiety
2.1.6. Low Motivation & Willingness
2.2. SOCIAL FACTORS
2.2.1. Social Attitudes towards English
2.3. EDUCATIONAL FACTORS
2.3.1. Educational system in working place
2.3.2. Cultural notions of authority
2.4. LOCAL FACTORS
2.4.1. Class sizes
2.4.2. Student Population
2.4.3. School climate
2.4.4. Facilities
2.4.5. Infrastructure
2.4.6. Infostructure
2.5. TEACHER'S ROLES & RESPONSIBILITIES
2.5.1. Controller
2.5.2. Assessor
2.5.3. Corrector
2.5.4. Organizer in giving instructions
2.5.5. Initiator
2.5.6. Monitor
2.5.7. Prompter
2.5.8. Organizing feedback
2.6. LEARNERS' ROLES
2.6.1. Learner-centeredness perspective
2.6.1.1. Asking learners to contribute to course content & selection of learning procedures
2.6.1.2. Contribute to design of language learning activities
2.6.1.3. Encourage learners to be autonomous learners
2.7. LEARNING MATERIALS' ROLES
2.7.1. Aware of cultural content in materials selection & values and attitude
2.7.1.1. Framework of cultural content material selection
2.7.1.1.1. Aesthetic sense
2.7.1.1.2. Sociological sense
2.7.1.1.3. Semantic sense
2.7.1.1.4. Sociolinguistic sense
3. HOW LANGUAGES ARE LEARNED
3.1. NATURE OF INPUT
3.1.1. Comprehensible input
3.1.1.1. Krashen (1985): i +1
3.2. PROCESS OF INTAKE
3.2.1. Cognitive process
3.2.1.1. learners process input
3.2.1.2. assimilate into interlanguage system
3.3. ROLE OF INTERACTION
3.3.1. Learners' practice the input given
3.3.2. Learners question thoughts and doubts
3.4. ROLE OF ERROR
3.4.1. Conflicting views: Error Correction
3.4.1.1. Accuracy VS Fluency
3.4.1.2. Hazardous & non- hazardous error
4. KNOWING YOUR LEARNERS
4.1. ESL LEARNERS
4.1.1. A student with primary language is other than English
4.1.2. Requires additional English language support to develop reading, writing, listening & speaking skills
4.2. o Learner characteristics
4.2.1. Specific to the individual
4.2.1.1. Learning styles & strategies
4.2.1.2. Attitude
4.2.1.3. Motivation
4.2.1.4. Personality
4.3. o Learning styles
4.3.1. Individual preference or inclination to receive information
4.3.1.1. Visual (Spatial)
4.3.1.2. Aural (Auditory-Musical)
4.3.1.3. Verbal (Linguistic)
4.3.1.4. Physical (Kinesthetic)
4.3.1.5. Solitary (Intrapersonal)
4.3.1.6. Social (Interpersonal)
4.3.1.7. Logical (Mathematical)
4.4. o Learning Strategies
4.4.1. A person's approach to learning & using information
4.4.2. Usually need to be trained by the teachers in order to apply the correct learning strategies and producing independent learners
4.4.2.1. Risk of failing if learning strategies are not properly applied
4.4.2.2. Imagine as if you are following the correct recipe to bake a delicious cake, following recipe = learning strategies