students' cognitive learning proces

students' cognitive learning processes beginner

student process information in a focal controlled mode.
Focal attention beginner

giving notice to something in particular: a language form, an attempted message etc..
cognitive need beginner

to use practiced language in a meaningful context
Lots of repetition in a limited amount of language
role of the teacher-beginner

Students are highly dependent on the teacher for models of language. The teacher needs to be the initiator that "keeps the ball rolling". Classroom organization needs to be teacher-centered.
Teacher Talk-beginner

Input is crucial, teacher's English needs to be clearly articulated slightly slower and in simple speech. Use of students native's language is discouraged except for specific situations where it is deemed advantageous.
Use of student's native language in L2 class beginner

Should be limited and used to negotiate disciplinary and other management factors, brief descriptions of how to carry a technique, brief explanation of grammar points, cultural notes and comments.
Authenticity of language-beginner

Short, simple phrases such as greetings & introductions.
Fluency and accuracy-beginner

Fluency with limited utterances.
Flow of language in short segments. Attention to accuracy should center on particular grammar, phonological or discourse elements that are being practiced.
Pronunciation work is crucial.
Student creativity-beginner

Innovation will comes later.
Techniques-beginner

Short simple techniques must be used. Examples are choral repetition, drilling, group and pair activities. A variety of techniques needs to be used.
Listening & speaking goals-beginner

For beginners these are centered on a wide range of meaningful and authentic communication tasks such as greetings, personal information, the family, telling time, seasons etc.
Reading & writing goals beginner

reading and writing topics are confined to brief real-life material. Example are reading ads, recipes writing notes,letters,lists.
Crucial element in choosing reading and writing goal at this level.

The literacy level of students in their L1
grammar beginner

Simple verb forms
Personal pronouns
Definite vs. indefinite articles
Singular vs. plural nouns
Simple sentences
students' cognitive learning processes intermediate level

Automatic processing begins, Info being stored in the "hard drive".
role of teacher intermediate level

teacher is no longer the only initiator,students are encourage to ask questions, learner-centered work can last longer
teacher talk intermediate level

most of the teacher's oral production can be sustained at a natural pace, using less of students L1, give ample of opportunity for students to speak
Authenticity of language intermediate level

Students become more caught up in grammatical correctness
" keep them on track "
Fluency and accuracy intermediate level

Maintain students' flow, Fluency exercises are a must.
Look out for student who berates themselves for continuous mistakes they make, wanting constant corrections for every slip-up.Students who become so fluent they are hard to understand.
Student creativity intermediate level

Some of the new language is now under control, there will be more opportunity for students to be creative. Some become more capable of applying their classroom language to unrehearsed situations.
Interlanguage errors in intermediate levels

"Does John can sing?", "What means this?, "I must to make a lot of money" are examples are indication of creative application of a system within the learner's mind.
Techniques intermediate level

Can increase in complexity, common interactive techniques are: Chain stories, paired interviews, role playing, storytelling etc.
Listening & speaking goals intermediate level

Linguistic complexity is steadily increased, students can have conversations, ask/answer questions, explain things.
Reading & writing goals intermediate level

Increasing complexity in length, grammar & discourse.
Begin to use skimming & scanning skills. Writing is more sophisticated.
grammar intermediate level

Progressive verb tenses and clauses
Short, simple grammar explanations
Overt attention to grammatical "sore spots" can be beneficial
students' cognitive learning processes advanced level

Full processing larger chunks in their "hard drive", the focal attention can be given to interpretation and negotiation of meaning and to the conveying of thoughts and feelings in interactive communication. Some other aspects need attention for minor corrections, refinement and other "tinkering".
Role of teacher advanced level

Stick to your plan and curriculum; keep students in check.
Channel students' independence into routines that benefit the majority.
Teacher talk advanced level

Natural language at natural speed is a must at this level.Challenge students, prrovide feedback. Minor use of L1
Authenticity of language advanced level

Everything from academic prose to literature to idiomatic conversation becomes legitimate resource for the classroom. Certain restriction may come due to level of students.
Fluency and accuracy advanced level

Occasional problems, most if not all students are fluent.
Student creativity advanced level

Able to apply class material to the real world.
Techniques advanced level

Group debates/ argumentation,Complex role playing
Skimming and scanning,Determining and questioning author's intent,Writing essays and critiques. Integrate a focus on students purpose for learning English.
Listening & speaking goals advanced level

Focus on sociolinguistic and pragmatic nuances, such as register style, satus of the interlocutor, culturaly conditioned language constraints.
Reading & writing goals advanced level

They similarly progress closer to native-speaker competence.
Grammar advanced level

Metalanguage serves a more useful role. Well-targeted deductive grammar has its place.

Hasil (Bahasa Indonesia) 1:

proses pembelajaran siswa kognitif pemula informasi mahasiswa proses dalam modus dikontrol fokus. Fokus perhatian pemula memberikan pemberitahuan kepada sesuatu khususnya: bahasa formulir, sebuah pesan berusaha dll... kebutuhan kognitif pemula untuk menggunakan berlatih bahasa dalam konteks yang bermaknaBanyak pengulangan dalam sejumlah bahasa peran guru-pemula Siswa sangat bergantung pada guru untuk model bahasa. Guru perlu inisiator yang "membuat menggelindingkan bola". Pengelolaan kelas harus berpusat pada guru. Guru berbicara-pemula Masukan penting, guru bahasa Inggris perlu jelas diartikulasikan sedikit lebih lambat dan dalam pidato yang sederhana. Penggunaan bahasa asli siswa dianjurkan kecuali untuk situasi tertentu yang mana dianggap menguntungkan. Penggunaan bahasa siswa di L2 kelas Pemula Harus terbatas dan digunakan untuk bernegosiasi faktor disiplin dan manajemen, singkat Deskripsi tentang bagaimana untuk melakukan teknik, penjelasan singkat tentang tata bahasa poin, catatan-catatan budaya dan komentar. Keaslian bahasa-pemula Pendek, sederhana frase seperti salam & perkenalan. Kefasihan dan ketepatan-pemula Kelancaran dengan ucapan-ucapan terbatas.Aliran bahasa Singkatnya segmen. Memperhatikan ketepatan harus pusat tertentu tata bahasa, fonologi atau unsur-unsur wacana yang sedang berlatih.Pengucapan bekerja sangat penting. Mahasiswa kreativitas-pemula Inovasi akan datang kemudian. Teknik-pemula Teknik sederhana pendek harus digunakan. Contoh adalah pengulangan paduan suara, pengeboran, kegiatan kelompok dan pasangan. Berbagai teknik perlu digunakan. Mendengarkan & berbicara tujuan-pemula Untuk pemula ini berpusat pada berbagai macam tugas-tugas yang asli dan bermakna komunikasi seperti salam, informasi pribadi, Keluarga, mengatakan waktu, seasons dll. Membaca & menulis tujuan pemula membaca dan menulis topik terbatas singkat bahan kehidupan nyata. Contoh adalah membaca iklan, resep menulis catatan, huruf, daftar. Elemen penting dalam memilih membaca dan menulis tujuan pada tingkat ini. Tingkat melek huruf siswa dalam L1 pemula tata bahasa Kata bahasa sederhanaGantiPasti vs tak terbatas artikelTunggal vs kata jamakKalimat sederhana proses kognitif pembelajaran siswa perantara tingkat Pemrosesan otomatis dimulai, Info yang disimpan dalam "hard drive". peran guru tingkat menengah guru adalah tidak lagi hanya inisiator, siswa yang mendorong untuk mengajukan pertanyaan, pekerjaan yang berpusat pada pelajar dapat bertahan lebih lama guru berbicara tingkat menengah sebagian besar guru lisan produksi dapat dipertahankan di natural kecepatan, menggunakan kurang dari siswa L1, memberikan banyak kesempatan bagi siswa untuk berbicara Keaslian bahasa tingkat menengah Siswa menjadi lebih terperangkap dalam tatabahasa benar"menjaga mereka pada lagu" Fluency and accuracy intermediate level Maintain students' flow, Fluency exercises are a must.Look out for student who berates themselves for continuous mistakes they make, wanting constant corrections for every slip-up.Students who become so fluent they are hard to understand. Student creativity intermediate level Some of the new language is now under control, there will be more opportunity for students to be creative. Some become more capable of applying their classroom language to unrehearsed situations. Interlanguage errors in intermediate levels "Does John can sing?", "What means this?, "I must to make a lot of money" are examples are indication of creative application of a system within the learner's mind. Techniques intermediate level Can increase in complexity, common interactive techniques are: Chain stories, paired interviews, role playing, storytelling etc. Listening & speaking goals intermediate level Linguistic complexity is steadily increased, students can have conversations, ask/answer questions, explain things. Reading & writing goals intermediate level Increasing complexity in length, grammar & discourse.Begin to use skimming & scanning skills. Writing is more sophisticated. grammar intermediate level Progressive verb tenses and clausesShort, simple grammar explanationsOvert attention to grammatical "sore spots" can be beneficial students' cognitive learning processes advanced level Full processing larger chunks in their "hard drive", the focal attention can be given to interpretation and negotiation of meaning and to the conveying of thoughts and feelings in interactive communication. Some other aspects need attention for minor corrections, refinement and other "tinkering". Role of teacher advanced level Stick to your plan and curriculum; keep students in check.Channel students' independence into routines that benefit the majority. Teacher talk advanced level Natural language at natural speed is a must at this level.Challenge students, prrovide feedback. Minor use of L1 Authenticity of language advanced level Everything from academic prose to literature to idiomatic conversation becomes legitimate resource for the classroom. Certain restriction may come due to level of students. Fluency and accuracy advanced level Occasional problems, most if not all students are fluent. Student creativity advanced level Able to apply class material to the real world. Techniques advanced level Group debates/ argumentation,Complex role playingSkimming and scanning,Determining and questioning author's intent,Writing essays and critiques. Integrate a focus on students purpose for learning English. Listening & speaking goals advanced level Focus on sociolinguistic and pragmatic nuances, such as register style, satus of the interlocutor, culturaly conditioned language constraints. Reading & writing goals advanced level They similarly progress closer to native-speaker competence. Grammar advanced level Metalanguage serves a more useful role. Well-targeted deductive grammar has its place.