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Stamberg (2022)Stamberg (2022) detailBrown's ecology (1991)Biler (2022)Vermette et al (2001)Knowles (2005)Long (1990a)Ellis (2007)Brown (2014)maturation-basedcognitivesocioculturalidentityecologicaldynamic systems theory
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10. language1. account for universalsPredictable sequencesuniversal grammar
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15. contextclimate of context2. account for environmental factors
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15. contextPrior experiences of the learner provide a rich resource for learning.
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20. individualConnections: Learning is through connections of new information and previous knowledge.
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20. individualOptions: Choice is a key ingredient for students in the constructivist classroom.
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20. individualNegotiation: Students should be allowed the freedom to garner a personal understanding of the new information.
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20. individualBranches of affective variablesMotivation: Relevance is central to the student’s motivation level.The motivation for adult learners is internal rather than external4. explain both cognitive and affective factors
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20. individual7. account for cognitive / innate factors which explain interlanguage systematicityNeurolinguisticsimplicit & explicit processing
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20. individualRole of the L1 in the classL1L1 acquisition
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20. individual* leaves of comprehension and production strategies
* germination strategies		Strategies
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20. individual?Adult orientation to learning is life-centered; education is a process of developing increased competency levels to achieve their full potential.other related issues
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20. individual* Seeds of predisposition
* Soil of style		Accommodating individual differences* Variety: Variety of backgrounds, levels of comprehension, learning styles, etc. should all be considered in the constructivist classrooms.
* Time: Time is not a constant for the subject matter in a constructivist model. Rather, the student’s understanding of the subject is the guide for the amount of time needed.		3. account for variability in age, acquisition rate, and proficiency level
8. recognize that acquisition is not a steady accumulation of generalizations		VariabilityIndividual differences & Agesystematicity and variabilityDST does better at accounting for unpredictable nature of SLA (Dornyei 2009)
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30. inputinputInputinput hypothesis
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30. inputFrequency
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30. input6. account for other variables besides exposure and input [e.g. it's more than just this category]DST does better at accounting for unpredictable nature of SLA (Dornyei 2009)
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40. teaching methodandragogyStudent-Centered: The focus of constructivism is on the student, not the teacher.
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40. teaching method* Instructional style/classroom environment
* Roles of teacher and student in the class
* How the four skills should be addressed (speaking, listening, reading, writing)		Intentional Teaching: Though the teacher is a guide in this learning process, he or she is no less a teacher.Instruction & Learning [models]
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40. teaching methodHow grammar should (or should not) be taughtStandards: Standards are ever-present in the constructivist model in spite of the priority on student-centered learning, etc. These standards may include the ability of the student to think critically on the subject and perform other cognitive procedures while manipulating his or her knowledge of the subject5. account for form-focused learning, not just subconscious acquisitionInstruction
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40. teaching methodCLT
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40. teaching methodTBLT
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40. teaching method* Chrenka (2001) noted that the role that teachers play is to “combine their understanding of how students learn with their own expert knowledge of a particular discipline in order to construct a framework for instruction”
* Scaffolding: Teachers assist students to reach new levels of understanding without giving them the direct information.
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40. teaching methodTechnologies: Technology allows for greater resources for personalized research and discovery.
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40. teaching method
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45. social? or still individual?Collaboration: The building of knowledge in a social context is central to learning.The self-concept of adults is heavily dependent upon a move toward self-direction.Sociolinguistics* mediation and the ZPD
* Long's interaction hypothesis
* social constructivist views		language ego, etc.Sociocognitive
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50. learningUnderstanding: Students must understand (and apply) the information to have learned it.
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50. learningRoots of competence
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50. learningInquiry: Learning is through inquiry about the subjects.
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50. learning* Connections: Learning is through connections of new information and previous knowledge.
* Options: Choice is a key ingredient for students in the constructivist classroom.
* Negotiation: Students should be allowed the freedom to garner a personal understanding of the new information.		* Adults need to know why they need to learn something before learning it.
* Adults typically become ready to learn when they experience a need to cope with a life situation or perform a task.
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50. learningImplicit learning
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50. learningEmergentismemergentism
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50. learningskill more than knowledge
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50. learningImpact of output on learning
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50. learning* Inferred competence
* Intake
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60. outputOutput
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60. outputoutput variability (by learner & in outcome)DST does better at accounting for unpredictable nature of SLA (Dornyei 2009)
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60. outputVariability across subsystems [e.g. parts of speech?]
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60. outputLearner language
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60. outputFruit of performanceCommunicative competence
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60. outputattention-processing model [4 part]
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60. outputRubrics: Rubrics are used to help evaluate.
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70. overviewsBrown's horticultural model of SLAGlobal views on language learning/acquisition
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