One concept endorsed by most current theorists is that of a continuum of learning—that is, predictable and sequential stages of second language development, in which the learner progresses from no knowledge of the new language to a level of competency closely resembling that of a native speaker. These theories have resulted in the identification of several distinct stages of second language development. These stages are most often identified as followed:
Giving students the opportunity to establish their own goals, in addition to or in collaboration with those set by the instructional program, allows students to reflect on their reasons for learning a second language, which may in turn lead to increased motivation. Goals can be either long-term or short-term. Students have written down their personal language goals on a piece of paper. Collect these and create lists of long-term and short-term goals on the board to stimulate class discussion. Long-term goals are usually a result of students’ motivations for choosing the language of study. Short-term goals, which are set more often, are used as enabling steps toward long-term goals. For example, if a student’s long-term goal is to be able to read detective novels in the second language, then he or she may focus on short-term goals such as reading short detective stories and focusing on vocabulary related to law enforcement and crime. Short-term goals are generally more immediately reachable than long-term goals
Theory is vital for teachers because it provides insight into why language learners respond to instruction in certain ways. Understanding Stephen Krashen’s theory can help teachers develop appropriate instructional teaching strategies and assessments that guide students along a continuum of language development, from cognitively undemanding, context-embedded curricula, to cognitively demanding, context-reduced curricula. However, it is more and more important to unite theory with practice as follows: (1) Strategy of the acquisition-learning hypothesis According to Stephen Krashen there are two independent systems of second language performance: “the acquired system” and “the learned system”. The “acquired system” or “acquisition” is the product of a subconscious process very similar to the process that children undergo when they acquire their first language. It requires meaningful interaction in the target language—natural communication—in which speakers are concentrated not in the form of their utterances, but in the communicative act. The “taught system” or “teaching” is the product of formal instruction and it comprises a conscious process that results in conscious knowledge “about” the language, for example knowledge of grammar rules. According to Stephen Krashen “learning” is less important than “acquisition”.
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The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the most complex and abstract among all the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand, the verbal symbolic level does not involve visual ...
After going through the different components of the Cone of Experience, it could be said that in facilitating learning, we can use variety of materials and medium in order to maximize the learning experience. One medium is not enough thus if we can take take advantage of the other media.
Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on ...
According to one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be but it does not mean that concrete experience is the only effective experience that educators should use in transferring knowledge to the learner.
These are first hand experiences which serve as the foundation of learning. In this level, more senses are used in order to build up the knowledge. Also, in this level, the learner learned by doing things by him/herself. Learning happens through actual hands-on experiences.