教育心理学 Chapter 16.pptVIP

Warm-up: Have you ever had these experiences? If I ask you to describe your bedroom, in order to answer this question, we almost certainly form a mental image of it first. If, after seeing a film, we comment that the book is better, it may in part be due to the grater scope of the written version. But it is also very likely going to be because as we read the novel, we form mental images that satisfy us much more than the images we see on the screen. Visualization:  language learning with the mind’s eye Main structure Introduction How does imagery relate to learning process? Uses of imagery in language teaching Factors in the language learning process Positive affective states Teaching materials and activities My argument introduction In this chapter, we will be looking at the role that mental pictures in our mind can play in the second language learning process. We learn better that which attracts our attention, and emotion automatically makes us pay attention. Mental images are strongly connected to the emotional side of life and thus can help to achieve learner engagement and greater assimilation of the language. Stevick defines image as “a composite that we perceive (more or less vividly) as a result of the interaction between what we have in storage and what is going on at the moment”(1986:16) The term used here, visualization refers to mental images called the “mind’s eye”, creating pictures in the mind, rather ghost-like images which we know exist but we cannot say exactly how or where. What are mental images visualization? We all have the ability to form mental images. Children have this to a greater degree, as they have more imagination. However, most educational systems cater to the logical, analytical “left brain” and unwisely phase out the imaginal elements very soon. When used appropriately, images can provide a strong impetus for learning. The best known perhaps is Einstein’s visualization of himself riding a beam of ligh