>> Guided induction is part of something which we could call constructivism.
This is a big field of research and essentially the word comes from the notion
that if we apply this to education and second language learning,
the idea that learners are constructing their own reality,
in this case their own reality of the language.
And one important aspect of this is if the students are the ones processing information.
Of course, they bring some background information, some biases,
et cetera which have an effect on the process.
And the other thing I wanted to mention is that this spans a whole range of different approaches
from cognitive to social constructivism.
And you can pick your position on that continuum.
What's important for us is something that I think is relevant which is
that this is something with a history.
A history of particular research in terms of cognitive psychology,
the notion of background knowledge and some of you may be familiar with these concepts
or may be discussing them in other sessions, the notion of development of knowledge.
One particular concept which is very crucial here is the notion of depth of processing
or elaborated processing which is the more you process some type of information,
the deeper you get into the basics of that particular concept product et cetera.
And one thing which is associated with that one which is I think at the heart of the notion
of inductive learning is the idea that when learner generate their own routes
of development, those-- and the dictogloss is a particular case of that.
Those are gonna be based on the idiosyncratic constraints
of the subject's particular knowledge.
So in other words in the dictogloss, the students are bringing
to the task what they know, and of course they're gonna match much better what they have
in terms of the target language and what they are actually capable of producing,
what their competencies are at that point.
And that's something we-- you can achieve with the kind of activities we just did,
which in many cases tends to be a hindrance of the typical syllabus
where we have one particular point and the teacher presents this particular structure,
and its one single presentation to all of the students.
And of course, the students are gonna be at different levels of development
and they're gonna be understanding different things based on the same idea.
When you switch the tables now and you focus on the students,
now is when you can actually take advantage of those different levels of development.