WEBVTT

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>> Guided induction is part of something
which we could call constructivism.

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This is a big field of research and
essentially the word comes from the notion

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that if we apply this to education
and second language learning,

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the idea that learners are
constructing their own reality,

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in this case their own reality of the language.

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And one important aspect of this is if the
students are the ones processing information.

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Of course, they bring some
background information, some biases,

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et cetera which have an effect on the process.

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And the other thing I wanted to mention is that
this spans a whole range of different approaches

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from cognitive to social constructivism.

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And you can pick your position
on that continuum.

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What's important for us is something
that I think is relevant which is

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that this is something with a history.

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A history of particular research
in terms of cognitive psychology,

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the notion of background knowledge and some
of you may be familiar with these concepts

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or may be discussing them in other sessions,
the notion of development of knowledge.

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One particular concept which is very crucial
here is the notion of depth of processing

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or elaborated processing which is the
more you process some type of information,

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the deeper you get into the basics of
that particular concept product et cetera.

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And one thing which is associated with that one
which is I think at the heart of the notion

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of inductive learning is the idea that
when learner generate their own routes

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of development, those-- and the
dictogloss is a particular case of that.

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Those are gonna be based on the
idiosyncratic constraints

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of the subject's particular knowledge.

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So in other words in the
dictogloss, the students are bringing

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to the task what they know, and of course
they're gonna match much better what they have

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in terms of the target language and what
they are actually capable of producing,

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what their competencies are at that point.

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And that's something we-- you can achieve
with the kind of activities we just did,

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which in many cases tends to be a
hindrance of the typical syllabus

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where we have one particular point and the
teacher presents this particular structure,

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and its one single presentation
to all of the students.

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And of course, the students are gonna
be at different levels of development

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and they're gonna be understanding
different things based on the same idea.

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When you switch the tables now
and you focus on the students,

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now is when you can actually take advantage
of those different levels of development.