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Post by Rachel Dry on Aug 21, 2020 14:56:06 GMT
A really brilliant video to explain a difficult concept! It explains some instances where students can be taught a grammatical concept repeatedly but will not accurately use this despite continuous reinforcement. It is possible that the many external influences in the procedural memory are affecting the students ability to use it despite their explicit classroom knowledge of the rule. Their 'own English' is a great concept to understand the formation of idiolects and how in an ELF situation a room full of different idiolects will be playing their own parts in forming students procedural memory from the inputs the are exposed to. The variation of idiolects are going to be far far from Standard English!
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Post by Anita on Sept 7, 2020 9:28:33 GMT
I totally agree with the neuropsychological account. Colleagues often share their frustrations on how students do not remember a lesson taught the previous day. It is clear that classroom learning is declarative in nature if it does not provide opportunities for students to use the skills gained. When learning is meaningful and relevant, it facilitates knowledge retention.
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