Application of Gagné's Theory of Instruction to Teaching Mandarin as a Foreign Language
Overview
This paper examines Robert Gagné's Theory of Instruction and its application to teaching Mandarin Chinese as a foreign language. The paper explores Gagné's learning outcome taxonomy, which includes motor skills, attitudes, cognitive strategies, intellectual skills, and verbal information, and compares these domains with Bloom's taxonomy to demonstrate how systematic instructional design can enhance language learning effectiveness.
What this essay covers
- Introduction to Gagné's Theory of Instruction and its foundational concepts in information processing and learning outcomes
- Comparison of Gagné's learning taxonomy with Bloom's cognitive, affective, and psychomotor domains
- Analysis of internal and external learning conditions and the essential ideas of instruction
- Application of Gagné's framework to Mandarin language instruction methodology
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APPLICATION OF GAGNE THEORY OF INSTRUCTION TO TEACHING MANDARIN AS A FOREIGN LANGUAGE
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Application of Gagne's Theory of Instruction to Teaching Mandarin as a Foreign Language
Introduction
Robert Gagne's instruction theory has presented numerous valuable concepts to teachers, trainers, and instructional designers. The theory is based on information processing procedures within the brain, as well as the different stimuli that influence the learning outcomes. In this regard, application of Gagne’s Theory of Instruction is a basis for warranting effectiveness and systematic approach during learning. Through the application of the theory, there are established structures for instruction and ensures that learning produces positive outcomes (Khadjooi, Rostami and Ishaq, 2011). Gagne is considered to be among the foremost contributors to systematic approach in learning instruction. Through his theory, there are numerous valuable ideas that can benefit people learning the Mandarin language as foreigners. Primarily, there are several areas such as the learning outcome taxonomy. This area, combined with the proposed instructional method leads to comprehensive learning outcomes to students (Corry, 1996).
The learning outcome taxonomy is related to the psychomotor, affective, and cognitive outcome taxonomy by Bloom. When we compare Gagne and Bloom, we can see how the acknowledge the importance of categorizing human abilities into different domains. This was important for warrant learning effectiveness and positive outcomes. Through Gagne’s theory, these traits are clearly depicted and different domains of the instructional approach manifest (Gagne 1985).