unit Language and Language LearningPPT課件

1、Why should we learn this course?What shall we learn from it?How to learn it well?第1頁/共58頁Teach in order not to teach.Learning VS. Teaching (teaching vs. learning)Practice, presentation第2頁/共58頁 Unit1 Language and Language Learning Unit2 Communicative Principles and Task-based Language Teaching Unit3

2、The National English Curriculum Unit4 Lesson Planning Unit5 Classroom Management Unit6-8 Teaching Pronunciation/ Grammar/ Vocabulary Uint9-12 Teaching Listening/Speaking/ Reading/ Writing Unit13 Integrated skills Unit14 Moral Learning Uint15 Assessment in Language Teaching Unit16 Learner Differences

3、 and Learner Training Unit17 Using and Creating Resources Uint18 Evaluating and Adapting Textbooks第3頁/共58頁Reference 程曉堂 任務型語言教學，高等教育出版社，2004 桂詩春應用語言學，湖南教育出版社，1988 桂詩春心理語言學，上海外語教育出版社，1997 李觀儀具有中國特色的英語教學法，上海外語教育出版社，1995 牛津應用語言學叢書 上海外語教育出版社 2000 束定芳、莊智象 現(xiàn)代外語教學-理論實踐與方法，上海外語教育出版社，1996 外語教學法叢書 外語教學與研究出版社出

4、版 文秋芳英語學習策略論，上海外語教育出版社，1996 中國英語教師自主發(fā)展叢書 上海外語教育出版社 2010第4頁/共58頁Unit1 Language and Language Learning第5頁/共58頁 Aims of the unit 1. How do we learn languages? 2. What are the common views on language? 3. What are the common views on language learning?第6頁/共58頁1.1 How do we learn languages? Task 1 Intervi

5、ew - how teaching methodology can ensure successful learning by all the learnersThe way teachers teachThe way Students learninfluence第7頁/共58頁1.2 Views on languageThe Nature of Language What is language?Brainstorming第8頁/共58頁Textbook Appendix1 P307 Language is a system of arbitrary vocal symbols used

6、for human communication.1. Language is a system.2. Language is arbitrary.3. Language is vocal.4. Language is for human communication.第9頁/共58頁Views on languageStructural view Functional view Interactional view第10頁/共58頁Structural view: Language is a linguistic system made up of various subsystems: pho

7、nology, morphology, lexicology and syntax. To learn a language is to learn its vocabulary and structural rules.第11頁/共58頁 Ferdinand de Saussure(1857-1913 )第12頁/共58頁 Functional view: Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to d

8、o things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.第13頁/共58頁第14頁/共58頁 Interactional view: Language is a communicative tool to build up and maintain social relations between peopl

9、e. Learners need to know the rules of a language and where, when and how it is appropriate to use them.第15頁/共58頁 Your view of language determines your way of teaching. Attention第16頁/共58頁 What will be your focus in teaching? Structural view knowledge: vocabulary and grammar (sentence patterns) Functi

10、onal view communicative categories, communicative ability (to be able to communicate) Interactional view to communicate appropriately (communicative strategies, cultural awareness, etc.)第17頁/共58頁1.3. Views on Language Learning and Learning in GeneralWhat is learning?第18頁/共58頁Behaviorist TheoryCognit

11、ive TheorySecond Language Acquisition第19頁/共58頁BehaviorismBehaviorism is an approach to psychology that arose out of the ideas of early learning theorists who attempted to explain all learning in terms of some form of conditioning.第20頁/共58頁Ivan Pavlov (1849-1936)第21頁/共58頁 A nineteenth century Russian

12、 Ivan Pavlovs experiments with dogs and other animals 第22頁/共58頁A response (e.g. salivation) generated by one stimulus (e.g. food) can be produced by introducing a second stimulus (e.g. a bell) at the same time. This is known as S-R (Stimulus-Response) theory or classical conditioning.第23頁/共58頁B. F.

13、Skinner (1904 - 1990)第24頁/共58頁A mid-twentieth-century American B. F. Skinner responsereinforcement habit formationstimulus第25頁/共58頁Language is seen as a behavior to be taught. A small part of the foreign language, such as a structural pattern, is presented as a stimulus, to which the learners respon

14、ds, for example, by repetition or substitution. This is followed by reinforcement by the teacher, based on 100 percent success. Learning a language is seen as acquiring a set of appropriate mechanical habits, and errors are frowned upon as reinforcing bad habits.第26頁/共58頁In contrast to behaviorism,

15、cognitive psychology is concerned with the way in which the human mind thinks and learns. Cognitive psychologists are therefore interested in the mental processes that are involved in learning.Cognitive theory第27頁/共58頁Noam Chomsky(1928- )Thinking (creativity)Internal factorsCognitivism第28頁/共58頁Cogni

16、tive view of language and learning If all language is learned by imitation and repetition, how can a child produce a sentence that has never been said by others before? Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced.

17、第29頁/共58頁Influence of cognitive theory Learners should be allowed to create their own sentences based on their understanding of certain rules (creativity)In a cognitive approach, the learner is seen as an active participant in the learning process, using various mental strategies in order to sort ou

18、t the system of the language to be learned.第30頁/共58頁Second Language Acquisition (SLA) Krashens Five hypotheses : 1. The acquisition-learning distinction (Learning and acquisition are separate processes.) Acquisition refers to the natural assimilation of language rules through using language for comm

19、unication. Learning refers to the formal study of language rules and is a conscious process.第31頁/共58頁 2. The natural order hypothesis (自然順序假說) (There is a natural order of language acquisition that applies to FL acquisition.) The natural order, as defined by Krashen, consists of listening to a great

20、 deal of meaningful language input, then speaking, then reading to a great deal of meaningful input, and then writing, which is formally taught.第32頁/共58頁 3. The monitor hypothesis (監(jiān)控假說監(jiān)控假說) (Acquisition is more important than learning. The main role of learning is a secondary one: to monitor what w

21、e say and write in the FL.)第33頁/共58頁 4. The input hypothesis 輸入假說輸入假說 (The most important thing to provide with is comprehensible input.) Comprehensible input: i+l i the acquirers present level of competence i+l the level immediately following i as i+l第34頁/共58頁Learning in GeneralConstructivist Theor

22、y Socio-constructivist Theory第35頁/共58頁Representatives of Constructivismv Jean Piaget (1896 1980) Learning is a personal construction of knowledge to be learned based on the learners previous experience.第36頁/共58頁Representatives of Constructivismv John DeweyLearning by doingTeaching should be built on

23、 learners experience and engage learners in learning activities.Teachers need to design environments and interact with learners.第37頁/共58頁Representative of Socio-constructivismv Lev VygotskyZPDZone of Proximal Development (最近發(fā)展區(qū))Scaffolding (腳手架)第38頁/共58頁 Social-constructivist views of language and l

24、anguage learning Interaction and engagement with the target language in a social context is important. ZPDZone of Proximal Development (最近發(fā)展區(qū)) Scaffolding (腳手架)learning is best achieved through the dynamic interaction between the teacher and the learner (question & explanation) the learners (a m

25、ore capable peers support)第39頁/共58頁Zone of Proximal Development It is the term used to refer to the layer of skill or knowledge which is just beyond that which the learner is currently capable of coping. Working together with another person, either an adult or a more competent peer at a level that i

26、s just above a learners present capabilities is the best way for the learner to move into the next layer.第40頁/共58頁Children two levels of intellectual developmentActual development level (業(yè)已達到的實際發(fā)展水平)Level of potential development（潛在的發(fā)展水平）Zone of Proximal Developmentgap第41頁/共58頁Scaffolding建筑支架腳手架第42頁

27、/共58頁The term was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. In the process of scaffolding, the teacher helps the student master a task or oncept that the student is initially unable to grasp independently. The teacher offers assistan

28、ce with only those skills that are beyond the students capability.第43頁/共58頁支架式教學支架式教學教學目標 教學支架逐漸撤掉學生的操作活動逐漸增加第44頁/共58頁What are the common views on language learning?BehaviorismPavlovSkinnerImitation & repetition (S-R-R)External factorsCognitivismChomsky Thinking (creativity)Internal factorsConst

29、ructivism PiagetBrunerDeweyPersonal constructionInteractionSocial-constructivismVygotskyZPD & scaffolding第45頁/共58頁1.4 What are the qualities of a good language teacher? There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized

30、into 3 groups: ethic devotion, professional qualities and personal styles (Parrot, 1993) Professional qualities are necessary, but only professional qualities arent enough. 第46頁/共58頁(Adapted from Tasks for Language Teachers, Martin Parrot, 1993)kindcreativeresourcefulwell-preparedaccuratecaringdynam

31、icpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflective第47頁/共58頁1.5 How can one become a good language teacher? The most important and most difficult part of the making of a good language teacher is the development of

32、 professional competence, which is the quality of being qualified for the profession, and armed with a specific range of skills, strategies, knowledge and ability.第48頁/共58頁What is teaching? Some people think teaching is a craft, a novice teacher can learn the profession by imitating the experts tech

33、niques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation.第49頁/共58頁 By making a compromise between these two views, Wallace (1991) uses a reflective model to demonstrate the development of professional competence. Wha

34、t is teaching?第50頁/共58頁Teachers professional development (Adapted from Wallace, 1991: 15)Language developmentStage 1OthersexperienceReceived knowledgeOwn experiencePracticeReflectionProfessionalcompetenceStage 2Goal第51頁/共58頁Teachers professional development (Adapted from Wallace, 1991:15)Language developmentStage 1OthersexperienceReceived knowledgeOwn experiencePracticeReflectionProfessionalcompetenceStage 2Goal第52頁/共58頁Teachers professional development (Adapted from Wallace, 1991:15)Language developmentStage 1Others