Whole language approach 全語(yǔ)言學(xué)習(xí)法

Wholelanguageapproach

全語(yǔ)言學(xué)習(xí)法Group119813136羅今惠Jamie9813142朱庭誼Irene9813144蔡雨桑Wendy9813145洪怡儂JennyWhatisWholeLanguage?a. the“wholeness”oflanguageasopposedtoviewsthatfragmentedlanguageintoitsbitsandpiecesofphonemes,graphemes,morphemes,andwords.b. theinteractionandinterconnectionsbetweenorallanguage(listeningandspeaking)andwrittenlanguage.(readingandwriting)c. theimportance,inliteratesocieties,ofthewrittencodeasnaturalanddevelopmental,justastheoralcodeis.

WhatisWholeLanguage?TheWholeLanguagemovementisn’tateachingmethodbutanapproachtolearningthatseeslanguageasawholeentity.全語(yǔ)言學(xué)習(xí)法全語(yǔ)言教學(xué)理論自80年代起在美國(guó)受到重視並逐漸應(yīng)用到教室教學(xué)中。全語(yǔ)言學(xué)者同樣認(rèn)同語(yǔ)言是一種溝通工具，而學(xué)習(xí)必須以學(xué)生為中心的理論。但與傳統(tǒng)外語(yǔ)教學(xué)不同的是，全語(yǔ)言教學(xué)強(qiáng)調(diào)語(yǔ)言的完整性。認(rèn)為語(yǔ)言的學(xué)習(xí)並非由零（字母、音標(biāo)、單字）到整（句子、段落、文章）逐步建構(gòu)而成，而是先學(xué)習(xí)到語(yǔ)言的整體後再逐步的去分辨其細(xì)部。所以全語(yǔ)言的教學(xué)法強(qiáng)調(diào)將所要學(xué)習(xí)的目標(biāo)語(yǔ)言直接用於課堂上，透過(guò)主題學(xué)習(xí)活動(dòng)、教室中語(yǔ)言環(huán)境的佈置、互助學(xué)習(xí)、合作學(xué)習(xí)、小組討論與發(fā)表等方式同時(shí)培養(yǎng)聽(tīng)、說(shuō)、讀、寫四種能力。CaroleEdelskyCaroleEdelskyisProfessorofCurriculumandInstructionatArizonaStateUniversity.Herresearchhasbeenbasedonlanguageandlanguagelearning,andshehasworkedondevelopingthetheoreticaldistinctionbetweenreading/writingandreading/writingexercises.shehasworkedwithnumerousgroupsofteachersintheUnitedStatesandCanadaonwholelanguagetheory-in-practice.

TheWholeLanguage

issaidtobe:cooperativelearningparticipatorylearningstudent-centeredlearningfocusonthecommunityoflearnersfocusonthesocialnatureoflanguageuseofauthentic,naturallanguagemeaning-centeredlanguageholisticassessmenttechniquesintestingintegrationofthe“fourskills”language’seasyIt’shard

when…when…real&naturalwholepiecesinterestingrelevantsocialutilityvalueartificialbrokenintoboringirrelevantnosocialRulesTheRoleoftheTeacherAFacilitatorAnActiveParticipantASupporterTheRoleoftheStudentsCollaboratorsEvaluatorsSelf-directedlearnersSelectors

Child-to-TeacherInteractionIndividualreadingorwritingconferencesIndividualinstructionAskingoransweringofquestionsRelatingtopersonalexperiences

Child-to-ChildInteractionBuddyreadingaloudPlayinglanguagegamesWorkingwithapartnertosolveaproblemConsultingwithotherswhileworking

Child-to-LargeGroupInteractionMakingannouncementsShowandtellNewstimeGivingoralreportsScienceExperimentsArtprojectsDramaThestudyofnovelsChild-to-SmallGroupInteraction

Howdoestheteacherrespondtostudents’errors?Risktakingandexplorationareencouraged.Errorsasseenassignsoflearningandpartofchildren’sliteracydevelopmentprocess.

AdvantagesFocusesonexperience&activitiesAuthenticmaterialsFacilitatelanguagelearningLearntoreadbyreadingDisadvantagesCurriculumFailureImproperApplicationUnsatisfiedwithWholeLanguageTheoryEducationalPolicyWaysofEvaluationIntroductivevideoofwholelanguage/watch?v=_Kic9BFW540conclusionThewholenessoflanguageisnotintodiscretepart.Learningsecondlanguageshouldbelikelearningfirstlanguage.Wemustintegratetwoormoreskills(listening,speaking,reading,andwriting)inourclassroom.Wh