unit 1 language and language learning 英语教学法课件

Welcome!,Language and Language Learning,Unit 1,I. The Nature of Language,What is language?,Textbook P307 Appendix,Language is a system of arbitrary vocal symbols used for human communication.,1. Language is a system.2. Language is arbitrary.3. Language is vocal.4. Language is for human communication.,参见: 刘润清所著 论大学英语教学 Chapter 1,II. Views on language,Structural view Functional view Interactional view,Textbook PP3-4,Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntactics. To learn a language is to learn its vocabulary and structural rules. (P3),Ferdiand de Saussure(1857-1913 ),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 do 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. (P3),Interactional view: Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. (P3),Your view of language determines your way of teaching.,Attention,Structural view knowledge: vocabulary and grammar (sentence patterns)Functional view communicative categories, communicative ability (to be able to communicate)Interactional view to communicate appropriately (communicative strategies, cultural awareness, etc.),What will be your focus in teaching?,Reflection,Please reflect on your middle school English teachers classroom teaching and try to think about how they understand the nature of language.,Reference Books:1. Johnson, K. An Introduction to Foreign Language Learning and Teaching. 2000 Chapter 3.2.束定芳、庄智象的现代外语教学理论、实践与方法PP193-194.3. Richards, J. & Rogers, T.S. Approaches and Methods in Language Teaching. (语言教学路子与方法1986)4. Howatt, A.P.R. A History of English Language Teaching. (英语语言教学史1984),III. Views on Language Learning and Learning in General,What is learning?,Behaviorist Theory (P5),Cognitive Theory (PP5-6),3.1 Views on Language Learning,Second Language Acquisition (SLA),3.1.1 Behaviorism,Behaviorism 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.,Ivan Pavlov (1849-1936),S-R,A nineteenth century Russian Ivan Pavlovs experiments with dogs and other animals,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.,B. F. Skinner (1904 - 1990),S-R-R,A mid-twentieth-century American B. F. Skinner,response,reinforcement,habit formation,stimulus,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 responds, 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.,The role of the teacher is to develop in learners good language habits, which is done mainly by pattern drills, memorization of dialogues or choral repetition of structural patterns.,Audiolingualism,听说法,Audio-Lingual Method,Listen and repeat drilling activities are the most important classroom activities.Mistakes are immediately corrected and correct utterances are immediately praised.,Repetition Drill: Books open. Chorus and Group Repetition.Ask the pupils to repeat the following statements after you first in chorus then in groups:TEACHER: Look at the 1st picture. There is a plate on the table. All together! Look at the 2nd picture. There is some tea in the pot. All together!The remaining items are as follows:3rd: a cup behind the pot.4th: some coffee in the cup.5th: a sweet in the packet.6th: some sugar in the bowl. ,In contrast to behaviorism, 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.,Textbook PP5-6,3.1.2 Cognitive theory,Noam Chomsky(1928- ),Thinking (creativity),Internal factors,Cognitivism,Cognitive 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,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 out the system of the language to be learned.,Krashens Five hypotheses :1. The acquisition-learning distinction (Learning and acquisition are separate processes.),3.1.3 Second Language Acquisition (SLA),(see Johnson Chapter 6),Acquisition refers to the natural assimilation of language rules through using language for communication.,The only real difference is in terms of the environments in which acquisition is what happens when you go and live in the target-language country, while learning is what happens in classrooms.,Learning refers to the formal study of language rules and is a conscious process.,2. The natural order hypothesis (自然顺序假说)(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 deal of meaningful language input, then speaking, then reading to a great deal of meaningful input, and then writing, which is formally taught.,3. The monitor hypothesis (监控假说)(Acquisition is more important than learning. The main role of learning is a secondary one: to monitor what we say and write in the FL.)Johnsons book p91.,4. The input hypothesis 输入假说(The most important thing to provide with is comprehensible input.)Comprehensible input: i+li the acquirers present level of competencei+l the level immediately following i as i+l Johnsons book P93,5. The affective filter hypothesis (情感过滤假说) (Learners need the right affect for acquisition to take place.) 束定芳、庄智象 PP222-223 Johnson P94,3.2 Learning in General,Constructivist Theory,Socio-constructivist Theory,Textbook P6,Representatives of Constructivism,Jean Piaget (1896 1980),Piagets views and influence,Learning is a personal construction of knowledge to be learned based on the learners previous experience.,Representatives of Constructivism,John Dewey,P6,Deweys views and influence,Learning by doingTeaching should be built on learners experience and engage learners in learning activities.Teachers need to design environments and interact with learners.,Representative of Socio-constructivism,Lev Vygotsky,P6,Social-constructivist views of language and language learning,Interaction and engagement with the target language in a social context is important.ZPDZone of Proximal Development (最近发展区)Scaffolding (脚手架)learning is best achieved through the dynamic interaction between the teacher and the learner (question & explanation) the learners (a more capable peers support),Zone of Proximal Development,最近/边缘发展区,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 is just above a learners present capabilities is the best way for the learner to move into the next layer.,Children two levels of intellectual development,Actual development level (业已达到的实际发展水平),Level of potential development（潜在的发展水平）,Zone of Proximal Development,gap,Zone of Proximal Development& scaffolding,i,i+1,Scaffolding,建筑支架脚手架,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 assistance with only those skills that are beyond the students capability.,教学内容：高一英语Book 1A Unit 3 Going Places教学课型：听说课（warming up, listening and speaking）Step 1 Lead-in教师搭建的是背景支架：图片、地图展示。教师用多媒体展示了一些全国或者世界闻名的旅游景点图片，从视觉刺激学生，让他们猜地点。如，看到the Great Wall图片马上说出Beijing。图片可以多样化，目的是让学生说出旅游地点，从而引发他们对旅游的兴趣。后面的听力部分填表格时，听力内容并不提及地点，但填空内容要填地点。这部分guessing game 也为听力做好铺垫。 在让学生猜完导入部分的图片地点后，教师给学生提供一张中国地图，标出四个情景地点，让学生说出采取何种交通方式，并讲述理由。地图的提供使得书本的情景具体化，更能提高学生兴趣，调动他们说的欲望。,支架式教学,教学目标,教学支架逐渐撤掉,学生的操作活动逐渐增加,What are the common views on language learning?,IV.What are the qualities of a good language teacher?,People with a general command of a foreign language cant teach it very effectively. (F)People with an excellent command of a foreign language will surely be an excellent language teacher. (F),Professional qualities are necessary, but only professional qualities arent enough.,Conclusion,Reflect on your own learning experiences. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.,Task,There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into 3 groups: ethic devotion, professional qualities and personal styles (Parrot, 1993),Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities.,Task,(Adapted from Tasks for Language Teachers, Martin Parrot, 1993),Professional qualities,Ethic devotion,Personal styles,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 professional competence, which is the quality of being qualified for the profession, and armed with a specific range of skills, strategies, knowledge and ability.,What is teaching?,Some people think teaching is a craft, a novice teacher can learn the profession by imitating the experts techniques, just like an apprentice.Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation.,By making a compromise between these two views, Wallace (1991) uses a reflective model to demonstrate the development of professional competence.,What is teaching?,Teachers professional development (Adapted from Wallace, 1991: 15),Language development,Stage 1,Othersexperience,Received knowledge,Own experience,Practice,Reflection,Professionalcompetence,Stage 2,Goal,Teachers professional development (Adapted from Wallace, 1991:15),Language development,Stage 1,Othersexperience,Received knowledge,Own experience,Practice,Reflection,Professionalcompetence,Stage 2,Goal,Teachers professional development (Adapted from Wallace, 1991:15),Language development,Stage 1,Othersexperience,Received knowledge,Own experience,Practice,Reflection,Professionalcompetence,Stage 2,Goal,learning,practice,reflection,The learning stage,The purposeful preparation that a language normally receives before he/she starts the practice of teaching.,Othersexperience,Received knowledge,Own experience,Learning from others experience craft2. Learning the received knowledge applied science knowledge3. Learning from ones own experiences as a learner,The practice stage (2 senses),Pseudo practice: short period of time as