5.Focus on the language learnersppt课件

FocusontheLanguageLearners,LearnerCharacteristics,FactorsofsuccessfulL2Learning?DurationandintensityofthelanguagecourseThecharacteristicsandabilitiesoftheteacherTheappropriatenessoftheteachingmethodologyThequalityofthetextbookthesizeandcompositionofthelearnergroupTheamountofnaturalL2practiceopportunitiesThecharacteristicsofthelanguagelearner.,AgreeorDisagree?L2learnersaremerely“emptyvessels”.L2learnersarecarryingconsiderable“personalbaggage”tothelanguagecourse.THEN,whatareinsidethe“personalbaggage”?,CharacteristicsOutsidetheTeachersControl,AgeGenderLanguageAptitude,Age,Traditionalview:theyoungerwestarttolearnaL2,thebetterchanceforsuccesswehave.CriticalPeriodRecentview:“theyoungerthebetterprinciple”isonlyvalidinenvironmentswherethereisaconstantandnaturalexposuretotheL2.,Gender,Dogirlsoutdotheirmalepeerswhenitcomestolanguagelearning?,LanguageAptitude,Aspecialability,gift,knack,feel,flairforlanguagesLanguageaptitude:thelanguage-relatedaspectofintelligence,anditdeterminestherateoflearningandtheamountofenergytheprogressislikelytorequireofthelearner.Auditoryability：toidentifythesoundGrammaticalsensitivity:torecognizethegrammaticalfunctionsInductivelanguagelearningability:toidentifypatternsofcorrespondenceandrelationsbetweenformandmeaningMemory,LanguageaptitudeV.S.hardworkandpersistence?,CharacteristicsUndertheTeachersControl,MotivationLearningStylesLearnerStrategies,Motivation,thekeylearnervariablecanbepromotedconsciouslycanbechangedinapositivedirectionTHEN,howtomotivatestudentstobeasuccessfulL2learners?,Motivation,I.TheSocialNatureofL2motivationThelearningofaforeignlanguageinvolvesfarmorethansimplylearningskills,orasystemofrules,oragrammar;itinvolvesanalterationinself-image,theadoptionofnewsocialandculturalbehaviorsandwaysofbeing,andthereforehasasignificantimpactonthesocialnatureofthelearner.Williams(1994),Favorableattitudestowardsalanguagecommunitymaywellincreasethemotivationtolearnthelanguage.,13,如果令A、B、C、DX、Y、Z这26个英文字母，分别等于百分之1、2、3、424、25、26这26个数值，那么我们就能得出如下有趣的结论：,MagicMath,14,Hardwork(努力工作),15,Knowledge(知识),K+N+O+W+L+E+D+G+E=11+14+15+23+12+5+4+7+5=96%,16,Love（爱情）Luck（好运）,L+O+V+E=12+5+22+5=54%L+U+C+K=12+21+3+11=47%,17,这些我们通常非常看重的东西都不是最圆满的，虽然它们非常重要。那么，究竟什么能使得生活变的圆滿？,Then,M+O+N+E+Y=13+15+14+5+25=72%,L+E+A+D+E+R+S+H+I+P=12+5+1+4+5+18+19+9+16=89%,NO,S+M+A+R+T=18+13+1+18+19=69%,S+E+X=19+24+5=48%,19,那么，什么能使生活变成100%的圆滿呢？,？,20,ItsAttitude.,A+T+T+I+T+U+D+E=1+20+20+9+20+21+4+5=100%,正是我们对待人生、工作、生活的态度能够使我们的生活达到100%的圆滿！,21,现代成功学奠基人拿破仑.希尔（NapoleonHill，18831969）：人与人之间只有很小的差别，但这很小的差别却往往造成巨大的差异，这很小的差别就是所具备的心态是积极的还是消极的，这巨大的差异就是成功与失败。,Motivation,II.MotivationasaDynamicProcessNotstableandstatic;Acontinuousprocessofchange.,Motivation,Threedistinctphases:“choicemotivation”（选择动机）Motivationneedstobegenerated;Themotivationthatisgeneratedthenleadstotheselectionofthegoalortasktobepursued.,Motivation,Threedistinctphases:2.“executivemotivation”（执行动机/意志）Generatedmotivationneedstobeactivelymaintainedandprotectedwhiletheparticularactionlasts;Particularlyrelevanttolearninginclassroomsettings,wherestudentsareexposedtoagreatnumberofdistractinginfluencesthatmakeitdifficulttocompletethetask.(off-taskthoughts,irrelevantdistractionsfromothers,anxiety,physicalconditions),Motivation,Threedistinctphases:3.“motivationalretrospection”（动机回顾）Learnersretrospectiveevaluationofhowthingswent;Itwilldeterminethekindofactivitiestheywillbemotivatedtopursueinthefuture.,Motivation,Motives:Peoplewillbeinfluencedbydifferentfactorswhiletheyarestillcontemplatinganactionfromthosethatinfluencethemoncetheyhaveembarkedonsomeaction;Whenwelookbackatsth.andevaluateit,anewsetofmotivationalcomponentsmaywellbecomerelevant.,Motivation,III.TheMostImportantmotivestolearnanL2A.Motivesinthephaseof“choicemotivation”:-thevaluesandattitudesrelatedtotheL2,theL2speakersandlanguagelearningingeneral.Influentialmotivationtheory（影响动机论）Expectancyofsuccessandperceivedcopingpotential（成功期待与应对潜力）,Motivation,A.Motivesinthephaseof“choicemotivation”:InfluentialmotivationtheoryIntegrativeorientation（融入型取向）：apositivedispositiontowardtheL2groupandthedesiretointeractwithandevenbecomesimilartovaluedmembersofthatcommunity.Instrumentalorientation（工具型取向）:thepotentialpragmaticgainsofL2proficiencyTheintegrativemotive（融入动因）:integrativeness+attitudestowardthelearningsituation+motivationalintensity,desireandattitudestowardsL2,Motivation,A.Motivesinthephaseof“choicemotivation”:2.ExpectancyofsuccessandperceivedcopingpotentialLearnersconfidenceinbeingabletocarryoutthetasksassociatedwithL2learning(linguisticself-confidence)Thesubjectiveperceptionsofassuranceandtrustinoneself.,Motivation,B.Motivesinthephaseof“executivemotivation”:TheperceivedqualityofthelearningexperienceAutonomy,Motivation,B.Motivesinthephaseof“executivemotivation”:Theperceivedqualityofthelearningexperience(teachers,parents,learnergroups)DegreeoffamiliarityAttractivenessWhetherthestimulusisinstrumentalinsatisfyingneedsorachievinggoalsWhethertheindividualexpectstobeabletocopewiththeeventWhethertheeventiscompatiblewithsocialnormsandtheindividualsself-concept,Motivation,B.Motivesinthephaseof“executivemotivation”:2.Autonomy(self-determination)Autonomouslanguagelearnersaremotivatedlearners;Leadingtoincreasedstudentinvolvementandcommitment.,Motivation,C.Motivesinthephaseof“motivationalretrospection”:Thefeedback,thepraiseandthegradesTherepertoireofpersonallyusefulstrategies,Motivation,IV.HowtomotivateLearners1.CreatingthebasicmotivationalconditionsCreatingrapportwiththestudentsFosteringapleasantandsupportiveclassroomatmosphereDevelopingacohesivelearnergroupwithappropriategroupnorms,Motivation,2.GeneratinginitialstudentsmotivationEnhancingthelearnersL2-relatedvaluesandattitudesIncreasingthelearnersexpectancyofsuccessIncreasingthelearnersgoal-orientednessMakingteachingmaterialsrelevanttothelearnersCreatingrealisticlearnerbeliefs,Motivation,3.MaintainingandprotectingmotivationMakinglearningstimulatingSettingspecificlearnergoalsPresentingtasksinamotivatingwayProtectingthelearnersself-esteemandincreasingtheirself-confidenceAllowinglearnerstomaintainapositivesocialimageCreatinglearnerautonomyPromotingco-operationamongthelearnersPromotingself-motivatingstrategies,Motivation,4.Encouragingpositiveretrospectiveself-evaluationProvidingmotivationalfeedbackPromotingmotivationalattributionsIncreasinglearnersatisfactionOfferingrewardsandgradesinamotivatingmanner,LearningStyle,VariouslearnersapproachlearninginasignificantlydifferentmannerTeacherscanmodifythelearningtaskstheyuseintheirclassesinawaythatmaybringthebestoutofparticularlearnerswithparticularlearningstylepreferences.“Style-stretching”（风格扩展）,LearningStyle,Learningstylepreferences（学习风格倾向）visual,auditoryorhands-on（视觉型、听觉型、实践性）roverted（外向型、内向型）abstractandintuitivevs.concreteandthinkinginstep-by-stepsequence（抽象直观型、具体顺序型）openvs.closure-oriented（开放型、封闭型）globalvs.particular（全局型、细节型）synthesizingvs.analytic（综合型、分析型）,LearningStyle,HowIusemyphysicalsensesAvisualpersonreliesmoreonthesenseofsight,andlearnbestthroughvisualmeans(books,video,charts,pictures)Anauditorypersonpreferslisteningandspeakingactivities(discussions,debates,audiotapes,role-plays,lectures)Atactilepersonbenefitsfromdoingprojects,workingwithobjectandmovingaroundtheroom(games,buildingmodels,conductingexperiments),LearningStyle,HowIexposemyselftolearningsituationsAnextrovertedpersonenjoysawiderangeofsocialinteractivelearningtasks(games,conversations,discussions,debates,role-plays,simulations)Anintrovertedpersonlikestodomoreindependentwork(studyingorreadingbyyourselforlearningwiththecomputer)orworkingwithoneotherpersonyouknowwell,LearningStyle,HowIhandlepossibilitiesArandom-intuitivepersonismorefuture-oriented,preferswhatcanbeoverwhatis,liketospeculateaboutpossibilities,enjoysabstractthinkingandavoidsstep-by-stepinstruction.Aconcrete-sequentialpersonispresent-oriented,prefersone-step-at-a-timeactivities,andwantstoknowwhereyouaregoinginyourlearningateverymoment.,LearningStyle,HowIApproachTasksAclosure-orientedpersonfocusescarefullyonalllearningtasks,meetsdeadlines,plansaheadforassignmentsandwantsexplicitdirections.Aopen-orientedpersonenjoysdiscoverylearning(inwhichyoupickupinformationnaturally)andpreferstorelaxandenjoyyourlearningwithoutconcernfordeadlinesorrules.,LearningStyle,HowIDealwithIdeasAsynthesizingpersoncansummarizematerialwell,enjoysguessingmeaningsandpredictingoutcomes,andnoticessimilaritiesquicklyAnanalyticpersoncanpullideasapart,doeswellonlogicalanalysisandcontrasttasks,andtendstofocusongrammarrules.,LearningStyle,HowIDealwithInputAglobalpersonenjoysgettingthemainideaandarecomfortablecommunicatingevenifyoudontknowallthewordsorconcepts.Aparticularpersonfocusesmoreondetails,andrememberspecificinformationaboutatopicwell.,LearningStrategies,“goodlanguagelearner”ofL2(Rubin,1975)Itwasnotmerelyahighdegreeoflanguageaptitudeandmotivationthatcausedsomelearnerstoexcelbutalsothestudentsownactiveandcreativeparticipationinthelearningprocessthroughtheapplicationofindividualizedlearningtechniques.,LearningStrategies,CategoriesofLearningStrategies:LanguagelearningstrategiesLanguageusestrategies,LearningStrategies,LanguageLearningStrategies:theconsciousandsemiconsciousthoughtsandbehaviorsusedbylearnerswiththeexplicitgoalofimprovingtheirknowledgeandunderstandingofatargetlanguage.,LearningStrategies,LanguageUseStrategies:strategiesforusingthelanguagethatasbeenlearnedRetrievalstrategies(检索策略):tocalluplanguagematerialfromstorageRehearsalstrategies(排练策略):topracticetargetlanguagestructureCommunicationstrategies(交际策略):toconveyamessagethatisbothmeaningfulandinformativeforthelistenerorreaderCoverstrategies(遮掩策略):tocreateanappearanceoflanguageabilitysoasnottolookunpreparedorfoolish,LearningStrategies,CommunicationStrategies:theverbalornonverbalfirstaiddeviceswhichmaybeusedtodealwithproblemsorbreak-downsincommunicationincludeconversationalinteractionstrategies(会话交互策略)andstrategiesformaintainingthefloor(保持发言权策略),LearningStrategies,SomecommonlyusedCommunicationStrategies:1.AvoidanceorreductionstrategiesMessageabandonment(舍弃信息)Topicavoidance(话题回避)Messagereplacement(信息替代),LearningStrategies,2.AchievementorCompensatoryStrategiesCircumlocution(迂回):thethingyouopenbottleswithforcorkscrewApproximation(用近似词):shipforsailingboatUseofall-purposewords(用万能词)：thing,stuff,do,makeWord-coinage(造词)：-ist,-erUseofnon-linguisticmeans:LiteraltranslationfromL1toL2:Foreignizing：Codeswitching:,LearningStrategies,3.Stallingortime-gainingstrategiesUseoffillersandotherhesitationdevices:well,nowletmesee,asamatteroffactRepetition:,LearningStrategies,4.InteractionalStrategiesAppealforhelp:“whatdoyoucall?”Askingforrepetition:“sorry?”Pardon?”Askingforclarification:“Whatdoyoumean?”Askingforconfirmation:“Doyoumean?”Expressingnon-understanding:“Sorry,Idontunderstand”Interpretivesummary:“Sowhatyouaresayingis?”,LearningStrategies,Cognitivestrategies(认知策略):theprocessesormentalmanipulationsthatlearnersgothroughinbothlearningandusingL2Meta-cognitivestrategies(元认知策略):theprocesseswhichlearnersconsciouslyuseinordertosuperviseormanagetheirlanguagelearningAffectivestrategies(情感策略):servetoregulateemotions,motivationandattitudesSocialstrategies(社会策略):theactionstointeractwithotherlearnersandwithnativespeakers,LearningStrategies,Cla