Language-and-Language-LearningPPT课件

UNIT1,LanguageandLanguageLearning,LanguageandLearning,Activity:Workingroupsandintervieweachothertoseehowwelearnourownlanguage.,.,Canyouallspeakthesamenumberoflanguages?Didyouallstartatthesameage?Doyouallfeelthesameaboutspeakingaforeignlanguage?Doyouallhavethesamedifficulties?Doyouhavedifferentbackgrounds,strengthsandweaknesses,feelings?,1)Howdowelearnlanguages?,Languageacquisition(习得）,Languagelearning,Languageacquisition:theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.(asubconsciousprocess),Languagelearning:Theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.,2)Howdowelearnforeignlanguage?,(1)Peoplelearnlanguagefordifferentreasons.,(2)Peoplelearnlanguageindifferentways.,(3)Peoplehavedifferentunderstandingaboutlanguagelearning.,(4)Peoplehavedifferentcapabilitiesinlanguagelearning.,II.Viewsonlanguage,Activity:WritingTakeapenandapieceofpaperandtrytowriteadefinitionof“language”.,1)Whatislanguage?,.,Languageisasystemofstructures:structurallearning,formalinstructionofgrammaticalstructures.,.,Languageisameansofcommunication:instructionfocusedonthefunctionsandnotionsoflanguage;learningthroughusing.,.,Languageisthereflectionofcultures:instructiononculturesandfocusonappropriatenessofspeech.,3)Viewsonlanguagelearning,Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocesstobeactivated?,Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.,Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.,.,Behaviouristtheory:,ProposedbybehaviouralpsychologistSkinner,hesuggestedthatlanguageisalsoaformbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.,.,Behaviouristtheory:,Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised.,Thekeypointofthetheoryofconditioning行为主义习惯形成的学习模式刺激stimulus-有机体（学习者）organism-行为反应response-强化reinforcement在这个学习模式中，强调外界因素或语言学习的外在环境是学习语言的关键。,Cognitivetheory(认知主义学习理论）,Thetermcognitiveisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.,.,ItisNoamChomskytheory.ThekeypointofChomskystheoryisreflectedinhismostfamousquestion,.,Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?,AccordingtoChomskystheory,languageisnotaformofbehavior,itisanintricaterule-basedsystem.,Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.,Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.,Constructivisttheory（建构主义学习理论）,LearningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandWhathe/shealreadyknows.,Receivinginformation,Processinginformation,Constructingnewmeanings,Input(listening,reading),Decoding(解码）,Relatingwhatlearnersalreadyknowwiththereceivedinformation,(Listening/reading)comprehension,output,Implicationsforclassroomteaching,Teachingshouldbebuiltbasedonwhatlearnersalreadyknowandengagelearnersinlearningactivities.Teachersneedtodesignactivitiestoarouselearnersinterestsandcuriosityforlearning.,Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.,IV.Whatmakesagoodlanguageteacher?,Sinceyouarethewould-beteachers,areyoureadyforyourfutureteaching?,Activity:Discuss.,Whatpreparationshaveyoumadeforyourcareer?Whatqualificationshaveyouobtainednow?Whatwillyoudoifyouhaventgottherequiredqualifications?,Activity:Discussion,WhatqualitiesdoyouthinkagoodEnglishteachershouldhave?AgoodEnglishteachershould,Activity:Comparison,Weallhavebeenlearners,weallhavememoriesofgoodandbadteachers,andthoseteachersmaysubconsciouslyinfluencethewayweteach.Thereforeitisnecessarytobeawareofthisinfluencetomakesurewewillcopytherightmodel.,Nowdothesameofyourownandtaketurnsintroducingthetwoteacherstoyourpartner.,.,Whatisagoodlanguageteacher?,Thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theyare:,Preparationsinknowledge,Contentknowledge（专业知识）,Pedagogiccontentknowledge（专业教育知识）,Supportknowledge（支持知识）,Pedagogicknowledge（教育知识）,Professionalqualities,Resourceful,well-informed,professionallytrained,creative,Ethicdevotion,warm-hearted,hardworking,responsible,enthusiastic,caring,kind,well-prepared,flexible,patient,humorous,attentive,dynamic,(positive)Personalstyle:,CraftModel(技艺模式）,Appliedsciencemodel（应用科学模式）,Theapprentice-expertmodel,learn-thetheory-and-then-apply-itmodel,V.Howcanonebecomeagoodlanguageteacher?,StageI:languagedevelopmentAllEnglishteachersaresupposedtohaveagoodcommandofEnglish.,TeachersshouldalwaysmakeapointofupdatingtheircommandofEnglishbecauselanguageisalwayschanging.,LiveandLearn.,Lifelonglearning.,Languagetraining,Pre-servicetraining(职前培训）In-servicetraining（在职培训）,StageII:professionaldevelopmentthreesub-stages:lea