Community-Language-LearningPPT课件

CommunityLanguageLearning（CLL）Dilnigar,1,.,background,CharlesA.Curran,aProf.ofpsychologyatLoyolaUniversity,Chicago.HisapplicationofpsychologicalcounselingtechniquestolearningisknownasCounseling-Learning.CommunityLanguageLearning(CLL)isamethodrepresentstheuseofCounselingLearningtheorytoteachEnglish.Itisanexampleof“humanisticapproach”.,2,.,CLLderivesitsprimaryinsightsandindeeditsorganizingrationalefromRogeriancounseling.Counselingisonepersongivingadvice,assistance,andsupporttoanotherwhohasproblemorisinsomewayinneed.CLLdrawsonthecounselingmetaphortoredefinestherolesoftheteacher(thecounselor)andthelearners(theclients)inthelanguageclassroom.,3,.,Tradition1Humanistictechniques(Moskowitz1978),4,.,Tradition2Languagealternation(Mackey1972)AlearnerpresentsamessageinL1totheknowerTranslateintoL2bytheknowerThelearnerrepeatsthemessageinL2Addressittootherlearners,5,.,Approach:Theoryoflanguageandlearning,LaForge(1983)CurransstudentLanguageassocialprocessLaForgeacceptsthatlanguagetheorymuststartwithcriteriaforsoundfeatures,thesentence,andabstractmodelsoflanguage.,6,.,Approach:Theoryoflanguageandlearning,Interactionbetweenlearners-exchangesofaffectInteractionbetweenlearnersandknowers,7,.,WholepersonprocessStage1-“birth”stagewhenfeelingsofsecurityandbelongingareestablished.Stage2-learnersabilitiesimproved,beginningtoachieveameasureofindependence.Stage3-learnersspeakindependently,assertinghisownidentityandrejectingunasked-foradvice.Stage4-learnerssecureenoughtotakecriticismStage5-learnersworkuponimprovingstyleandknowledgeoflinguisticappropriateness.,8,.,Consensualvalidation(convalidation)SARD(agroupofideasconcerningthepsychologicalrequirementsforsuccessfullearning)Ssecurity（安全感）Aattention&aggression（注意力、进取心）Rretentionandreflection（记忆力，反思）Ddiscrimination（分类区别）,9,.,Design:Objectives,Sincelinguisticorcommunicativecompetenceisspecifiedonlyinsocialterms,explicitlinguisticorcommunicativeobjectivesarenotdefinedinCLL.,10,.,Design:Thesyllabus,CLLdoesnotuseaconventionallanguagesyllabus,whichsetsoutinadvancethegrammar,vocabulary,andotherlanguageitemstobetaughtandtheorderinwhichtheywillbecovered.Topic-basedSuitabletarget-languageutterancesTheteachersresponsibilityistoprovideaconveyanceforthesemeanings,11,.,Design:Learningactivities,CLLcombinesinnovativelearningtasksandactivitieswithconventionalones.TranslationGroupworkRecordingTranscriptionAnalysisReflectionandobservationListeningFreeconversation,12,.,Design:Rolesoflearners,Learnersbecomemembersofacommunitytheirfellowlearnersandtheteacherandlearnthroughinteractingwiththecommunity.Learningisnotviewedasanindividualaccomplishmentbutassomethingthatisachievedcollaboratively.,13,.,Design:Rolesoflearners,TolistenattentivelytotheknowerTofreelyprovidemeaningstheywishtoexpressTorepeattargetutteranceswithouthesitationTosupportfellowmembersofthecommunityToreportdeepinnerfeelingsandfrustrationsaswellasjoyandpleasureTobecomecounselorsofotherlearners,14,.,Design:Rolesofteachers,Specificteacherrolesinthefivestages:Stage1-providestargetlanguagetranslations/amodelofimitationontherequestoftheclients.Stage2-InitiatesandmonitorsinteractionsStage3-Correctdeviantutterances,/supplyidioms/adviseonusageandfinepointsofgrammarStage4-AssistlearningonlearnersrequestStage5-Providesecureenvironmentinwhichclientscanlearnandgrow,15,.,Design:Rolesofmaterials,Atextbookisnotconsiderednecessary.Materialsaredevelopedalongthecourseassummariesandlinguisticfeaturesofconversationsgeneratedbylearners.Learnersmayproducetheirownmaterialssuchasscriptsfordialoguesandmini-drama.,16,.,Procedure,Stage1reflectionStage2recordedcoversationStage3discussionStage4transcriptionStage5languageanalysis,17,.,Procedure,Learnerssitaroundasacircleandbeginwithaperiodofsilence.Theknowermayaskforsomeonetovolunteertobreakthesilence.TheknowermayencouragelearnerstoaddressquestionsThequestionsandanswersmaybetape-recordedforlateuse,18,.,Procedure,InanintermediateoradvancedclassEncouragegroupstoprepareapaperdramaforpresentationGroupsshowtheirstoriestocounselorCounselorcorrectstargetlanguagestatementsandsuggestsimprovementsGroupspreparepicturecardsandpracticedialoguepresentation,19,.,Conclusion,CLListhemostresponsiveofthemethodscoveredsofarintermsofitssensitivitytolearnercommunicativeintent.Soitplacesunusualdemandsonteachers,whomustbehighlyproficientandwell-preparedbothphysicallyandmentally.,20,.,Problems,TheappropriatenessofthecounselingmetaphorWhetherteachershouldattemptcounselingwithoutspecialtraining.ThelackofasyllabusThefocusonfluencyratherthanaccuracy,21,.,Advantages:,1Ithasmanytechniquestoreduceanxiety.2Conversationcircleprovidesacomfortableenvironmenttohelpstudentsrelaxandlearn.3Stimulatestudentsmotivationtospeakthetargetlanguage4Trustbetweenlearnersandtheteachercanbeestablishedbysharingtheirfeel