英语学习理论

Language,lang.learning2)Peoplelearnlanguagesindifferentways;3)Peoplehavedifferentunderstandingsaboutlanguagelearning;4)Peoplehavedifferentcapacitiesinlanguagelearning.-Learnersaremoredifferentthancommon.,2.ViewsonLanguage(Whatislg.?),3differentviewsoflanguage:thestructuralviewthefunctionalviewtheinteractionalview,i.StructuralView,Languageisalinguisticsystemmadeupofvarioussubsystems:phonological,lexicalsystemsandsentences.Thenumberofitemsarelimited.-Tolearnalanguagemeanstolearnthesestructuralitems.,ii.FunctionalView,LanguageisalinguisticsystemANDameansfordoingthings-Learnerslearnalanguageinordertobeabletodothingswithit.Eg.Functionalactivities:offering,advising,suggesting,apologizing,etc.Notions:conceptsofpresent,pastandfuturetime;expressionsofcertaintyandpossibility;therolesofagentandinstrumentwithinasentence;specialrelationsbetweenpeople.,iii.InteractionalView,Languageisacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.-Learnersneedtoknow:thegrammarandvocabulary;therulesforusingthegram.andvoc.invariouscommunicativecontexts.,Differencesofthe3views,Structuralview:Learnersneedtoknowstructuralrulesandvocabulary.Notional-functionalview:Learnersneedtoknowhowtodothingswithlanguage.Interactionalview:Learnersneedtoknowwhere,whenandhowtodothingswithlanguagetoachieveappropriacy.,3.Viewsonlanguagelearning,Languagelearningtheoriesanswer2questions:Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?,Twotheoriesoflanguagelearning,Process-orientedtheories:concernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.,语言学习的五大要素,学习者、语言、注意力、认知、情感(PLACE)学习者：People语言：Language注意力：Attention认知：Cognition情感：Emotion(TomScovel,2004),Condition-orientedtheories:emphasizethenatureofhumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.,语言学习的四个条件,语言环境、使用机会、学习动机、教学条件语言输入：Languageinput,exposure使用机会：Languageuse,interaction学习动机：Motivation,desiretolearn教学条件：Teachersguide,instruction(Willis,1996),Variablesofcontext,FactorstodowiththesettingitselfFactorstodowiththelearners,Factorstodowiththesetting,SourceofpolicydecisionsStatusandtrainingofteachersRoleofEnglishinthecountryandcurriculumTimeavailablePhysicalenvironmentofclassroomandschool,Morefactorstodowiththesettingitself,Student:teacherratioClasssizeResourcesavailableAnticipatedmethodologyChoiceorimpositionofcoursebook,Factorstodowiththelearners,ProficiencylevelAge(optimal)PlasticityInterestMotivationandattitude(AffectiveFilterHypothesisKrashen)NeedsandgoalsLearningstylesMothertongue(interference/transfer/interlanguage/fossilization),InstrumentalmotivationIntegratedmotivation,Theoriesoflanguagelearning(1),BehavioristtheoryWatsononewhoiscapableofselectingandsynthesizinginformation,makinguseofwhatisselectedandcreatingnewknowledge.,SeePage122inEllis,R.“UnderstandingSecondLanguageAcquisition”.1985.Oxford:OxfordUniversityPress.,4.Whatisagoodlanguagelearnerlike?,FeaturesofGoodLanguageLearners(Ellis,1985),Beabletorespondtothegroupdynamicsofthelearningsituationsoasnottodevelopnegativeanxietyandinhibitions;SeekoutallopportunitiestousetheTL;,FeaturesofGoodLanguageLearners,MakemaximumuseoftheopportunitiesaffordedtopracticelisteningtoandrespondingtospeechintheL2addressedtohimandtoothers-thiswillinvolveattendingtomeaningratherthantoform;,SupplementthelearningthatderivesfromdirectcontactwithspeakersoftheL2withlearningderivedfromtheuseofstudytechniques(suchasmakingvocabularylists)-thisislikelytoinvolveattentiontoform;,FeaturesofGoodLanguageLearners,FeaturesofGoodLanguageLearners,Beanadolescentoranadultratherthanayoungchild,atleastasfarastheearlystagesofgrammaticaldevelopmentareconcerned;,FeaturesofGoodLanguageLearners,Possesssufficientanalyticskillstoperceive,categorize,andstorethelinguisticfeaturesoftheL2,andalsotomonitorerrors;,PossessastrongreasonforlearningtheL2(whichmayreflectanintegrativeoraninstrumentalmotivation)andalsodevelopastrong“taskmotivation”(i.e.respondpositivelytothelearningtaskschosenorprovided);,FeaturesofGoodLanguageLearners,FeaturesofGoodLanguageLearners,Bepreparedtoexperimentbytakingrisks,evenifthismakesthelearnerappearfoolish;Becapableofadaptingtodifferentlearningconditions.,4.Howtobecomeagoodlanguagelearner?,Languagetraining,Learning,practice,reflection,Live,Learn,References,1H.DouglasBrown(2002).PrinciplesofLanguageLearningandTeaching(FourthEdition).EnglewoodCliffs,NJ:PrenticeHallRegents.2.Cook,Vivian.1991.Secondlanguagelearningandlanguageteaching.London:EdwardArnold.,3Ellis,Rod.1985.Understandingsecondlanguageacquisition.Oxford:OxfordUniversityPress.4Ellis,Rod.1994.Thestudyo