ChapterPPT学习教案

1、会计学1Chapter2. The commonly used learning strategies: the S. training model & the teachers roles3. The different EFL learners and what they suggest about EFL teaching (discussion). What is L. learning strategy: the definition & the classification第1页/共28页What are learning strategies?( (Oxford,

2、 1990Oxford, 1990) )第2页/共28页第3页/共28页Metacognitive第4页/共28页Model of Strategy TrainingThe procedure of strategy training should not be: Informing practiceBut:Trying sharing (discussion) performing monitoring evaluatingA process of three-stage for skill-based strategy training:l Declarative stage (for k

3、nowing), l Procedural stage (for using), l Automatized stage (for using autonomously).The final goal of S. training is to build autonomous learners. Anderson (1993, 1995) 第5页/共28页DiagnoseBuildSupportEncourage第6页/共28页Understanding interactive & collaborative learning in the classroom1. The differ

4、ence in the L2 learners2. The positive group dynamic in the classroom3. The collaborative learning & interactions in the classroom & its assessment第7页/共28页 Learning Starting of learning Language 第8页/共28页L. Strategies of Successful L2 LearnersActive guessing & thinking in reading & li

5、stening Perceiving, categorizing, noticing and remembering of the linguistic features in L2 practice Supplementary learning from any L2 linguistic environmentApplication of L2 for communication by all means Testing the hypothesis with risks in speaking & writingMonitoring, reflection, revision o

6、f ones (or others ) outputActive participation & borrowing from the group dynamic Adaptability to different learning conditionsetc. (P 51)InputOutputLearning conditions第9页/共28页The best time to start L2 learningAccording to CPH (the critical period hypothesis), the starting age for beginners to l

7、earn L2 should ideally be during the critical period (10-12y.) However it does not mean that the younger the learners are, the better they can acquire the language.The younger learners can speak better than the adults with good pronunciation and grammatical accuracy.The older adult learners can buil

8、d the systematic and morphological development faster than children for their cognitive and intellectual abilities are better developed. 第10页/共28页Function of intelligenceL1 acquisition:It seems that peoples intelligence plays little role in L1 acquisition. L2 learning:However intelligence plays an i

9、mportant part in the formal L2 learning in classroom because the general intelligence is thought to determine people ability to learn any new skills, esp. involving Ss thinking ways, levels & skills. 第11页/共28页L. Aptitude & its function in L2 acquisition “Language Aptitude” is believed to be

10、an innate ability, that some of people have more than others, which makes language learners more likely to be successful in L2 learning. The ability includes: phonetic coding ability grammatical sensitivity inferential ability etc. But the hypothesis has not been finally proved yet.第12页/共28页第13页/共28

11、页Introverts & extroverts in L2 Learning It seems that in the learning activities that emphasize the use of language fluently more, the extrovert may be more likely to be successful than the introvert. The introversive learners may more likely to be successful in the accuracy-focused learning act

12、ivities as they would pay more attention to the structure of language, but dare not take risks with the unfamiliar language, thus they are too inhibited and careful in learning. 第14页/共28页Dependent & Independent learnersIt seems that the field dependant learners may be more easily to develop thei

13、r interpersonal communication skills in L2 learning. While the field independent learners would be more successful at building their inner language system.Thus EFL teachers at least should provide the learning conditions/ environment for both who are with different cognitive styles.第15页/共28页 in the

14、ClassA talk about western table manners with picturesPrediction of the central meaning of the text by M-questionsReading to know what “manners” mean/ R-tasks & purposeReading, pair discussion & notes-taking for group report Team presentation with the written report & demonstrationListeni

15、ng & notes-taking for the assessment of task outcomeChecking Ss notes, reading & evaluating their reports Class assessment on the team work (feedback to the speakers)More supplementary reading about the different table manners第16页/共28页 for Observation & DescriptionDo you think the teache

16、r knows her Ss well? Why? T. numbers all group members in her way, why? Why does T. give Ss different reading tasks? What would introvert/ extrovert Ss like to do in the class? What would dependent/ independent Ss like to do? How can both visual-sensitive/ audio-sensitive Ss learn more effectively?

17、第17页/共28页 by Michael Breen Learning Interaction第18页/共28页All learners are willing to test L2 without worrying about losing faces or making errors; The learners are more likely to take notice of and learn from what their peer learners say & do as well as from the teachers feedback; To perform the

18、student-centered and less controlled activities/tasks, the learners would like to cooperate in groups in the relaxing and comfortable environment. 第19页/共28页Students are accountable as individuals and as a group (anyones success will benefit other members in the group). Students work in positive inte

19、rdependence (to pair the partner who is willing to interact and may play different parts in the friendly and harmonious atmosphere). Student work mainly in small heterogeneous groups (pairs, groups of 4 or 6). Students learn language through ample opportunities for purposeful tasks. Students learn a

20、nd practice the skills required for collaboration (work towards common goals). 第20页/共28页Function of Collaborative LearningCollaborative learning provides students -, and enable them help and learn from one another in the supporting “social context”. more interactionsWhere a peer-support learning atm

21、osphere is found, the different-ability students can not only acquire the linguistic knowledge & skills but also realize their interpersonal relations or perform the social transactions between individuals through tasks. 第21页/共28页of Cognitive ProcessSocial ProcessAffective ProcessConstruction of

22、 KnowledgeInterpersonal SkillSs Learning Attitude第22页/共28页 Summative assessment: learning results Formative assessment: learning processThe classroom assessment is process-focused as it is not only the way for the teacher to know how well students are learning and what needs to be done next for help

23、ing them learn better but also the way for students themselves to know their achievement during the learning process. 第23页/共28页Strongly believe that there are not any “bad learners” in your class but different learners.Create a positive group dynamic for all different learners.Organize the mixed-abi

24、lity learners in groups and try to help them play different roles.Make good use of the peer-support grouping in the “class community”.Getting learners to learn how to work together with others.Assess learning focusing on learning process and help Ss find out their own way (the suitable learning stra

25、tegies and all personality factors) to acquire L2.第24页/共28页 for Further DescriptionHow does the T. create positive group dynamic in this classroom? How does the T. help Ss interact each other actively? How does the T. assess learning? Do you like it? Why/ Why not?How to help Ss learn more collaboratively? How to help Ss learn more interactively?第25页/共28页1. 1. Complete Complete Description Report (6)Description Report (6) (critical comments & suggestions ) focusing on how T. should do to help EFL le