语言社团学习法The community language learning2

1、The community language learning 社团语言学习法 Definition:vCommunity language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counselor and a paraphraser, while the learner acts as a collaborator, although s

2、ometimes this role can be changed.Introduction: v1) It takes its principles from the “Counseling Learning Approach” developed by Charles A. Curran. 2) It was created especially for Adult Learners who might fear to appear foolish; so the teacher becomes a Language Counselor, he understands them and l

3、eads them to overcome their fears. 3) It follows Krashens Monitor Theory（ 控制控制理论）理论）(Affective Filter Hypothesis情感过滤说情感过滤说) and the Cognitive Theory where the human mind is active.vCommunity language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsel

4、or would be able to speak the learners L1. The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. Its a method that is based on English for communication and is extremely learner-focused. Although each course is unique and st

5、udent-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus.How it works in the classroom？ Five stages:vStage 1- Reflection 反思I star

6、t with students sitting in a circle around a tape recorder to create a community atmosphere. vThe students think in silence about what theyd like to talk about, while I remain outside the circle. vTo avoid a lack of ideas students can brainstorm their ideas on the board before recording. vStage 2 -

7、Recorded conversation 对话录音vOnce they have chosen a subject the students tell me in their L1 what theyd like to say and I discreetly come up behind them and translate the language chunks into English. vWith higher levels if the students feel comfortable enough they can say some of it directly in Engl

8、ish and I give the full English sentence. When they feel ready to speak the students take the microphone and record their sentence. vIts best if you can use a microphone as the sound quality is better and its easier to pick up and put down. vHere theyre working on pace and fluency. They immediately

9、stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded. vStage 3 Discussion 讨论Next the students discuss how they think the conversation went. They can discuss how they felt about talking to a microphone and whether they felt m

10、ore comfortable speaking aloud than they might do normally. vThis part is not recorded. vStage 4 Transcription 转录vNext they listen to the tape and transcribe their conversation. I only intervene when they ask for help. vThe first few times you try this with a class they might try and rely on you a l

11、ot but aim to distance yourself from the whole process in terms of leading and push them to do it themselves. vStage 5 - Language analysis 语言分析vI sometimes get students to analyze the language the same lesson or sometimes in the next lesson. This involves looking at the form of tenses and vocabulary

12、 used and why certain ones were chosen, but it will depend on the language produced by the students. vIn this way they are totally involved in the analysis process. The language is completely personalized and with higher levels they can themselves decide what parts of their conversation they would l

13、ike to analyze, whether it be tenses, lexis or discourse. vWith lower levels you can guide the analysis by choosing the most common problems you noted in the recording stages or by using the final transcription. The length of stages:vThe timing will depend entirely on the class, how quickly they res

14、pond to CLL, how long you or they decide to spend on the language analysis stage and how long their recorded conversation is. Be careful however that the conversation isnt too long as this will in turn make the transcription very long.Features of community language learning v1. student-centered and

15、teaching is subordinated to learning. vThose who adopt humanistic approach propose task-oriented, communitively based, learner-centered teaching, in which the learners should form a community to attain the same goal. In other words, “true” human learning is both cognitive and effective, which means

16、the teacher and the students are involved in an interaction. vThe relationship between the teacher and the students is the counselor-client relationship. It is not the relationship in the traditional sense.The students role -client1.Learners are members of a communitytheir fellow learners and the te

17、acherand learn through interacting with members of the community.2.Learners are expected to listen attentively to the knower, to freely provide meanings they wish to express, to repeat target utterances without hesitation, to support fellow members of the community, to report deep inner feelings. Th

18、e teachers role-counselorvTake the role of a counselorunderstanding the students fear, using the language of feeling to encourage and support them, avoiding judgmental error treatment during the language teaching procedures.v2. the form of classroom organizationvStudents sit around a table with in c

19、omfortable chairs and with a tape-recorder in the middle. The teacher outside the circle. In the learning process, the students help each other, and learn and grow in a safe and happy environment.社团语言学习法的教学实例v步骤1：学生围坐成圈，教师在圈外等候学生的询问。v步骤2：学生甲举手，问教师：我想知道英文如何说“我喜欢蓝色”。教师：I like blue学生甲复述“I like blue”，录下

20、学生甲的复述。v步骤：学生乙举手，问怎么说“我不喜欢蓝色，我喜欢红色”。教师：I dont like blue, I like red 学生乙复述“I dont like blue, I like red ”，录下学生乙的复述。v步骤：其他学生重复以上步骤，录下一定数量的对话后，教师将对话抄在黑板上，以此为上课题材，讲解语言知识。Five stagesStage 1- Reflection反思Stage 2 - Recorded conversation对话录音Stage 3 - Discussion 讨论Stage 4 - Transcription 转录Stage 5 - Language

21、 analysis 语言分析v3. relying on the native language, then turning to the target language. vWhen a students wants to say something, he whispers it in his mother tongue to the teacher who is standing behind him, who then translates it into the target language and the students repeats that while it is bei

22、ng recorded on a tape. With the help vof teacher , students can convey more information in English . At the end of this students created discussion, the tape is replaced and the tape script is worked on in the lesson. The text is totally controlled and created by the students.The advantages of Commu

23、nity Language Learningv1. it has many techniques to reduce anxiety. understanding between the teacher and learners produces a sense of security; the learners are secure enough to take criticism and being corrected. the form of the class provides security v2. Conversation circle provides a non-competitive atmosphere, a sense of involvement and a sense of equality. Most of the students feel comfortable with conversation circle . When students are comfortable with their peers, they take more risks. v3. Learn