CommunityLanguageLearning社团语言学习法实用

会计学1CommunityLanguageLearning社团语言学习法实用Outline

BackgroundApproachTheoryoflanguageTheoryoflearningDesignObjectivesThesyllabusTypesoflearningandteachingactivitiesLearnerrolesTeacherrolesTheroleofmaterialsProcedureConclusionandProblems第1页/共22页Background

GeneraldescriptionCharlesA.Curran,aprof.ofpsychologyatLoyolaUniversity(洛约拉大学),Chicago,wasaspecialistincounseling,whoseapplicationsofpsychologicalcounselingtechniquestolearningisknownaCounselingLearning(辅导学习).CommunityLanguageLearning,amethoddevelopedbyhimandhisassociatesrepresentstheuseofCounseling-Learningtheorytoteachlanguage.Itisoneoftheexamplesof“Affective-HumanisticApproach”(人文法).第2页/共22页Tradition1:CLLderivesitsprimaryinsightsandorganizingrationalefromRogeriancounseling(Rogers,1951).Counselingconsistsofoneindividual(thecounselor)assuming“insofar限度内（在…范围内，在…）heisabletheinternalframeofreference[oftheclient],perceivingtheworldasthatpersonseesitandcommunicatingsomethingofthisempatheticunderstanding”.OrCounselingisonepersongivingadvice,assistance,andsupporttoanotherwhohasaproblemorisinsomewayinneed.CLLdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(thecounselor)andlearners(theclients)inthelanguageclassroom.第3页/共22页Theclient-counselorrelationshipinpsychologicalcounseling﹦thelearner-knowerrelationshipinCLL..CLLtechniquesareofhumanistictechniquesthatengagethewholeperson,includingtheemotionsandfeelings(theaffectiverealm)aswellaslinguisticknowledgeandbehavioralskills.Blendwhatthesfeels,thinksandknowswithwhatheislearninginthetlanguage.Ratherthanself-denialbeingtheacceptablewayoflife,pursueself-actualization(自我实现)andself-esteem.Helpsstobethemselves,toacceptthemselvesandtobeproudofthemselves.Helpbuildrapport（友好关系，和谐，融洽）,cohesiveness,andhelpfosteraclimateofcaringandsharingintheFLclass.第4页/共22页Tradition2:CLLislinkedwithasetofpracticesusedincertainkindsofbilingualeducationprogramsandreferredtobyMackey(1972)as“languagealternation”.Amessage/lesson/classispresentedfirstinL1andthenagaininL2.SsknowthemeaningandflowofanL2messagefromtherecalloftheparallelmeaningandflowofanL1message,andbegintoholistically（整体地）piecetogetheraviewofthelanguageoutofthesemessagesets.InCLL,alearnerpresentsamessageinL1totheknowerwhotranslatesitintoL2.ThelearnerthenrepeatstheminL2,addressingittoanotherlearnerwithwhomhewishestocommunicate.CLLlearnersareencouragedtoattendtothe“overhears”theyexperiencebetweenotherlearnersandtheirknowers.第5页/共22页Approach:Theoryoflanguage

Curran’sstudentLaForge(1983)acceptslinguistictheorymuststart,thoughnotend,withcriteriaforsoundfeatures,thesentence,andabstractmodelsoflanguage.FLlearners’tasksaretoapprehendthesoundsystem,assignfundamentalmeanings,andtoconstructabasicgrammaroftheFlanguageButhegoesbeyondthetraditionalstructuralistviewoflanguage,andelaboratesanalternativetheoryoflanguagecalledLanguageasSocialProcess.第6页/共22页Languageassocial-processmodelconsistsof6qualitiesorsub-processes:Thewhole-personprocessTheeducationalprocessTheinterpersonalprocessThedevelopmentalprocessthecommunicativeprocesstheculturalprocess第7页/共22页TheinteractionalviewoflanguageunderlyingCLL:Languageispeople.Languageispersonscontact.Languageispersonsinresponse.Typesofinteractionsare:Interactionsbetweenlearners(equals)—unpredictableincontent,butinvolvingexchangesofaffect.Learnerexchangesdeepeninintimacyastheclassbecomesacommunityoflearners.Thedesiretobepartofthisgrowingintimacypusheslearnerstokeeppacewiththelearningoftheirpeers.Interactionsbetweenlearnersandknowers(unequals)—initiallydependent(Thelearnertelltheknowerwhathewishestosayinthetargetlanguage,andtheknowertellthelearnerhowtosayit),self-assertive(自作主张的，自信的)inStage2,resentfulandindignantinStage3,tolerantinStage4,andindependentinStage5.第8页/共22页Approach:Theoryoflearning

Curran’scounselingexperienceisappliedtolearningingeneralandtolanguageteachinginparticular.CLLadvocatesaholisticapproachtolanguagelearningsincetruehumanlearningisbothcognitiveandaffective,thuscalledwholepersonlearning.Suchlearningtakesplaceinacommunicationsituationwhereteachersandlearnersareexperiencingasenseoftheirownwholeness.第9页/共22页Theprocessisdividedinto5stagescomparedtotheontogenetic（个体发生学的）developmentofachild:Stage1—“birth”stagewhenfeelingsofsecurityandbelongingareestablished.Stage2—asthelearner’sabilitiesimprove,hebeginstoachieveameasureofindependencefromtheparent.Stage3—thelearnerspeaksindependently,mayneedtoasserthisownidentity,rejectingunasked-foradvice.Stage4—thelearnerissecureenoughtotakecriticism.Stage5—thelearnerworksonimprovingstyleandknowledgeoflinguisticappropriateness.Bytheendoftheprocess,alearnerknowseverythingandmaybecomeaknowertoanewlearner.第10页/共22页Theprocessoflearninganewlanguageislikebeingrebornanddevelopinganewpersona(人物角色),thuslearningbeingviewedasaunified,personalandsocialexperience.Inthisprocess,Curranemphasized“consesualvalidation”(同感效应),inwhichmutualwarmth,understanding,andapositiveevaluationoftheotherperson’sworthdevelopsbetweenteacherandlearner.HisphilosophicalideasforsuccessfullearningareasSARD:Sstandsforsecurity.Learnersneedtofeelsecureinthelearningprocess.Astandsforattentionandaggression.Learnersneedtoattentivelyinvolvedinlearningandmayshowtheirstrengthbytakingoverwhathasbeenlearned.Rstandsforretentionandreflection.Learnerswillinternalizeandasserttheiridentityandre-evaluatefuturegoals.Ddenotesdiscrimination.Learnersneedtosortoutwhathasbeenretainedandrelateonetoanother,whichenableslearnerstousethelanguageforcommunicativepurposeoutsidetheclassroom.Thesearepersonalcommitmentslearnersneedtotake.第11页/共22页Design:ObjectivesThoughusedtheteachingoforalproficiency,andsometimesinteachingofwriting,CLLdoesnotdefineexplicitorcommunicativeobjectivesinitsliterature.Theassumptionisasfollows:Teachercansuccessfullytransferhisorherknowledgeandproficiencyinthetargetlanguagetothelearners,whichimpliesthatattainingnear-nativelikemasteryofthetargetlanguageissetasagoal.第12页/共22页Design:ThesyllabusCLLdoesnotuseaconventionallanguagesyllabus.BasedonCurran’srecommendedprocedures,thecourseprogressionistopicbased,withlearnersnominatingthingstheywishtotalkaboutandmessagestheywishtocommunicatetoothers.Butskilledteachershaveimplicitsyllabus,providingwhatlearnersareexpectedtodo.Thiscanbeseenintheinteractionbetweenthelearners’expressedcommunicativeintentionsandtheteacher’sreformulationsoftheseintosuitabletargetlanguageutterances.Inthissense,eachCLLcoursewouldinvolveitsownsyllabus.第13页/共22页Design:TypesoflearningandteachingactivitiesCLLcombinesinnovativelearningtasksandactivitieswithconventionalones,including:(pp.93-94)TranslationGroupworkRecordingTranscriptionAnalysisReflectionandobservationListeningFreeconversation第14页/共22页Design:LearnerrolesInCLL,learnersaremembersofacommunity,learningthroughcollaborativeinteractionwithothermembers.Learnersaretypicallygroupedinacircleof6-12learners,withthenumberofknowersvaryingfrom1pergrouptooneperstudent.Learningisnotviewedasanindividualaccomplishment,butassth.thatisachievedcollaboratively.Learnersareexpectedto:Listenattentivelytotheknower,freelyprovidemeaningstheywishtoexpress,repeattargetutteranceswithouthesitation,supportfellowmembers,reporttheirfeelings,andbecomecounselortootherlearners.Thechangesofrolesthroughthefivestagesofthe“wholeperson”process,areinfacttheoutcomesofaffectivecrises.第15页/共22页Design:TeacherrolesTeacherrolesderivefromthoseofthecounselorinRogerianpsychologicalcounseling:Listencarefullyandrespondinasupportivemannertotheclient’sproblems,andhelpthelatterunderstandtheproblemsbyorderandanalysis.Specificteacherrolesinthefivestages:Providestargetlanguagetranslationsandamodelofimitationontherequestoftheclients.Initiatesandmonitorsinteractions.InterveneLinteractionbycorrectinglearnerdeviantutterances,supplyidiomsandadviseonusages.Assistlearningonlearner’srequestProvidesecureenvironmentinwhichclientscanlearnandgrow.第16页/共22页Design:TheroleofmaterialsAtextbookisnotconsiderednecessary.Materialsaredevelopedalongthecourseassummariesandlinguisticfeaturesofconversationsgeneratedbylearners.Conversationsmaybetranscribedanddistributedforstudyanalysis,andlearnersmayproducetheirownmaterialssuchasscriptsfordialoguesandmini-dramas.Teachingmachinesaresometimesnecessary.第17页/共22页ProcedureSinceeachCLLcourseisauniqueexperience,descriptionoftypicalCLLproceduresisproblematic.Agroupoflearnerssitinacirclefacingoneanother,withateacherstandingoutside;Afteraperiodofsilence,learnerstrytodeterminewhattolearnandoneofthelearnerswhispersamessageinL1;TeachertranslatesitintoL2;LearnersrepeatthemessageinL2(intothecassette);LearnerscomposemoremessageswithT’shelp;Teacherintrodu