unit1languageandlanguagelearning语言和语言学习课堂课件

Unit1LanguageandLanguageLearning12020/4/3I.Howdowelearnlanguages?1)Howdowelearnourownlanguage?LanguageacquisitionLanguagelearning22020/4/3Languageacquisition:theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.(asubconsciousprocess)Krashendescribesthisprocessasa‘natural'one,wherethereisno‘consciousfocusingonlinguisticforms.Accordingtohisargument,acquisitionreferstothewaychildrenlearntheirnativelanguage.32020/4/3Languagelearning:theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.42020/4/3ItemsofcomparisonLearningacquisitionProcessConsciousExplicit(显性的）unconscious/subconsciousimplicit（隐性的）FocusFormsmeaningInputSelectednaturalEmphasisAccuracyfluencySettingformal/controlledinformal/natural52020/4/362)Howdowelearnforeignlanguage?TaskBelowisalistofinterviewquestionsonhowpeoplelearnaforeignlanguage.Firstwritedownyourownresponses.Theninterviewthreeotherstudentsinyourclass,Discussyourfindingsingroupsof4anddrawsomeconclusions.72)Howdowelearnforeignlanguage?1.Howmanyforeignlanguagescanyouspeaksofar?2.Whendidyoustartlearningtheforeignlanguages?3.Howdoyoufeelaboutlearningaforeignlanguage?4.Whatdifficultieshaveyouexperiencedinlearning?5.Whichskillsdoyoufindmoredifficulttolearn?82)Howdowelearnforeignlanguage?6.Haveyoufocusedonknowledgeorskills?Why?7.Whydoyoulearntheforeignlanguages?8.Doyouconsideryourselfasuccessfullearner?Why?9.Whatareyourmostcommonlearningactivities?10.Doyoulikethewayyoulearnedtheforeignlanguages?2)Howdowelearnforeignlanguage?(1)Peoplelearnlanguagefordifferentreasons.(2)Peoplelearnlanguageindifferentways.(3)Peoplehavedifferentunderstandingaboutlanguagelearning.(4)Peoplehavedifferentcapabilitiesinlanguagelearning.92020/4/310?(5)Peoplestartlearningaforeignlanguageatdifferentages.?(6)Peoplehavedifferentexperiencesinlearningaforeignlanguage?(7)Learningcanbeaffectedbythewayhowlanguageistaught.?(8)Learningisaffectedbythedoneisexpectedtoachieve.1)Whatislanguage?II.Viewsonlanguage.?Languageisasystemofarbitrary,verbalsymbolswhichpermitallpeopleinagivenculture,orotherpeoplewhohavelearnthesystemofthatculture,tocommunicateorinteract.(Finocchiaro,1964:8)?Languageisanysetorsystemoflinguisticsymbolsasusedinamoreorlessuniformfashionbyanumberofpeoplewhoarethusenabledtocommunicateintelligiblywithoneanother.112020/4/3121)Whatislanguage?II.Viewsonlanguage.Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.(Wardhaugh,1972:3)?Languageisasystematicmeansofcommunicatingideasorfeelingsbytheuseofconventionalizedsigns,sounds,gestures,ormarkshavingunderstoodmeanings.131)Whatislanguage?II.Viewsonlanguage.Languageisasystemofcommunicationconsistingofasetofsmallpartsandasetofruleswhichdecidethewayinwhichthesecanbecombinedtoproducemessagesthathavemeaning.14DifferentviewsonlanguageViewonlanguage.StructuralviewCommunicativeviewInteractiveviewStructuralView:Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.152020/4/3FunctionalView:Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.162020/4/3InteractionalView:Itconsiderlanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.172020/4/3ViewsLanguageLanguagelearningStructuralalinguisticsystemtolearnthesestructuralitemsFunctionalalinguisticsystem,meansfordoingthingstoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactionalacommunicativetoolnotonlytoknowthegrammarandvocabularyofthelanguage,butalsotoknowtherulesforusingtheminawholerangeofcommunicativecontext.182020/4/3III.ViewsonlanguagelearningQuestions:1)Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocesstobeactivated?192020/4/3Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.202020/4/3Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.212020/4/3Behaviouristtheory(行为主义学习理论）ProposedbybehaviouralpsychologistSkinner,whoappliedthetheoryofconditioningtothewayhumansacquirelanguage.222020/4/3Languageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.---learningashabitformation232020/4/3Thekeypointofthetheoryofconditioning“Youcantrainaanimaltodoanything(withinreason)Ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”.242020/4/3Oneinfluentialresultistheaudio-lingualmethod（听说,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised252020/4/3Cognitivetheory(认知主义学习理论）Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.262020/4/3?NoamChomsky'question:Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?272020/4/3AccordingtoChomsky'stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystem.282020/4/329?Languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.?Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.NoamChomsky'theoryOneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.302020/4/331NoamChomsky'theory?Studentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.322020/4/333Constructivisttheory:?Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.?Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.34Consructivisttheory:?Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners'interestsandcuriosityforlearning.35Socio-constructivisttheory:?similartoconstructivisttheory,social-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.?Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.36Itisthedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers（Vygotsky1978：86）ZoneofProximalDevelopment(ZPD最近发展区)37“最近发展区”理论：前苏联心理教育学家维果茨基的长期研究揭示：教育对学生的发展能起主导作用和促进作用，但要确定学生发展的两种水平，一种是已经达到的水平，表现为学生能够独立解决的智力任务，另一种是儿童可能达到的发展水平，表现为儿童还不能独立地解决任务，但在成人的帮助下，在集体活动中，能够解决这些任务。这两种水平之间的距离就是“最近发展区”。把握好最近发展区，能加速学生的发展。38Implicationsforclassroomteaching“最近发展区”的概念对于教学的意义是：课堂教学的每个环节，必须适合学生的“最近发展区”，既不消极适应或滞后于学生现有的智力发展水平，也不过度超前于学生现有的水平。应当从有利于促进学生智力发展的角度去考虑，让学生“跳一跳摘到果子”。IV.Whatisagoodlanguageteacher?WhatqualitiesdoyouthinkagoodEnglishteachershouldhave?392020/4/340Workingroupsoffouranddecidewhichadjectivesdescribeethicdevotion,whichdescribepersonalstylesandwhichdescribeprofessionalqualities.?warm-hearted,attentive,caring,kind,well-prepared,resourceful,well-informed,professionallytrained,enthusiastic,creative,flexible,patient,humourous,dynamic,hardworking,accurate,disciplined,speakingclearly,authoritative,intuitive41EthicdevotionProfessionalqualitiesPersonalstyleswarm-hearted,hardworking,enthusiastic,caring,kind,well-prepared,disciplinedcreative,resourceful,authoritative,well-informed,accurate,speakingclearly,professionally-trainedflexible,patient,humourous,attentive,dynamic,intuitive42V.Howcanonebecomeagoodlanguageteacher??AllthefollowingstatementscouldbeusedtodescribewhatanEnglishteachershoulddoinordertodevelopprofessionalcompetence.Doyouagreewiththem?WhatelsedoyouthinkanEnglishteachershoulddoinordertodevelopprofessionalcompetence??1.Heshouldlearnfromotherexperiencedteachersasanapprentice.?2.Heshouldaccumulateexperiencefromhisownteachingpractice.?3.Heshouldreceivetraininginteachingmethodology.?4.,Heshouldstudyappliedlingjistics.43?5.HeshouldperfecthisowncommandofEnglish.6.Heshouldgotoforeigncountriestolearnfromnativespeakers.7.Heshouldstudysubjectslikeeducation,psychology,etc.8.Heshouldobserveotherteachersteaching.9.10.V.Howcanonebecomeagoodlanguageteacher?Reflectivemodel（反思性模式）442020/4/3StageI:languagedevelopment(training)AllEnglishteachersaresupposedtohaveagoodcommandofEnglish.452020/4/3TeachersshouldalwaysmakeapointofupdatingtheircommandofEnglishbecauselanguageisalwayschanging.LiveandLearn.Lifelonglearning(终身学习）462020/4/3LanguagetrainingPre-servicetraining(职前培训）In-servicetraining（在职培训）472020/4/3StageII:professionaldevelopmentthreesub-stages:learningpracticereflection482020/4/3Thelearningstageinvolves:(a)learnfromother'sexperience(empiricalknowledge(b)learnreceivedknowledge(suchaslanguagetheories,psycholinguistics;sociolinguistics;educationalpsycho-logy,etc.(c)learnfromone'sownexperience492020/4/3The