语言社团学习法The-community-language-learning2市公开课一等奖省赛课微

Thecommunitylanguagelearning

社团语言学习法

1/24Definition:Communitylanguagelearning(CLL)isanapproachinwhichstudentsworktogethertodevelopwhataspectsofalanguagetheywouldliketolearn.Theteacheractsasacounselorandaparaphraser,whilethelearneractsasacollaborator,althoughsometimesthisrolecanbechanged.2/24Introduction:

1)

Ittakesitsprinciplesfromthe“CounselingLearningApproach”developed

byCharlesA.Curran.

2)

ItwascreatedespeciallyforAdultLearnerswhomightfeartoappearfoolish;

sotheteacherbecomesaLanguageCounselor,heunderstandsthemandleads

themtoovercometheirfears.

3)

ItfollowsKrashen’sMonitorTheory（控制理论）(AffectiveFilterHypothesis情感过滤说)andthe

CognitiveTheorywherethehumanmindisactive.3/24Communitylanguagelearning(CLL)wasprimarilydesignedformonolingualconversationclasseswheretheteacher-counselorwouldbeabletospeakthelearners'L1.Theintentionwasthatitwouldintegratetranslationsothatthestudentswoulddisassociatelanguagelearningwithrisktaking.It'samethodthatisbasedonEnglishforcommunicationandisextremelylearner-focused.Althougheachcourseisuniqueandstudent-dictated,therearecertaincriteriathatshouldbeappliedtoallCLLclassrooms,namelyafocusonfluencyintheearlystages,anundercurrentofaccuracythroughoutthecourseandlearnerempowermentasthemainfocus.4/24Howitworksintheclassroom？

Fivestages:Stage1-Reflection反思

Istartwithstudentssittinginacirclearoundataperecordertocreateacommunityatmosphere.Thestudentsthinkinsilenceaboutwhatthey'dliketotalkabout,whileIremainoutsidethecircle.Toavoidalackofideasstudentscanbrainstormtheirideasontheboardbeforerecording.5/24Stage2-Recordedconversation对话录音OncetheyhavechosenasubjectthestudentstellmeintheirL1whatthey'dliketosayandIdiscreetlycomeupbehindthemandtranslatethelanguagechunksintoEnglish.WithhigherlevelsifthestudentsfeelcomfortableenoughtheycansaysomeofitdirectlyinEnglishandIgivethefullEnglishsentence.Whentheyfeelreadytospeakthestudentstakethemicrophoneandrecordtheirsentence.It'sbestifyoucanuseamicrophoneasthesoundqualityisbetterandit'seasiertopickupandputdown.Herethey'reworkingonpaceandfluency.Theyimmediatelystoprecordingandthenwaituntilanotherstudentwantstorespond.Thiscontinuesuntilawholeconversationhasbeenrecorded.6/24Stage3–Discussion讨论

Nextthestudentsdiscusshowtheythinktheconversationwent.Theycandiscusshowtheyfeltabouttalkingtoamicrophoneandwhethertheyfeltmorecomfortablespeakingaloudthantheymightdonormally.Thispartisnotrecorded.

7/24Stage4–Transcription转录Nexttheylistentothetapeandtranscribetheirconversation.Ionlyintervenewhentheyaskforhelp.Thefirstfewtimesyoutrythiswithaclasstheymighttryandrelyonyoualotbutaimtodistanceyourselffromthewholeprocessintermsofleadingandpushthemtodoitthemselves.8/24Stage5-Languageanalysis语言分析Isometimesgetstudentstoanalyzethelanguagethesamelessonorsometimesinthenextlesson.Thisinvolveslookingattheformoftensesandvocabularyusedandwhycertainoneswerechosen,butitwilldependonthelanguageproducedbythestudents.Inthiswaytheyaretotallyinvolvedintheanalysisprocess.Thelanguageiscompletelypersonalizedandwithhigherlevelstheycanthemselvesdecidewhatpartsoftheirconversationtheywouldliketoanalyze,whetheritbetenses,lexisordiscourse.Withlowerlevelsyoucanguidetheanalysisbychoosingthemostcommonproblemsyounotedintherecordingstagesorbyusingthefinaltranscription.9/24Thelengthofstages:Thetimingwilldependentirelyontheclass,howquicklytheyrespondtoCLL,howlongyouortheydecidetospendonthelanguageanalysisstageandhowlongtheirrecordedconversationis.Becarefulhoweverthattheconversationisn'ttoolongasthiswillinturnmakethetranscriptionverylong.10/24Featuresofcommunitylanguagelearning1.student-centeredandteachingissubordinatedtolearning.Thosewhoadopthumanisticapproachproposetask-oriented,communitivelybased,learner-centeredteaching,inwhichthelearnersshouldformacommunitytoattainthesamegoal.Inotherwords,“true”humanlearningisbothcognitiveandeffective,whichmeanstheteacherandthestudentsareinvolvedinaninteraction.11/24Therelationshipbetweentheteacherandthestudentsisthecounselor-clientrelationship.Itisnottherelationshipinthetraditionalsense.12/24Thestudents’role-clientLearnersaremembersofacommunity—theirfellowlearnersandtheteacher—andlearnthroughinteractingwithmembersofthecommunity.Learnersareexpectedtolistenattentivelytotheknower,tofreelyprovidemeaningstheywishtoexpress,torepeattargetutteranceswithouthesitation,tosupportfellowmembersofthecommunity,toreportdeepinnerfeelings.13/24Theteacher’srole-counselorTaketheroleofacounselor—understandingthestudents’fear,usingthelanguageoffeelingtoencourageandsupportthem,avoidingjudgmentalerrortreatmentduringthelanguageteachingprocedures.14/242.theformofclassroomorganizationStudentssitaroundatablewithincomfortablechairsandwithatape-recorderinthemiddle.Theteacheroutsidethecircle.Inthelearningprocess,thestudentshelpeachother,andlearnandgrowinasafeandhappyenvironment.15/24社团语言学习法教学实例步骤1：学生围坐成圈，教师在圈外等候学生问询。步骤2：学生甲举手，问教师：我想知道英文怎样说“我喜欢蓝色”。教师：Ilikeblue．学生甲复述“Ilikeblue”，录下学生甲复述。步骤３：学生乙举手，问怎么说“我不喜欢蓝色，我喜欢红色”。教师：Idon’tlikeblue,Ilikered．学生乙复述“Idon’tlikeblue,Ilikered”，录下学生乙复述。步骤４：其它学生重复以上步骤，录下一定数量对话后，教师将对话抄在黑板上，以此为上课题材，讲解语言知识。16/24FivestagesStage1-Reflection反思Stage2-Recordedconversation对话录音Stage3-Discussion讨论Stage4-Transcription转录Stage5-Languageanalysis语言分析17/243.relyingonthenativelanguage,thenturningtothetargetlanguage.

Whenastudentswantstosaysomething,hewhispersitinhismothertonguetotheteacherwhoisstandingbehindhim,whothentranslatesitintothetargetlanguageandthestudentsrepeatsthatwhileitisbeingrecordedonatape.Withthehelp18/24ofteacher,studentscanconveymoreinformationinEnglish.Attheendofthisstudentscreateddiscussion,thetapeisreplacedandthetapescriptisworkedoninthelesson.Thetextistotallycontrolledandcreatedbythestudents.19/24Theadvantagesof

CommunityLanguageLearning1.ithasmanytechniquestoreduceanxiety.⑴.understandingbetweentheteacherandlearnersproducesasenseofsecurity;thelearnersaresecureenoughtotakecriticismandbeingcorrected.⑵theformoftheclassprovidessecurity

20/242.Conversationcircleprovidesanon-competitiveatmosphere,asenseof

involvement

andasenseofequality.Mostofthestudentsfeelcomfortablewithconversationcircle.Whenstudentsarecomfortablewiththeirpeers,theytakemorerisks.21/243.Learnerscreatetheirownmater