Unit-1-Language-and-language-learning已看市公开课一等奖省赛课微

Welcome!1/78LanguageandLanguageLearningUnit12/78I.TheNatureofLanguageWhatislanguage?TextbookP307Appendix3/78Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.1.Languageisasystem.2.Languageisarbitrary.3.Languageisvocal.4.Languageisforhumancommunication.4/78

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刘润清所著

《论大学英语教学》Chapter15/78II.ViewsonlanguageStructuralviewFunctionalviewInteractionalviewTextbookPP3-46/78Structuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntactics.Tolearnalanguageistolearnitsvocabularyandstructuralrules.(P3)7/78FerdianddeSaussure

(1857-1913)8/78Functionalview:

Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.(P3)9/7810/78Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.(P3)11/78Yourviewoflanguagedeterminesyourwayofteaching.Attention12/78Structuralview–knowledge:vocabularyandgrammar(sentencepatterns)Functionalview–communicativecategories,communicativeability(tobeabletocommunicate)Interactionalview–tocommunicateappropriately(communicativestrategies,culturalawareness,etc.)Whatwillbeyourfocusinteaching?13/7814/78ReflectionPleasereflectonyourmiddleschoolEnglishteachers’classroomteachingandtrytothinkabouthowtheyunderstandthenatureoflanguage.15/78ReferenceBooks:1.Johnson,K.AnIntroductiontoForeignLanguageLearningandTeaching.Chapter3.2.束定芳、庄智象《当代外语教学—理论、实践与方法》PP193-194.3.Richards,J.&Rogers,T.S.ApproachesandMethodsinLanguageTeaching.(《语言教学路子与方法》1986)4.Howatt,A.P.R.AHistoryofEnglishLanguageTeaching.(《英语语言教学史》1984)16/78III.ViewsonLanguageLearningandLearninginGeneral

Whatislearning?17/78BehavioristTheory(P5)CognitiveTheory(PP5-6)

3.1ViewsonLanguageLearningSecondLanguageAcquisition(SLA)18/783.1.1BehaviorismBehaviorismisanapproachtopsychologythataroseoutoftheideasofearlylearningtheoristswhoattemptedtoexplainalllearningintermsofsomeformofconditioning.19/78IvanPavlov

(1849-1936)S-R20/78

AnineteenthcenturyRussian

Ivan

Pavlov’s

experimentswithdogsandotheranimals

Aresponse(e.g.salivation)generatedbyonestimulus(e.g.food)canbeproducedbyintroducingasecondstimulus(e.g.abell)atthesametime.ThisisknownasS-R(Stimulus-Response)theoryorclassicalconditioning.21/7822/78B.F.Skinner

(1904-1990)S-R-R23/78Amid-twentieth-centuryAmerican

B.F.

Skinnerresponsereinforcementhabitformationstimulus24/78Languageisseenasabehaviortobetaught.Asmallpartoftheforeignlanguage,suchasastructuralpattern,ispresentedasastimulus,towhichthelearnersresponds,forexample,byrepetitionorsubstitution.Thisisfollowedbyreinforcementbytheteacher,basedon100percentsuccess.Learningalanguageisseenasacquiringasetofappropriatemechanicalhabits,anderrorsarefrowneduponasreinforcing‘badhabits’.25/78Theroleoftheteacheristodevelopinlearnersgoodlanguagehabits,whichisdonemainlybypatterndrills,memorizationofdialoguesorchoralrepetitionofstructuralpatterns.Audiolingualism听说法26/78Audio-LingualMethod‘Listenandrepeat’drillingactivitiesarethemostimportantclassroomactivities.Mistakesareimmediatelycorrectedandcorrectutterancesareimmediately

praised.27/78RepetitionDrill:Booksopen.ChorusandGroupRepetition.Askthepupilstorepeatthefollowingstatementsafteryoufirstinchorustheningroups:TEACHER:Lookatthe1stpicture.Thereisaplateonthetable.Alltogether!

Lookatthe2ndpicture.Thereissometeainthepot.Alltogether!Theremainingitemsareasfollows:3rd:acupbehindthepot.4th:somecoffeeinthecup.5th:asweetinthepacket.6th:somesugarinthebowl.……28/78Incontrasttobehaviorism,cognitivepsychologyisconcernedwiththewayinwhichthehumanmindthinksandlearns.Cognitivepsychologistsarethereforeinterestedinthementalprocessesthatareinvolvedinlearning.TextbookPP5-63.1.2Cognitivetheory29/78NoamChomsky

(1928--)Thinking(creativity)InternalfactorsCognitivism30/78CognitiveviewoflanguageandlearningIfalllanguageislearnedbyimitationandrepetition,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?Languageisarule-basedsystemandwithaknowledgeofthefiniterules(languagecompetence),infinitesentencescanbeproduced31/78Influenceofcognitivetheory

看到这Learnersshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules(creativity)32/78Inacognitiveapproach,thelearnerisseenasanactiveparticipantinthelearningprocess,usingvariousmentalstrategiesinordertosortoutthesystemofthelanguagetobelearned.33/78Krashen’sFivehypotheses:1.Theacquisition-learningdistinction(Learningandacquisitionareseparateprocesses.)3.1.3SecondLanguageAcquisition(SLA)(seeJohnsonChapter6)Acquisitionreferstothenaturalassimilationoflanguagerulesthroughusinglanguageforcommunication.34/78Theonlyrealdifferenceisintermsoftheenvironmentsinwhichacquisitioniswhathappenswhenyougoandliveinthetarget-languagecountry,whilelearningiswhathappensinclassrooms.Learning

referstotheformalstudyoflanguagerulesandisaconsciousprocess.35/782.Thenaturalorderhypothesis

(自然次序假说)(ThereisanaturalorderoflanguageacquisitionthatappliestoFLacquisition.)Thenaturalorder,asdefinedbyKrashen,consistsoflisteningtoagreatdealofmeaningfullanguageinput,thenspeaking,thenreadingtoagreatdealofmeaningfulinput,andthenwriting,whichisformallytaught.36/783.Themonitorhypothesis

(监控假说)(Acquisitionismore‘important’thanlearning.Themainroleoflearningisasecondaryone:tomonitorwhatwesayandwriteintheFL.)Johnson’sbookp91.37/784.Theinputhypothesis

输入假说(Themostimportantthingtoprovidewithis‘comprehensibleinput’.)Comprehensibleinput:i+li–theacquirer’spresentlevelofcompetencei+l–thelevelimmediatelyfollowingiasi+l

Johnson’sbookP9338/785.Theaffectivefilterhypothesis

(情感过滤假说)

(Learnersneedtheright‘affect’foracquisitiontotakeplace.)

束定芳、庄智象PP222-223JohnsonP9439/783.2LearninginGeneralConstructivistTheorySocio-constructivistTheoryTextbookP640/78RepresentativesofConstructivism

JeanPiaget

(1896–1980)41/78Piaget’sviewsandinfluenceLearningisapersonalconstructionofknowledgetobelearnedbasedonthelearner’spreviousexperience.42/78RepresentativesofConstructivism

JohnDeweyP643/78Dewey’sviewsandinfluenceLearningbydoingTeachingshouldbebuiltonlearners’experienceandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearners.44/78RepresentativeofSocio-constructivism

LevVygotskyP645/78Social-constructivistviewsoflanguageandlanguagelearningInteractionandengagementwiththetargetlanguageinasocialcontextisimportant.ZPD—ZoneofProximalDevelopment(最近发展区)Scaffolding(脚手架)—learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearner(question&explanation)thelearners(amorecapablepeer’ssupport)46/78ZoneofProximalDevelopment最近/边缘发展区Itisthetermusedtorefertothelayerofskillorknowledgewhichisjustbeyondthatwhichthelearneriscurrentlycapableofcoping.Workingtogetherwithanotherperson,eitheranadultoramorecompetentpeeratalevelthatisjustabovealearner’spresentcapabilitiesisthebestwayforthelearnertomoveintothenextlayer.47/78Children’twolevelsofintellectualdevelopmentActualdevelopmentlevel(业已到达实际发展水平)Levelofpotentialdevelopment（潜在发展水平）ZoneofProximalDevelopmentgap48/78ZoneofProximalDevelopment

&scaffoldingii+149/78Scaffolding建筑支架——脚手架50/78Thetermwasdevelopedasametaphortodescribethetypeofassistanceofferedbyateacherorpeertosupportlearning.Intheprocessofscaffolding,theteacherhelpsthestudentmasterataskoronceptthatthestudentisinitiallyunabletograspindependently.Theteacheroffersassistancewithonlythoseskillsthatarebeyondthestudent’scapability.51/78教学内容：高一英语Book1AUnit3GoingPlaces教学课型：听说课（warmingup,listeningandspeaking）Step1Lead-in教师搭建是背景支架：图片、地图展示。教师用多媒体展示了一些全国或者世界闻名旅游景点图片，从视觉刺激学生，让他们猜地点。如，看到theGreatWall图片马上说出Beijing。图片能够多样化，目标是让学生说出旅游地点，从而引发他们对旅游兴趣。后面听力部分填表格时，听力内容并不提及地点，但填空内容要填地点。这部分guessinggame也为听力做好铺垫。在让学生猜完导入部分图片地点后，教师给学生提供一张中国地图，标出四个情景地点，让学生说出采取何种交通方式，并讲述理由。地图提供使得书本情景详细化，更能提升学生兴趣，调动他们说欲望。52/78支架式教学教学目标

教学支架逐步撤掉学生操作活动逐步增加53/78Whatarethecommonviewsonlanguagelearning?BehaviorismPavlovSkinnerImitation&repetition(S-R-R)ExternalfactorsCognitivismChomskyThinking(creativity)InternalfactorsConstructivismPiagetBrunerDeweyPersonalconstructionInteractionSocial-constructivismVygotskyZPD&scaffolding54/78IV.Whatarethequalitiesofagoodlanguageteacher?Peoplewithageneralcommandofaforeignlanguagecan’tteachitveryeffectively.(F)Peoplewithanexcellentcommandofaforeignlanguagewillsurelybeanexcellentlanguageteacher.

(F)55/78Professionalqualitiesarenecessary,butonlyprofessionalqualitiesaren’tenough.Conclusion56/78Reflectonyourownlearningexperiences.HaveyouhadanexcellentEnglishteacher?TrytoidentifyasmanyqualitiesaspossibleofyourbestEnglishteacher(s).NotedownallthequalitiesthatyouthinkareimportantforagoodEnglishteacher.Task57/78Thereareavarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedinto3groups:ethicdevotion,professionalqualitiesandpersonalstyles(Parrot,1993)58/78Workingroupsof4anddecidewhichadjectivesdescribeethicdevotion,whichdescribepersonalstylesandwhichdescribeprofessionalqualities.Task59/78(AdaptedfromTasksforLanguageTeachers,MartinParrot,1993)kindcreativeresourcefulwell-preparedaccuratecaringdynamicpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflective60/78Professionalqualitieskindcreativeresourcefulwell-preparedaccuratecaringdynamicpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflective61/78Ethicdevotionkindcreativeresourcefulwell-preparedaccuratecaringdynamicpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflective62/78Personalstyleskindcreativeresourcefulwell-preparedaccuratecaringdynamicpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflective63/78Howcanonebecomeagoodlanguageteacher?Themost

importantandmost

difficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,whichisthequalityofbeingqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledgeandability.64/78Whatisteaching?Somepeoplethinkteachingisacraft,anoviceteachercanlearntheprofessionbyimitatingtheexpert’stechniques,justlikeanapprentice.Othersholdtheviewthatteachingisanappliedscience,basedonscientificknowledgeandexperimentation.65/78Bymakingacompromisebetweenthesetwoviews,Wallace(1991)usesa‘reflectivemodel’todemonstratethedevelopmentofprofessionalcompetence.Whatisteaching?66/78Teacher’sprofessionaldevelopment(AdaptedfromWallace,1991:15)LanguagedevelopmentStage1Others’experienceReceivedknowledgeOwnexperiencePracticeReflectionProfessionalcompetenceStage2Goal67/78Teacher’sprofessionaldevelopment(AdaptedfromWallace,1991:15)LanguagedevelopmentStage1Others’experienceReceivedknowledgeOwnexperiencePracticeReflectionProfessionalcompetenceStage2Goal68/78Teacher’sprofessionaldevelopment(AdaptedfromWallace,1991:15)LanguagedevelopmentStage1Others’experienceReceivedknowledgeOwnexperiencePracticeReflectionProfessionalcompetenceStage2Goallearningpracticereflection69/78ThelearningstageThepurposefulpreparationthatalanguagenormallyreceivesbeforehe/shestartsthepracticeofteaching.Others’experienceReceivedknowledgeOwnexperienceLearningfromothers’experience—craft2.Learningthereceivedknowledge—‘applied