unit-1-language-and-language-learning语言和语言学习市公开课一等

Unit1LanguageandLanguageLearning2024/5/1111/54Howdowelearnlanguages?1)Howdowelearnourownlanguage?LanguageacquisitionLanguagelearning2024/5/1122/54Languageacquisition:

theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.(asubconsciousprocess)Krashendescribesthisprocessasa‘natural’one,wherethereisno‘consciousfocusingonlinguisticforms.Accordingtohisargument,acquisitionreferstothewaychildrenlearntheirnativelanguage.2024/5/1133/54Languagelearning:

theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.

2024/5/1144/54ItemsofcomparisonLearning

acquisition

Process

ConsciousExplicit(显性）unconscious/subconsciousimplicit（隐性）Focus

Forms

meaning

Input

Selected

natural

Emphasis

Accuracy

fluency

Setting

formal/controlled

informal/natural

2024/5/1155/542)Howdowelearnforeignlanguage?TaskBelowisalistofinterviewquestionsonhowpeoplelearnaforeignlanguage.Firstwritedownyourownresponses.Theninterviewthreeotherstudentsinyourclass,Discussyourfindingsingroupsof4anddrawsomeconclusions.2024/5/1166/542)Howdowelearnforeignlanguage?Howmanyforeignlanguagescanyouspeaksofar?2.Whendidyoustartlearningtheforeignlanguages?3.Howdoyoufeelaboutlearningaforeignlanguage?4.Whatdifficultieshaveyouexperiencedinlearning?5.Whichskillsdoyoufindmoredifficulttolearn?2024/5/1177/542)Howdowelearnforeignlanguage?6.Haveyoufocusedonknowledgeorskills?Why?7.Whydoyoulearntheforeignlanguages?8.Doyouconsideryourselfasuccessfullearner?Why?9.Whatareyourmostcommonlearningactivities?10.Doyoulikethewayyoulearnedtheforeignlanguages?2024/5/1188/542)Howdowelearnforeignlanguage?(1)Peoplelearnlanguagefordifferentreasons.(2)Peoplelearnlanguageindifferentways.(3)Peoplehavedifferentunderstandingaboutlanguagelearning.(4)Peoplehavedifferentcapabilitiesinlanguagelearning.2024/5/1199/54(5)

Peoplestartlearningaforeignlanguageatdifferentages.(6)

Peoplehavedifferentexperiencesinlearningaforeignlanguage(7)

Learningcanbeaffectedbythewayhowlanguageistaught.(8)

Learningisaffectedbythedoneisexpectedtoachieve.2024/5/111010/541)Whatislanguage?II.Viewsonlanguage.Languageisasystemofarbitrary,verbalsymbolswhichpermitallpeopleinagivenculture,orotherpeoplewhohavelearnthesystemofthatculture,tocommunicateorinteract.(Finocchiaro,1964:8)Languageisanysetorsystemoflinguisticsymbolsasusedinamoreorlessuniformfashionbyanumberofpeoplewhoarethusenabledtocommunicateintelligiblywithoneanother.2024/5/111111/541)Whatislanguage?II.Viewsonlanguage.Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.(Wardhaugh,1972:3)Languageisasystematicmeansofcommunicatingideasorfeelingsbytheuseofconventionalizedsigns,sounds,gestures,ormarkshavingunderstoodmeanings.2024/5/111212/541)Whatislanguage?II.Viewsonlanguage.Languageisasystemofcommunicationconsistingofasetofsmallpartsandasetofruleswhichdecidethewayinwhichthesecanbecombinedtoproducemessagesthathavemeaning.2024/5/111313/54Differentviewsonlanguage

Viewonlanguage.StructuralviewCommunicativeviewInteractiveview2024/5/111414/54StructuralView:

Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.2024/5/111515/54

FunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.2024/5/111616/54InteractionalView:

Itconsiderlanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.2024/5/111717/54ViewsLanguageLanguagelearningStructuralalinguisticsystemtolearnthesestructuralitemsFunctionalalinguisticsystem,meansfordoingthingstoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactional

acommunicativetool

notonlytoknowthegrammarandvocabularyofthelanguage,butalsotoknowtherulesforusingtheminawholerangeofcommunicativecontext.2024/5/111818/54III.Viewsonlanguagelearning

Questions:

1)Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocesstobeactivated?2024/5/111919/54Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.2024/5/112020/54Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.2024/5/112121/54Behaviouristtheory(行为主义学习理论）ProposedbybehaviouralpsychologistSkinner,whoappliedthetheoryofconditioningtothewayhumansacquirelanguage.2024/5/112222/54Languageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.---learningashabitformation2024/5/112323/54Thekeypointof

thetheoryofconditioning“Youcantrainaanimaltodoanything(withinreason)Ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”.

2024/5/112424/54Oneinfluentialresultistheaudio-lingualmethod（听说,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised2024/5/112525/54Cognitivetheory(认知主义学习理论）

Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.2024/5/112626/54NoamChomsky’question:Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?2024/5/112727/54AccordingtoChomsky’stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystem.

2024/5/112828/54Languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.NoamChomsky’theory2024/5/112929/54Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.2024/5/113030/54NoamChomsky’theoryStudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.2024/5/113131/54Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.2024/5/113232/54Constructivisttheory:Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.2024/5/113333/54Consructivisttheory:Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearners

withanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.2024/5/113434/54Socio-constructivisttheory:similartoconstructivisttheory,social-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.2024/5/113535/54Itisthedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers（Vygotsky1978：86）ZoneofProximalDevelopment(ZPD最近发展区)2024/5/113636/54“最近发展区”理论：

前苏联心理教育学家维果茨基长久研究揭示：教育对学生发展能起主导作用和促进作用，但要确定学生发展两种水平，一个是已经到达水平，表现为学生能够独立处理智力任务，另一个是儿童可能到达发展水平，表现为儿童还不能独立地处理任务，但在成人帮助下，在集体活动中，能够处理这些任务。这两种水平之间距离就是“最近发展区”。把握好最近发展区，能加速学生发展。

2024/5/113737/54Implicationsforclassroomteaching“最近发展区”概念对于教学意义是：课堂教学每个步骤，必须适合学生“最近发展区”，既不消极适应或滞后于学生现有智力发展水平，也不过分超前于学生现有水平。应该从有利于促进学生智力发展角度去考虑，让学生“跳一跳摘到果子”。2024/5/113838/54IV.Whatisagoodlanguageteacher?WhatqualitiesdoyouthinkagoodEnglishteachershouldhave?2024/5/113939/54Workingroupsoffouranddecidewhichadjectivesdescribeethicdevotion,whichdescribepersonalstylesandwhichdescribeprofessionalqualities.warm-hearted,attentive,caring,kind,well-prepared,resourceful,well-informed,professionallytrained,enthusiastic,creative,flexible,patient,humourous,dynamic,hardworking,accurate,disciplined,speakingclearly,authoritative,intuitive2024/5/114040/54EthicdevotionProfessionalqualitiesPersonalstyleswarm-hearted,hardworking,enthusiastic,caring,kind,well-prepared,disciplinedcreative,resourceful,authoritative,well-informed,accurate,speakingclearly,professionally-trainedflexible,patient,humourous,attentive,dynamic,intuitive2024/5/114141/54V.Howcanonebecomeagoodlanguageteacher?

AllthefollowingstatementscouldbeusedtodescribewhatanEnglishteachershoulddoinordertodevelopprofessionalcompetence.Doyouagreewiththem?WhatelsedoyouthinkanEnglishteachershoulddoinordertodevelopprofessionalcompetence?1.Heshouldlearnfromotherexperiencedteachersasanapprentice.2.Heshouldaccumulateexperiencefromhisownteachingpractice.3.Heshouldreceivetraininginteachingmethodology.4.,Heshouldstudyappliedlingjistics.2024/5/114242/545.HeshouldperfecthisowncommandofEnglish.

6.Heshouldgotoforeigncountriestolearnfromnativespeakers.

7.Heshouldstudysubjectslikeeducation,psychology,etc.

8.Heshouldobserveotherteachersteaching.

9.

10.2024/5/114343/54V.Howcanonebecomeagoodlanguageteacher?Reflectivemodel（反思性模式）2024/5/114444/54StageI:languagedevelopment(training)AllEnglishteachersaresupposedtohaveagoodcommandofEnglish.2024/5/114545/54TeachersshouldalwaysmakeapointofupdatingtheircommandofEnglishbecauselanguageisalwayschanging.LiveandLearn.Lifelonglearning(终生学习）2024/5/114646/54LanguagetrainingPre-servicetraining(职前培训）In-servicetraining（在职培训）2024/5/114747/54StageII:professionaldevelopmentthreesub-stages:learningpracticereflection2024/5/114848/54Thelearningstageinvolves:(a)learnfromother’sexperience(empiricalknowledge(b)learnreceivedknowledge(suchaslanguagetheories,psycholinguistics;sociolinguistics;educationalpsycho-logy,etc.(c)learnfromone’sownexperience2024/5/11