《小学英语教学理论与实践》课件-Unit2 languageandlanguagelearning

Unit2ViewsonLanguageandLanguageLearning2.1ViewsonLanguageObjectivesGettoknowthe

nature

of

language.Understandthebasicviewson

language.3“Yourunderstandingofthecomponentsoflanguagedeterminestoalargeextenthowyouteachalanguage.”

Brown

(2000,P6)

Whatislanguage?Whatislanguage?anyparticularsystemofhumancommunication.---LongmanDictionaryofLanguageTeaching&AppliedLinguistics,J.C.Richardsetal.2007:245.Whatislanguage?systematiccommunicationbyvocalSymbols

---ConciseColumbiaEncyclopedia,1994:479Whatislanguage?asystemofcommunicationbywrittenorspokenwordswhichisusedbythepeopleofaparticularcountryorarea.---LongmanDictionaryofContemporaryEnglishforAdvancedLearners,2009:979.Whatislanguage?asystemofarbitraryconventionalizedvocal,written,orgesturalsymbolsthatenablemembersofagivencommunitytocommunicateintelligiblywithoneanother.---PrinciplesofLanguageLearningandTeaching,H.D.Brown,2000:5.symbolscommunicationcommunityLanguageisasystemofsymbolsusedforcommunicationinagivencommunity.LanguagesymbolscommunicationcommunityLanguageisasystemofsymbolsusedforcommunicationinagivencommunity.LanguageFormFunctionContext＋＋InteractionaltheoryStructuraltheoryFunctionaltheoryViewsonLanguageStructuralviewThestructuralviewseeslanguageasalinguisticsystem.Systemof LanguageSoundsWordsGrammar3

sub-systemsStructural

viewThesystemoflanguage=thesystemofsounds

+thesystemofwords

+thesystemof

grammarTheAudiolingualMethodTotalPhysicalResponseTheGrammarTranslationMethodDirectMethodFunctionalviewThefunctionalviewseeslanguageasa

linguisticsystemandasameans

for

doingthings.SituationApproachThe

Natural

ApproachExpressnotionsPerformfunctionsDowhateveronewantstodo“WouldyoumindlookingaftermybabywhileI'maway?”FunctionalviewTheinteractionalviewseeslanguage

asa

communicativetool

(tobuildupandmaintainrelationsbetween

people).InteractionalviewCommunicativeApproachTask-based

ApproachWhen

How

Where

To

whomAppropriateuseoflanguageincommunicativecontextsThings

neededfor

communicationRules

of

language

formRules

of

languageuseina

contextViewsInfluenceThestructural

view(alinguistic

system)Toteachandlearnthestructuralrules

andvocabulary.Thefunctional

view(alinguisticsystemandasameansfordoingthings)Tolearntodothingswiththelanguage;toknowhowtocombinetherulesandthevocabularytoexpress

notions.Theinteractional

view(acommunicative

tool)Toknowlanguageknowledge/rulesforusingthemincommunicativecontexts.SummaryInfluence

of

views

of

language

onlanguageteachingand

learningReferences3.徐锦芬，刘文波（2019）.

实用英语教学法教程.北京：中国人民大学出版社.4.王蔷.(2009）.小学英语教学发教程（第2版）.北京：高等教育出版社.5.王蔷.(2006).英语教学法教程（第二版）.北京：高等教育出版社.6./sCourse/course_4519.html7./sCourse/course_4791.html1.Harmer,J.(2007).ThepracticeofEnglishlanguageteaching(4thed.).PearsonEducation.2.Ur,P.(1996).ACourseinLanguageTeaching:PracticeandTheory.

Cambridge:CambridgeUniversityPress.Educationhasforitsobjecttheformationofcharacter.教育是以造就人的品质为其目标。

------HerbertSpencer（Britishphilosopher)Unit2ViewsonLanguageandLanguageLearning2.2ViewsonLanguageLearningIssuestobecoveredcognitiveviewconstructivistviewbehavioristviewsoci-constructivistview

Behaviorist

theory

(行为主义学习理论）

Pavlov’sdogexperimentBehavioristviewStimulus(teacher'sinput)Response(learner'srepetition)Reinforcementnegativefeedback/punishmentpositivefeedback/rewardnofeedbackHabitformation/LearnedrepeatagainTheBehaviouristtheoryThe

idea

of

thismethodisthatlanguageislearnedbyconstantrepetitionandthe

reinforcement

of

the

teacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediately

praised.InfluenceTheAudio-LingualMethod(involesendless

“listen

and

repeat”).limitations:learnersonlylearnbyrepetitionandimitation.2.Cognitivistlearningtheory(认知主义学习理论）Itisoftenusedtodescribemethodinwhichstudentsareaskedto

thinkratherthansimplyrepeat.

Itreferstotheinnerprocessandproductsofthemindthatleadto

“knowing”.Includesallmental

activities:Remembering

SymbolizingCategorizing

Problem

solvingCreating

Fantasizing……NoamChomsky

(1928--):Language

isnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesan

infinitenumberofsentencescanbeproduced.Chomsky’sfamousargument:iflanguageisalearnedbehavior,howcanachildproduceasentencethatthathehasneverheardbefore?LanguageinputHypothesismadeandtestedLAD(languageacquisitiondevice)negativefeedbackpositivefeedbacktryagainLearnedInfluenceThelearnerisseenasanactiveparticipantinthelearningprocess,usingvariousmentalstrategies

inordertosortoutthesystemofthelanguagetobe

learned.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solving

task.3.Constructivistlearningtheory(建构主义学习理论）ConstructivistviewLearningisaprocessinwhichthelearnerconstructmeaningbasedonhis/herownexperienceandwhathe/shealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,

notjusttoroterecallwhatislearned.Deweyemphasisontheprimacyofeachindividual’sconstructionofrealityLanguageinputKnowledgeandproductionInteractionwithpastexperiences,priorknowledge,personalobserva-tions,etc.Knowledgeisnottaughtbyothers,butconstructedbythelearnersthemselves.4.Soci-constructivistlearningtheory(社会建构主义学习理论）ThistheoryrepresentedbyVygotskyemphasisesinteractionandingagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZPDandscaffolding.Socio-constructivistviewUnknown,butlearnwithteacher’shelpUnknown,butstudentscanlearnthemselvesLearnedknowledgeWhatisthepartofknowledgethatteachersneedtotakeastheinputforstudentsinclass?ZoneofProximalDevelopment(ZPD):extendknowledge&skillstothefullestpotentialscaffoldingPinter,A.2006.TeachingYoungLanguageLearners.Oxford:OxfordUniversityPress.p.11ZPDSocio-constructivistviewLearningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearn