教学法总结

Conclusion

Language and Language Learning

I

. Language is a system of arbitrary vocal symbols used for human communication.

1. Language is a system.

2. Language is arbitrary.

3. Language is vocal.

4. Language is for human communication.

II

.

Views on language: ural view

b. Functional view

c. Interactional view

A. Structural view:

Language is a linguistic system made up of various subsystems: phonology,

morphology,

lexicology

and

syntactics.

To

learn

a

language

is

to

learn

its

vocabulary

and

structural rules.

knowledge: vocabulary and grammar (sentence patterns)

B. Functional view

: Language is a linguistic system as well as a means for doing things. Learners

learn a language in order to be able to do things with it (use it). To perform functions, learners

need to know how to combine the grammatical rules and the vocabulary to express notions that

perform

the

functions.

Functional

view-communicative

categories,

communicative

ability

(to

be

able to communicate)

C.

Interactional

view

:

Language

is

a

communicative

tool

to

build

up

and

maintain

social

relations

between

people.

Learners

need

to

know

the

rules

of

a

language

and

where,

when

and

how

it

is

appropriate

to

use

them.

Interactional

view

–

to

communicate

appropriately

(communicative strategies, cultural awareness, etc.)

III

.

Views

on

Language

Learning:

orist

Theory

ive

Theory

c.

Second

Language Acquisition (SLA)

Behaviorism:

Behaviorism

is

an

approach

to

psychology

that

arose

out

of

the

ideas

of

early

learning

theorists

who

attempted

to

explain

all

learning

in

terms

of

some

form

of

conditioning.

Ivan Pavlov

(1849-1936)

S-R

A

mid-twentieth-century

American:

B.

F.

Skinner:

stimulus

→

response→reinforcement

→habit

formation

The role of the teacher is to develop in learners good language habits, which is done mainly by

pattern

drills,

memorization

of

dialogues

or

choral

repetition

of

structural

patterns.

→

Audiol ingualism

→

听说法

Cognitive theory: Noam Chomsky(1928--)< /p>

→

Thinking(creativity)→Interna l factors

Influence of cognitive theory: Learners should be allowed to create their own sentences based on

their understanding of certain rules (creativity) In a cognitive approach, the learner is seen as an

active participant in the learning process, using various mental strategies in order to sort out the

system of the language to be learned.

Second Language Acquisition (SLA)

Krashen

’

s Five hypotheses :

1.

The

acquisition-learning

distinction

(Learning

and

acquisition

are

separate

processes.)

Acquisition

refers

to

the

natural

assimilation

of

language

rules

through

using

language

for

communication. Learning refers to the formal study of language rules and is a conscious process.

2.

The natural order hypothesis

(

自然顺序假说

)

(There is a natural order of language acquisition that applies to FL acquisition.)

The

natural

order,

as

defined

by

Krashen,

consists

of

listening

to

a

great

deal

of

meaningful

language input, then speaking, then reading to a great deal of meaningful input, and then writing,

which is formally taught.

3.

The monitor hypothesis

(

监控假说

)

(Acquisition is more

‘

important

’

than learning. The main role of learning is a secondary one: to

monitor what we say and write in the FL.)

4.

The input hypothesis

(

输入假说

)

(The most important thing to provide with is

‘

comprehensible input

’

.) Comprehensible input: i+l

i

–

the acquirer

’

s present level of competence

i+l

–

the level immediately following i as i+l

5.

The affective filter hypothesis

(

情感过滤假说

)

Learners need the right

‘

affect

’

for acquisition to take place.

Learning in General: a. Constructivist Theory b. Socio-constructivist Theory

Social-constructivist views of language and language learning

A. Interaction and engagement with the target language in a social context is important.

B. ZPD

—

Zone of Proximal Development (

最近发展区

)

C.

Scaffolding

(< /p>

脚手架

)

—

le arning

is

best

achieved

through

the

dynamic

interaction

between

the teacher and the learner (question & explanation)

the learners (a more capable peer

’

s support)

Children

’

two levels of intellectual development

Level of potential development

（潜在的发展水平）

gap

Zone of Proximal Development

Actual development level

(

业已达到的实际发展水平

)

What are the common views on language learning?

Behaviorism

Cognitivism

Pavlov

Skinner

Chomsky

Imitation & repetition

External

(S-R-R)

factors

Thinking

(creativity)

Personal

construction

Internal

factors

Interaction

Constructivism

Piaget

Bruner

Dewey

Vygotsky

Social- constructivism

ZPD & scaffolding

The learning stage

The

purposeful

preparation

that

a

language

teacher

normally

receives

before

he/she

starts

the

practice of teaching.

Others’

experience

ng from others

’

experience

—

craft

Received knowledge

2. Learning the received knowledge

—‘

applied science

’

knowledge

Own experience

3. Learning from one

’

s own experiences as a learner experience

Language use in real life vs. traditional pedagogy

Traditional pedagogy

Focus on forms of language

Focus on one or two language skills

To isolate language from context

Language use in real life

Communicative functions of language

Integration

of

both

receptive

skills

and

productive skills

Language is always used in a certain context.

Communicative

Language

Teaching

(CLT)

One

possible

solution

to

bridge

the

gap

between

classroom language teaching and real life language use is the adoption of communicative language

teaching ( CLT).

The goal of CLT is to develop students

’

communicative competence.

Chomsky

’

s

view

of

competence:

According

to

Chomsky,

“

competence

”

refers

to

the

tacit

knowledge of language structures and the ability to use this knowledge to understand and produce

language, that is, the abstract grammatical knowledge of language.

Canale and Swain

’

s Four dimensions of communicative competence (1980)

A.

Grammatical competence (

语法能力

)

B.

Sociolinguistic competence

（社会语言能力）

C.

Discourse competence

（语篇能力）

D.

Strategic competence

（策略能力）

Hedge

’

s five main components of communicative competence (2000)

A.

Linguistic competence

（语言能力）

B. Pragmatic competence

（语用能力）

C. Discourse competence

（语篇能力）

D. Strategic competence

（策略能力）

F. Fluency

（流利性）

Principles of CLT

A. the communication principle: Activities that involve real communication promote learning.

B.

the

task

principle:

Activities

in

which

language

is

used

for

carrying

out

meaningful

tasks

promote learning (Johnson 1982).

C. the meaningfulness principle: Language that is meaningful to the learner supports the learning

process.

Major Activity Types of CLT

A. pre-communicative activities

1. sequence of activities represented in Littlewood (1981: 86)

2. Quasi- communicative activities

B. Communicative activities

1. Functional communication activities

2. Social interaction activities

Six Criteria for evaluating communicative classroom activities

1. Communicative purpose

2. Communicative desire

3. Content, not form

4. Variety of language

5. No teacher intervention

6. No materials control

Task-Based Language Teaching

Task- based Language Teaching

Besides

CLT,

there

has

been

another

language

teaching

approach

which

has

become

more

and

more popular from late 1980s, that is, Task-based Language Teaching (TBLT).

The relationship between TBLT and CLT.

“

TBLT

”

is

a

further

development

of

CLT.

It

shares

the

same

beliefs,

as

language

should

be

learned as close as possible to how it is used in real lif e.

“

TBLT

”

has stressed the importance to

combine form-focused teaching with communication-focused teaching.

A task is an activity or action which is carried out as the result of processing or understanding

language ( i.e. as a response). (Richards, Platt and Weber 1986:289)

Four components of a task:

1. a purpose

2. a context

3. a process

4. a product

focus

situation

outcome

language

exercises

form

no situation

correct form

tasks

meaning

real-life situation

accomplishment

of task

practice

of

choice

of

form

assigned form

and content

immediate

correction

delayed

correction

error

Definition of TBLT

Task- based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core

unit of instruction in language.

Features of TBLT

1. An emphasis on learning to communicate through interaction in the target lang uage.

强调通过

用目标语交流来学会交际

< br>

2. The introduction of authentic texts into the learning situation.

将真实的语 言材料引入学习的

环境

3. Provision of opportunities for learners to focus, not only on language itself, but also on the

learning process.

关注语言的本身，也关注学习的过程

4. An enhancement of the learners own personal experiences as important contributing elements to

classroom learning.

学习者的个人经历对语言学习具有重要意义

5. An attempt to link classroom language learning with language activation outside the classroom.

试图把课内的语言学习与社会的语言活动结合起来。