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尺寸检测王蔷主编的《英语教学法教程》第二版-Unit

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2021-01-19 20:21
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8006-尺寸检测

2021年1月19日发(作者:金格尔)
Unit 1 Language and Language Learning

Aims of the unit


In
this
unit
we
will
discuss
some
general
matters
about
language
learning
and teaching. We are going to discuss five questions on particular:

1.

How do we learn language?

2.

What are the common views on language?

3.

What are the common views on language learning?

4.

What are the qualities of a good language teacher?

5.

How can one become a good language teacher?


1.1

How do we learn languages?

Mach
of
human
behavior
is
influenced
by
their
experiences.
The
way
language
teachers
teach
in
the
classroom
is
to
some
extent
influenced
by
the
way
they
learned
languages.
This
is
especially
true
in
foreign
language teaching. Before we discuss language learning theories, let us
first reflect on our own language learning experience.


Task 1

Below is a list of interview questions on how people learn a foreign
language.
In
the
first
column,
write
down
your
own
responses.
Then
interview three other students in your class and enter their responses
in the other columns. Discuss your findings in group of 4 and draw some
conclusion.

You

ST1

ST2

ST3

1.
How
many
foreign
languages
can
you
speak
so
far?





2.
When
did
you
start
learning
the
foreign

language(s)?

3.
How
do
you
feel
about
learning
a
foreign

language?

4.
What
difficulties
have
you
experienced
in

learning?

5.
Which
skill
do
you
find
more
difficult
to
learn?


6. Have you focused on knowledge or skills? Why?


7. Why do you learn the foreign language(s)?























8. Do you consider yourself a successful learner?

Why?

9. What are your most common learning activities?


10. Do you like the way you learned the foreign

language(s)?








From the above task, you may have found that 1) people started learning
a
foreign
language
at
different
ages;
2)
people
have
different
experiences
in
learning
a
foreign
language,
some
find
it
easy,
some
find
it
difficult;
3)
people
learn
languages
for
different
reasons;
4)
people
learn
languages
in
different
ways;
5)
people
have
different
understandings
about
language
learning; 6) people have different capacities in language learning; 7)
learning
can
be
affected
by
the
way
it
is
taught;
8)
learning
is
affected
by the degree of success one is expected to achieve; and more. Thus the
challenge confronting language teaching is how teaching methodology can
ensure
successful
learning
by
all
the
learners
who
have
more
differences
than the commonality.


1.2

views on language

The question that all approaches to language teaching should answer is,

what
is
language?


The
answer
to
this
question
is
the
basis
for
syllabus
designs,
teaching
methodology,
teaching
and
assessment
procedures
in
the
classroom.
Different
views
on
language
generate
different
teaching
methodologies.


Task 2

Work in group of 4. Brainstorm possible answer to the question: what is
language? When you are ready, join another group and share your ideas.



To give a concise definition of language has always been difficult for
linguists and philogists. Although there has been an enormous amount of
research
in
language
in
the
past
century,
no
authoritative
answer
has
been
given to

what is language?

rather, people have settle down to talk
about views of language, seemingly allowing for or accepting different
theories
for
the
moment.
However,
language
teachers
clearly
need
to
know
generally
what
sort
of
entity
they
are
dealing
with
and
how
the
particular
language they are teaching fits into that entity (Brown, 1994a). for
sample definition of

language

, please refer to Appendix 1.


Structural view

The
structural
view
of
language
sees
language
as
a
linguistic
system
made
up
of
various
subsystems
(Larsen-Freeman
&
Long,
1991):
the
sound
system
(phonology);
the
discrete
units
of
meaning
produced
by
sound
combinations
(morphology),
and
the
system
of
combining
units
of
meaning
for
communication
(syntax).
Each
language
has
a
finite
number
of
such
structural items. To learn a language means to learn these structural
items so as to be able to understand and produce language. When this
structural
view
of
language
was
combined
with
the
stimulus-response
principles
of
behaviorist
psychology,
the
audio- lingual
approach
to
language learning emerged.



Functional view

In the 1960s, British linguists developed a system of categories based
on
the
communicative needs
of
the
learner
(Johnson
and
Marrow,
1981)
and
proposed
a
syllabus
based
on
communicative
functions.
The
functional
view
not
only
sees
languages
as
a
linguistic
system
but
also
a
means
for
doing
things.
Most
of
our
day-to-day
language
use
involves
functional
activities:
offering,
suggesting,
advising,
apologizing,
etc.
therefore,
learners learn a language in order to be able to do with it. In order to
perform functions, learners need to know how to combine the grammatical
rules and the vocabulary to express notions that perform the functions.
Examples
of
notions
are
the
concept
of
present,
past
and
future
time,
the
expressions
of
certainty
and
possibility,
the
roles
of
agents,
instruments
with
a
sentence,
and
special
relationships
between
people
and
objects.


Interactional view

The interactional view considers language to be a communicative tool,
whose
main
use
is
to
build
up
and
maintain
social
relations
between
people.
Therefore, learners not only need to know the grammar and vocabulary of
the
language
but
as
importantly
they
need
to
know
the
rules
for
using
them
in a whole range of communicative contexts.


These
three
views
present
an
ever
wider
view
of
language.
The
structural
view
limits
knowing
a
language
to
knowing
its
structural
rules
and
vocabulary. The communicative or notional-functional view adds the need
to
know
how
to
use
the
rules
and
vocabulary
to
do
whatever
it
is
one
wants
to do. The interactional view says that to know how to do what you want
to do involves also knowing whether it is appropriate to do, and where,
when and how it is appropriate to do it. In order to know this, you have
to study the patterns and rules of language above the sentence level to
learn how language is used in different speech contexts.


The understanding of the nature of language may provide the basis for a
particular
teaching
method
(Richard
and
Rodgers,
1986),
but
more
importantly, it is
closely related to
the understanding of language
learning.
If
language
is
considered
to
have
a
finite
number
of
structural
items, learning the language probably means learning these items. If
language
is
more
than
just
a
system
of
structures,
it
is
more
importantly
a
tool
then
to
learn
the
language
learning.
If
language
is
more
than
just
a system of structures, it is more importantly a tool, then to learn the
language means to use it, rather than just study what it is and how it
is
formed.
The
next
section
discusses
some
current
theories
about
language
learning.


Views on Language learning and learning in general

A language learning theory underlying
an approach or method usually
answers two questions; 1) What are the psycholinguistic and cognitive
processes
involved
in
language
learning?
2)
What
are
the
conditions
that
need to be met in order for these learning processes to be activated?


Task3

Work in groups of 4. Brainstorm the answers to the two questions stated
above.

When you are ready, join another group and share your ideas.



Although these two questions have never been satisfactorily answered, a
vast amount of research
has been done
from all aspects.
The research can
be
broadly
divided
into
process- oriented
theories
and
condition- oriented
theories.
Process-oriented

theories
are
concerned
with
how
the
mind
organizes new information such as habit formation, induction, making
inference, hypothesis testing and generalization.
Condition-oriented

theories
emphasize
the
nature
of
the
human
and
physical
context
in
which
language learning takes place, such as the number of students, the kind
of
input
learners receive,
and
the
atmosphere.
Some
researchers
attempt
to
formulate
teaching
approaches
directly
from
these
theories.
For
example, the Natural Approach, Total Physical Response, and the Silent
Way are based on one or more dimensions of processes and conditions. At
this
level,
it
is
too
early
to
formulate
a
specific
approach,
because
some
aspects
are
still
too
vague,
for
example,
what
is
done
in
these
processes.


Behaviorist theory

The
behaviorist
theory
of
language
learning
was
initiated
by
behavioural
psychologist
Skinner,
who
applied
Watson
and
Raynor

s
theory
of
conditioning to the way human acquire language (Harmer, 1983). Based on
their
experiments,
Watson
and
Raynor
formulated
a
stimulus-response
theory
of
psychology.
In
this
theory
all
complex
forms
of
behavior

motions,
habits
and
such

are
seen
as
composed
of
simple
muscular and glandular elements that can be observed and measured. They
claimed
that
emotional
reactions
are
learned
in
much
the
same
way
as
other
skills.
The
key
point
of
the
theory
of
conditioning
is
that

you
can
train
an
animal
to
do
anything
(within
reason)
if
you
follow
a
certain
procedure
which has three major stages,
stimulus, response, and reinforcement


(Harmer, 1983:30).


Based on the theory of conditioning, Skinner suggested that language is
also a form of behavior. It can be learned the same way as an animal is
trained to respond to
stimuli. This theory
of learning is
referred to as
behaviorism, which was adopted for some time by the language teaching
profession,
particularly
in
the
.
One
influential
result
is
the
audio-lingual
method,
which
involves
endless


listen
and
repeat


drilling
activities.
The
idea
of
this
method
is
that
language is
learned
by
constant
repetition
and
the
reinforcement
of
the
teacher.
Mistakes
were
immediately
corrected,
and
correct
utterances
were
immediately
praised.
This method is still used in many parts of the world today.


Cognitive theory

The term cognitivism is often used loosely to describe methods in which
students are asked to think rather than simply repeat. It seems to be
largely
the
result
of
Noam
Chomsky
’s

reaction
to
Skinner
’s

behaviorist
theory,
which
led
to
the
revival
of
structural
linguistics.
The
key
point
of Chomsky
’s
theory is reflected in his most famous question: if all
language is a learned behavior, how can a child produce a sentence that
never been said by others before?


According
to
Chomsky,
language
is
not
a
form
of
behavior,
it
is
an
intricate rule-based system and a large part of language acquisition is
the
learning
of
this
system.
There
are
a
finite
number
of
grammatical
rules
in
the
system
and
with
a
knowledge
of
these
an
infinite
number
of
sentences
can be produced. A language learner acquires language competence which
enables him to produce language.


Though Chomsky
’s
theory is not directly applied in language teaching,
it
has
had
a
great
impact
on
the
profession.
One
influential
idea
is
that
students should be allowed to create their own sentences based on their
understanding
of
certain
rules.
This
idea
is
clearly
in
opposition
to
the
audio- lingual method.


Although people are pretty much still in the dark as to what language is
and
how
language
is
learned,
it
is
believed
that
general
knowledge
about
language and language learning will help language teachers do a better
job.


Constructivist theory

The constructivist theory believes that learning is a process in which
the
learner
constructs
meaning
based
on
his/her
own
experiences
and
what
he/she already knows. Although constructivist theory was not developed
for the understanding of language learning, it is widely applicable to
learning
in
general.
It
is
believed
that
education
is
used
to
develop
the
mind, not just to rote recall what is learned. John Dewey provided a
foundation
for
constructivism.
He
believed
that
teaching
should
be
built
based on what learners already knew and engage
learners in learning
activities.
Teachers
need
to
design
environments
and
interact
with
learners to foster inventive, creative, critical learners. Therefore,
teachers
must
balance
an
understanding
of
the
habits,
characteristics
as
well
as
personalities
of
individual
learners
with
an
understanding
of
the
means
of
arousing
learner

s
interests
and
curiosity
for
learning
(Archambault, 1964).


Socio- constructivist theory

Similar
to
constructivist
theory,
socio- constructivist
theory
represented
by
Vygotsky
(1978)
emphasizes
interaction
and
engagement
with
the target language in a social context based on the concept of

Zone
of
Proximal
Development


(ZPD)
and
scaffolding.
In
other
words,
learning
is
best
achieved
through
the
dynamic
interaction
between
the
teacher
and
the
learner
and
between
learners.
With
the
teacher

s
scaffolding
through
questions and explanations, or with a more capable peer

s support, the
learner can move to a higher level of understanding and extend his/her
skills and knowledge and knowledge to the fullest potential.


What makes a good language teacher?

Some people with an excellent command of a foreign language may not be
able to teach the language well while others with a general command of
the
language
can
teach
it
very
effectively.
What
do
you
think
might
account
for this phenomenon?

8006-尺寸检测


8006-尺寸检测


8006-尺寸检测


8006-尺寸检测


8006-尺寸检测


8006-尺寸检测


8006-尺寸检测


8006-尺寸检测



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