unit language and language learning語(yǔ)言和語(yǔ)言學(xué)習(xí)

會(huì)計(jì)學(xué)1unitlanguageandlanguagelearning語(yǔ)言和語(yǔ)言學(xué)習(xí)Howdowelearnlanguages?1)Howdowelearnourownlanguage?LanguageacquisitionLanguagelearning第1頁(yè)/共54頁(yè)Languageacquisition:

theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.(asubconsciousprocess)Krashendescribesthisprocessasa‘natural’one,wherethereisno‘consciousfocusingonlinguisticforms.Accordingtohisargument,acquisitionreferstothewaychildrenlearntheirnativelanguage.第2頁(yè)/共54頁(yè)Languagelearning:

theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.

第3頁(yè)/共54頁(yè)ItemsofcomparisonLearning

acquisition

Process

ConsciousExplicit(顯性的）unconscious/subconscious

implicit（隱性的）Focus

Forms

meaning

Input

Selected

natural

Emphasis

Accuracy

fluency

Setting

formal/controlled

informal/natural

第4頁(yè)/共54頁(yè)2023/1/1862)Howdowelearnforeignlanguage?TaskBelowisalistofinterviewquestionsonhowpeoplelearnaforeignlanguage.Firstwritedownyourownresponses.Theninterviewthreeotherstudentsinyourclass,Discussyourfindingsingroupsof4anddrawsomeconclusions.第5頁(yè)/共54頁(yè)2023/1/1872)Howdowelearnforeignlanguage?Howmanyforeignlanguagescanyouspeaksofar?2.Whendidyoustartlearningtheforeignlanguages?3.Howdoyoufeelaboutlearningaforeignlanguage?4.Whatdifficultieshaveyouexperiencedinlearning?5.Whichskillsdoyoufindmoredifficulttolearn?第6頁(yè)/共54頁(yè)2023/1/1882)Howdowelearnforeignlanguage?6.Haveyoufocusedonknowledgeorskills?Why?7.Whydoyoulearntheforeignlanguages?8.Doyouconsideryourselfasuccessfullearner?Why?9.Whatareyourmostcommonlearningactivities?10.Doyoulikethewayyoulearnedtheforeignlanguages?第7頁(yè)/共54頁(yè)2)Howdowelearnforeignlanguage?(1)Peoplelearnlanguagefordifferentreasons.(2)Peoplelearnlanguageindifferentways.(3)Peoplehavedifferentunderstandingaboutlanguagelearning.(4)Peoplehavedifferentcapabilitiesinlanguagelearning.第8頁(yè)/共54頁(yè)2023/1/1810(5)

Peoplestartlearningaforeignlanguageatdifferentages.(6)

Peoplehavedifferentexperiencesinlearningaforeignlanguage(7)

Learningcanbeaffectedbythewayhowlanguageistaught.(8)

Learningisaffectedbythedoneisexpectedtoachieve.第9頁(yè)/共54頁(yè)1)Whatislanguage?II.Viewsonlanguage.Languageisasystemofarbitrary,verbalsymbolswhichpermitallpeopleinagivenculture,orotherpeoplewhohavelearnthesystemofthatculture,tocommunicateorinteract.(Finocchiaro,1964:8)Languageisanysetorsystemoflinguisticsymbolsasusedinamoreorlessuniformfashionbyanumberofpeoplewhoarethusenabledtocommunicateintelligiblywithoneanother.第10頁(yè)/共54頁(yè)2023/1/18121)Whatislanguage?II.Viewsonlanguage.Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.(Wardhaugh,1972:3)Languageisasystematicmeansofcommunicatingideasorfeelingsbytheuseofconventionalizedsigns,sounds,gestures,ormarkshavingunderstoodmeanings.第11頁(yè)/共54頁(yè)2023/1/18131)Whatislanguage?II.Viewsonlanguage.Languageisasystemofcommunicationconsistingofasetofsmallpartsandasetofruleswhichdecidethewayinwhichthesecanbecombinedtoproducemessagesthathavemeaning.第12頁(yè)/共54頁(yè)2023/1/1814Differentviewsonlanguage

Viewonlanguage.StructuralviewCommunicativeviewInteractiveview第13頁(yè)/共54頁(yè)StructuralView:

Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.第14頁(yè)/共54頁(yè)

FunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.第15頁(yè)/共54頁(yè)InteractionalView:

Itconsiderlanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.第16頁(yè)/共54頁(yè)ViewsLanguageLanguagelearningStructuralalinguisticsystemtolearnthesestructuralitemsFunctionalalinguisticsystem,meansfordoingthingstoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactional

acommunicativetool

notonlytoknowthegrammarandvocabularyofthelanguage,butalsotoknowtherulesforusingtheminawholerangeofcommunicativecontext.第17頁(yè)/共54頁(yè)III.Viewsonlanguagelearning

Questions:

1)Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocesstobeactivated?第18頁(yè)/共54頁(yè)P(yáng)rocess-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.第19頁(yè)/共54頁(yè)Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.第20頁(yè)/共54頁(yè)Behaviouristtheory(行為主義學(xué)習(xí)理論）ProposedbybehaviouralpsychologistSkinner,whoappliedthetheoryofconditioningtothewayhumansacquirelanguage.第21頁(yè)/共54頁(yè)Languageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.---learningashabitformation第22頁(yè)/共54頁(yè)Thekeypointof

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

第23頁(yè)/共54頁(yè)Oneinfluentialresultistheaudio-lingualmethod（聽(tīng)說(shuō),whichinvolvesthe“l(fā)istenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised第24頁(yè)/共54頁(yè)Cognitivetheory(認(rèn)知主義學(xué)習(xí)理論）

Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.第25頁(yè)/共54頁(yè)NoamChomsky’question:Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?第26頁(yè)/共54頁(yè)AccordingtoChomsky’stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystem.

第27頁(yè)/共54頁(yè)2023/1/1829Languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.NoamChomsky’theory第28頁(yè)/共54頁(yè)Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.第29頁(yè)/共54頁(yè)2023/1/1831NoamChomsky’theoryStudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.第30頁(yè)/共54頁(yè)Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.第31頁(yè)/共54頁(yè)2023/1/1833Constructivisttheory:Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.第32頁(yè)/共54頁(yè)2023/1/1834Consructivisttheory:Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearners

withanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.第33頁(yè)/共54頁(yè)2023/1/1835Socio-constructivisttheory:similartoconstructivisttheory,social-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.第34頁(yè)/共54頁(yè)2023/1/1836Itisthedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers（Vygotsky1978：86）ZoneofProximalDevelopment(ZPD最近發(fā)展區(qū))第35頁(yè)/共54頁(yè)2023/1/1837“最近發(fā)展區(qū)”理論：

前蘇聯(lián)心理教育學(xué)家維果茨基的長(zhǎng)期研究揭示：教育對(duì)學(xué)生的發(fā)展能起主導(dǎo)作用和促進(jìn)作用，但要確定學(xué)生發(fā)展的兩種水平，一種是已經(jīng)達(dá)到的水平，表現(xiàn)為學(xué)生能夠獨(dú)立解決的智力任務(wù)，另一種是兒童可能達(dá)到的發(fā)展水平，表現(xiàn)為兒童還不能獨(dú)立地解決任務(wù)，但在成人的幫助下，在集體活動(dòng)中，能夠解決這些任務(wù)。這兩種水平之間的距離就是“最近發(fā)展區(qū)”。把握好最近發(fā)展區(qū)，能加速學(xué)生的發(fā)展。

第36頁(yè)/共54頁(yè)2023/1/1838Implicationsforclassroomteaching“最近發(fā)展區(qū)”的概念對(duì)于教學(xué)的意義是：課堂教學(xué)的每個(gè)環(huán)節(jié)，必須適合學(xué)生的“最近發(fā)展區(qū)”，既不消極適應(yīng)或滯后于學(xué)生現(xiàn)有的智力發(fā)展水平，也不過(guò)度超前于學(xué)生現(xiàn)有的水平。應(yīng)當(dāng)從有利于促進(jìn)學(xué)生智力發(fā)展的角度去考慮，讓學(xué)生“跳一跳摘到果子”。第37頁(yè)/共54頁(yè)IV.Whatisagoodlanguageteacher?WhatqualitiesdoyouthinkagoodEnglishteacher

shouldhave?第38頁(yè)/共54頁(yè)2023/1/1840Workingroupsoffouranddecidewhichadjectivesdescribeethicdevotion,whichdescribepersonalstylesandwhichdescribeprofessionalqualities.warm-hearted,attentive,caring,kind,well-prepared,resourceful,well-informed,professionallytrained,enthusiastic,creative,flexible,patient,humourous,

dynamic,

hardworking,accurate,disciplined,speakingclearly,authoritative,intuitive第39頁(yè)/共54頁(yè)2023/1/1841EthicdevotionProfessionalqualitiesPersonalstyleswarm-hearted,hardworking,enthusiastic,caring,kind,well-prepared,disciplinedcreative,resourceful,authoritative,well-informed,accurate,speakingclearly,professionally-trainedflexible,patient,humourous,attentive,dynamic,intuitive第40頁(yè)/共54頁(yè)2023/1/1842V.Howcanonebecomeagoodlanguageteacher?

AllthefollowingstatementscouldbeusedtodescribewhatanEnglishteachershoulddoinordertodevelopprofessionalcompetence.Doyouagreewiththem?WhatelsedoyouthinkanEnglishteachershoulddoinordertodevelopprofessionalcompetence?1.Heshouldlearnfromotherexperiencedteachersasanapprentice.2.Heshouldaccumulateexperiencefromhisownteachingpractice.3.Heshouldreceivetraininginteachingmethodology.4.,Heshouldstudyappliedlingjistics.第41頁(yè)/共54頁(yè)2023/1/18435.HeshouldperfecthisowncommandofEnglish.

6.Heshouldgotoforeigncountriestolearnfromnativespeakers.

7.Heshouldstudysubjectslikeeducation,psychology,etc.

8.Heshouldobserveotherteachersteaching.

9.

10.第42頁(yè)/共54頁(yè)V.Howcanonebecomeagoodlanguageteacher?Reflectivemodel（反思性模式）第43頁(yè)/共54頁(yè)StageI:languagedevelopment(training)AllEnglishteachersaresupposedtohaveagoodcommandofEnglish.第44頁(yè)/共54頁(yè)TeachersshouldalwaysmakeapointofupdatingtheircommandofEnglishbecauselanguageisalwayschanging.LiveandLearn.Lifelonglearning(終身學(xué)習(xí)）第45頁(yè)/共54頁(yè)LanguagetrainingPre-servicetraining(職前培訓(xùn)）In-servicetraining（在職培訓(xùn)）第46頁(yè)/共54頁(yè)StageII:professionaldevelopmentthreesub-stages:learningpracticereflection第47頁(yè)/共54頁(yè)Thelearningstageinvolves:(a)learnfromother’sexperience(empiricalknowledge(b)learnreceivedknowledge(suchaslanguagetheories,psycholinguistics;sociolinguistics;educationalpsycho-logy,etc.(c)learn