9-Whole-Language全语言法

Chapter9WholeLanguage全语言法Whywholelanguage?“Iflanguageisn’tkeptwhole,itisn’tlanguageanymore”(Rigg1991:522).“Whatbeganasaholisticwaytoteachreadinghasbecomeamovementforchange,keyaspectsofwhicharerespectforeachstudentasamemberofacultureandasacreatorofknowledge,andrespectforeachteacherasaprofessional”(Rigg1991:521).Rigg,P.1991.WholeLanguageinTESOL[J].TESOLQuarterly25(3):521-542.Whatiswholelanguageinstruction?Emphasis:learningtoreadandwritenaturallywithfocusonrealcommunicationandreadingandwritingforpleasureApproachDesignProcedureApproachTheoryoflanguage:aninteractionalperspective:“Languageuseisalwaysinasocialcontext,andthisappliestobothoralandwrittenlanguage,tobothL1andL2use”(Rigg1991:523).ApproachTheoryoflanguage:psychologicallyasavehicleforinternal“interaction”,foregocentricspeech,forthinking:“Weuselanguagetothink:Inordertodiscoverwhatweknow,wesometimeswrite,perhapstalktoafriend,ormuttertoourselvessilently”(Rigg1991:323).ApproachTheoryoflearning:Humanisticapproachauthentic,personalized,self-directed,collaborative,pluralistictofocuslearnerattentionandtomotivatemasteryConstructivistapproachKnowledgeissociallyconstructed.Learnerscreatemeaning,learnbydoingandworkcollaborativelyinmixedgroupsoncommonprojectsDesignObjectivesSyllabusLearningactivitiesTeacherrolesLearnerrolesRoleofmaterialsObjectives:WhatarethemajorprinciplesunderlyingthedesignofWholeLanguageinstruction?P.110Teacherroles:AfacilitatorandanactiveparticipantLearnerroles:CollaboratorEvaluatorSelf-directedSelectorSyllabus:Accordingtoobjectives,learnerrolesandteacherroles,thereisnotapre-designedsyllabus,i.e.apreplannedlessonorscript.Activities:IndividualandsmallgroupreadingandwritingUngradeddialoguejournalsWritingportfoliosWritingconferenceStudent-madebooksstorywritingRoleofmaterials:theuseofreal-worldmaterialsratherthancommercialtexts:ApieceofliteratureNewspapersSigns,handbillsStorybooksPrintedmaterialsStudent-producedmaterials,suchasclasssetsofliterature,bothfictionalandnonfictionalProcedure•WholeLanguageinstructionrevealsfourclassroomfeatures:theuseofliteraturetheuseofprocesswritingencouragementofcooperativelearningamongstudentsconcernforstudents’attitude•WhatisuniqueofWHisthatactivitiesareorganizedaroundtheuseofliteratureaspartofanoverallphilosophyofT&Lthatgivesanewmeaningandpurposetosuchactivities.•Ademoonp.112Summary•Advantages:•Focusonexperiencesandactivitiesrelevanttolearners’livesandneeds•Useauthenticmaterials•UsedtofacilitatethedevelopmentofallaspectsofL2•Disadvantages:•Seekingnative-languageprinciplesofESL•Anti-directteaching,anti-skills,andanti-materials•Promotingfluencyattheexpenseofaccuracy•BeingusefulparticularlyforyoungerlearnersinESLenvironments