7CommunityLanguageLearning社团语言学习法

Chapter7CommunityLanguageLearningOutlineBackgroundApproachTheoryoflanguageTheoryoflearningDesignObjectivesThesyllabusTypesoflearningandteachingactivitiesLearnerrolesTeacherrolesTheroleofmaterialsProcedureConclusionandProblemsBackgroundGeneraldescriptionCharlesA.Curran,aprof.ofpsychologyatLoyolaUniversity(洛约拉大学),Chicago,wasaspecialistincounseling,whoseapplicationsofpsychologicalcounselingtechniquestolearningisknownaCounselingLearning(辅导学习).CommunityLanguageLearning,amethoddevelopedbyhimandhisassociatesrepresentstheuseofCounseling-Learningtheorytoteachlanguage.Itisoneoftheexamplesof“Affective-HumanisticApproach”(人文法).Tradition1:CLLderivesitsprimaryinsightsandorganizingrationalefromRogeriancounseling(Rogers,1951).Counselingconsistsofoneindividual(thecounselor)assuming“insofar限度内（在…范围内，在…）heisabletheinternalframeofreference[oftheclient],perceivingtheworldasthatpersonseesitandcommunicatingsomethingofthisempatheticunderstanding”.OrCounselingisonepersongivingadvice,assistance,andsupporttoanotherwhohasaproblemorisinsomewayinneed.CLLdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(thecounselor)andlearners(theclients)inthelanguageclassroom.Theclient-counselorrelationshipinpsychologicalcounseling﹦thelearner-knowerrelationshipinCLL..CLLtechniquesareofhumanistictechniquesthatengagethewholeperson,includingtheemotionsandfeelings(theaffectiverealm)aswellaslinguisticknowledgeandbehavioralskills.Blendwhatthesfeels,thinksandknowswithwhatheislearninginthetlanguage.Ratherthanself-denialbeingtheacceptablewayoflife,pursueself-actualization(自我实现)andself-esteem.Helpsstobethemselves,toacceptthemselvesandtobeproudofthemselves.Helpbuildrapport（友好关系，和谐，融洽）,cohesiveness,andhelpfosteraclimateofcaringandsharingintheFLclass.Tradition2:CLLislinkedwithasetofpracticesusedincertainkindsofbilingualeducationprogramsandreferredtobyMackey(1972)as“languagealternation”.Amessage/lesson/classispresentedfirstinL1andthenagaininL2.SsknowthemeaningandflowofanL2messagefromtherecalloftheparallelmeaningandflowofanL1message,andbegintoholistically（整体地）piecetogetheraviewofthelanguageoutofthesemessagesets.InCLL,alearnerpresentsamessageinL1totheknowerwhotranslatesitintoL2.ThelearnerthenrepeatstheminL2,addressingittoanotherlearnerwithwhomhewishestocommunicate.CLLlearnersareencouragedtoattendtothe“overhears”theyexperiencebetweenotherlearnersandtheirknowers.Approach:TheoryoflanguageCurran’sstudentLaForge(1983)acceptslinguistictheorymuststart,thoughnotend,withcriteriaforsoundfeatures,thesentence,andabstractmodelsoflanguage.FLlearners’tasksaretoapprehendthesoundsystem,assignfundamentalmeanings,andtoconstructabasicgrammaroftheFlanguageButhegoesbeyondthetraditionalstructuralistviewoflanguage,andelaboratesanalternativetheoryoflanguagecalledLanguageasSocialProcess.Languageassocial-processmodelconsistsof6qualitiesorsub-processes:Thewhole-personprocessTheeducationalprocessTheinterpersonalprocessThedevelopmentalprocessthecommunicativeprocesstheculturalprocessTheinteractionalviewoflanguageunderlyingCLL:Languageispeople.Languageispersonscontact.Languageispersonsinresponse.Typesofinteractionsare:Interactionsbetweenlearners(equals)—unpredictableincontent,butinvolvingexchangesofaffect.Learnerexchangesdeepeninintimacyastheclassbecomesacommunityoflearners.Thedesiretobepartofthisgrowingintimacypusheslearnerstokeeppacewiththelearningoftheirpeers.Interactionsbetweenlearnersandknowers(unequals)—initiallydependent(Thelearnertelltheknowerwhathewishestosayinthetargetlanguage,andtheknowertellthelearnerhowtosayit),self-assertive(自作主张的，自信的)inStage2,resentfulandindignantinStage3,tolerantinStage4,andindependentinStage5.Approach:TheoryoflearningCurran’scounselingexperienceisappliedtolearningingeneralandtolanguageteachinginparticular.CLLadvocatesaholisticapproachtolanguagelearningsincetruehumanlearningisbothcognitiveandaffective,thuscalledwholepersonlearning.Suchlearningtakesplaceinacommunicationsituationwhereteachersandlearnersareexperiencingasenseoftheirownwholeness.Theprocessisdividedinto5stagescomparedtotheontogenetic（个体发生学的）developmentofachild:Stage1—“birth”stagewhenfeelingsofsecurityandbelongingareestablished.Stage2—asthelearner’sabilitiesimprove,hebeginstoachieveameasureofindependencefromtheparent.Stage3—thelearnerspeaksindependently,mayneedtoasserthisownidentity,rejectingunasked-foradvice.Stage4—thelearnerissecureenoughtotakecriticism.Stage5—thelearnerworksonimprovingstyleandknowledgeoflinguisticappropriateness.Bytheendoftheprocess,alearnerknowseverythingandmaybecomeaknowertoanewlearner.Theprocessoflearninganewlanguageislikebeingrebornanddevelopinganewpersona(人物角色),thuslearningbeingviewedasaunified,personalandsocialexperience.Inthisprocess,Curranemphasized“consesualvalidation”(同感效应),inwhichmutualwarmth,understanding,andapositiveevaluationoftheotherperson’sworthdevelopsbetweenteacherandlearner.HisphilosophicalideasforsuccessfullearningareasSARD:Sstandsforsecurity.Learnersneedtofeelsecureinthelearningprocess.Astandsforatte