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Language,lang.learning&teachinglanguageHowdopeoplelearnaforeignlanguage?1.DidyoufindlearningEnglisheasy?You1232.Whatdifficultiesdidyouexperience?Why?3.Whatskillsdidyoufindmoredifficulttolearn?4.Didyoufocusonknowledgeorskills?Why?5.WhydidyoulearnEnglish?6.Didyoufinditinterestingtolearnit?7.Whatwereyourmostcommonlearningactivities?8.Didyoulikethewayyoulearnedit?Findingsfromthequestionnaire1)Peoplelearnlanguagesfordifferentreasons;2)Peoplelearnlanguagesindifferentways;3)Peoplehavedifferentunderstandingsaboutlanguagelearning;4)Peoplehavedifferentcapacitiesinlanguagelearning.---Learnersaremoredifferentthancommon.2.ViewsonLanguage(Whatislg.?)3differentviewsoflanguage:•thestructuralview•thefunctionalview•theinteractionalviewi.StructuralViewLanguageisalinguisticsystemmadeupofvarioussubsystems:phonological,lexicalsystemsandsentences.Thenumberofitemsarelimited.---Tolearnalanguagemeanstolearnthesestructuralitems.ii.FunctionalViewLanguageisalinguisticsystemANDameansfordoingthings----Learnerslearnalanguageinordertobeabletodothingswithit.Eg.•Functionalactivities:offering,advising,suggesting,apologizing,etc.•Notions:–conceptsofpresent,pastandfuturetime;–expressionsofcertaintyandpossibility;–therolesofagentandinstrumentwithinasentence;–specialrelationsbetweenpeople.iii.InteractionalViewLanguageisacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.---Learnersneedtoknow:•thegrammarandvocabulary;•therulesforusingthegram.andvoc.invariouscommunicativecontexts.Differencesofthe3views•Structuralview:Learnersneedtoknowstructuralrulesandvocabulary.•Notional-functionalview:Learnersneedtoknowhowtodothingswithlanguage.•Interactionalview:Learnersneedtoknowwhere,whenandhowtodothingswithlanguagetoachieveappropriacy.3.ViewsonlanguagelearningLanguagelearningtheoriesanswer2questions:•Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?•Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?TwotheoriesoflanguagelearningProcess-orientedtheories:concernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.语言学习的五大要素学习者、语言、注意力、认知、情感(PLACE)•学习者：People•语言：Language•注意力：Attention•认知：Cognition•情感：Emotion(TomScovel,2004)Condition-orientedtheories:emphasizethenatureofhumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.语言学习的四个条件语言环境、使用机会、学习动机、教学条件•语言输入：Languageinput,exposure•使用机会：Languageuse,interaction•学习动机：Motivation,desiretolearn•教学条件：Teachers’guide,instruction(Willis,1996)Variablesofcontext•Factorstodowiththesettingitself•FactorstodowiththelearnersFactorstodowiththesetting•Sourceofpolicydecisions•Statusandtrainingofteachers•RoleofEnglishinthecountryandcurriculum•Timeavailable•PhysicalenvironmentofclassroomandschoolMorefactorstodowiththesettingitself•Student:teacherratio•Classsize•Resourcesavailable•Anticipatedmethodology•ChoiceorimpositionofcoursebookFactorstodowiththelearners•Proficiencylevel•Age(optimal)Plasticity•Interest•Motivationandattitude(AffectiveFilterHypothesis—Krashen)•Needsandgoals•Learningstyles•Mothertongue(interference/transfer/interlanguage/fossilization)•Instrumentalmotivation•IntegratedmotivationTheoriesoflanguagelearning(1)•BehavioristtheoryWatson&Raynor’sS-Rtheory(theoryofconditioning:intrainingananimal:Stimulus-response-reinforcement)Skinner’sbehaviorismAudio-LingualMethod(inAmerica)Listen&repeatRight!Good!Wrong!L&R!Theoriesoflanguagelearning(2)•Cognitivetheory:NoamChomskyInfinitenumberofsentencesbasedonafinitenumberofrules.Lg.isnotaformofbehaviorbutanintricaterule-basedsystemLanguagecompetenceenablesalang.learnertoproducelg.Skinner’sBehaviorism?NO!UG,StructuralLinguistics,T-G,YES!ConstructivistTheory•BasedonJohnDewey(1859-1952Am.educationistandphilosopher)’sfoundation.It’satheoryofphilosophyandscience,anddevelopedfurtherininstructionbyBruner(1966).•It’satheoryoflearning:Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.(foreducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.)•Soteachersshoulddesignenvironmentsandinteractwithlearners.---Bruner,J.(1966).TowardaTheoryofInstruction.Cambridge,MA:HarvardUniversityPress.wholepersondevelopmentSocio-constructivisttheoryVygotsky(1978):emphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding(teacher’squestionsandexplanations,oramorecapablepeers’support).Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Modernlearneronewhoknowswheretogetwhatisneededandhowtogoaboutfindingsolutionstoproblems;onewhoiscapableofselectingandsynthesizinginformation,makinguseofwhatisselectedandcreatingnewknowledge.SeePage122inEllis,R.“UnderstandingSecondLanguageAcquisition”.1985.Oxford:OxfordUniversityPress.4.Whatisagoodlanguagelearnerlike?FeaturesofGoodLanguageLearners(Ellis,1985)•Beabletor