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Chapter7CommunityLanguageLearning组员：刘洋王亚妮赵菲菲BackgroundofCLL(P.90)•ItisdevelopedbyCharlesA.curranandhisassociates.•Definition:CommunityLanguageLearningrepresentstheuseofCounseling-Learningtheorytoteachlanguages.CommunityLanguageLearningdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(thecounselor)andlearners(theclients)inthelanguageclassroom.•CLLtechniquesarealsodescribedashumanistictechniques.Humanistictechniquesengagethewholeperson(全认识教学方法).ApproachP.91-92•CLLinteractions(social-processview)•learners&learners:exchangesofaffectlearners&knowers:dependent(5stages)•independent•tolerant•Resentful&indignant•Self-assertive•Ask-answer•ByLaForgewhole-personlearning(theontogeneticdevelopmentofachild)P.92birthstagesecondstagethirdstagefourthstagefifthstagefeelingsofsecurityandbelonging(nature)ameasureofindependencefromparentsspeakindependentlyrejectunasked-foradvicesecureenoughtotakecriticismlearnersworksonimprovingstyleandknowledgeoflinguisticappropriateness金字塔解析•1．完全依赖顾问；•2．会说一些外语词和短语；•3．逐渐独立，但还有一些错误需要顾问纠正；•4．只需要顾问解释一些成语、具有特殊意义的固定表达法和语法；•5．独立、自由地交际。顾问虽出场，但保持沉默consensualvalidationconvalidation(同感效证)P.92•Curraninmanyplacesdiscusseswhathecallsconsensualvalidationorconvalidation,inwhichmutualwarmth,understanding,andapositiveevaluationoftheotherperson'sworthdevelopbetweentheteacherandthelearner.影响语言学习的因素——SARD-byCurran(1976)P.92~93•Ssecurity[enterintoasuccessfullearningexperience]•Aattention&aggression[opportunity(strengths)&indication(involvement)]•Rretention&reflection[internalization(partofthelearner'snewpersona)identifiedperiod(silence)]•Ddiscrimination[morerefined(thepurposeofcommunicationoutsidetheclassroom)Design•Objectives:aconveyanceforthelearnersnominatingthingstheywishtotalkaboutinaappropriateway•Syllabus:suitabletarget-languageutterances•Learningactivities:1.Translation翻译2.Groupwork小组活动3.Recording录音4.Transcription听写5.Analysis分析6.Reflectionandobservation记录上课感想及观察报告7.Listening听8.Freeconversation自由交谈•P.93-94ExperienceTechniquesPrinciplesSituation/EffectTaperecordingstudents’conversationMotivationforlearnersandabletorecallthemeaninginfirstconversationShortConversationReflectiononexperienceStudentsreflectonwhattheyhaveexperiencedStudentssharetheirdifficultiesandexperiencesintheprocessoflearningTranscriptionTheopportunitytotranslatehisorherutterancesDialogue-translatenativelanguagetoEnglishExperienceTechniquesPrinciplesSituation/EffectReflectivelisteningStudentsneedquietreflectiontimeinordertolearnConcentrationonnewlanguagelearningSmallgrouptasksStudentscanbegintofeelasenseofcommunityandlearnfromeachotherEncouragedcooperation,notcompetitionamonglearners•Learners’roles:membersofacommunity(theirfellowlearnersandtheteacher)andlearnthroughinteractingwiththecommunity.①Tolistenattentivelytotheknower②Tofreelyprovidemeaningstheywishtoexpress③Torepeattargetutteranceswithouthesitation④Tosupportfellowmembersofthecommunity⑤Toreportdeepinnerfeelingsandfrustrationsaswellasjoyandpleasure⑥Tobecomecounselorsofotherlearnerp.94Teacher’srole:thecounselorFivedevelopmentalstages:1.Asupportiverole,providingtarget-languagetranslationsandamodelforimitationonrequestoftheclients2.Monitorlearnerutterances,providingassistancewhenrequested3.Intervenedirectlytocorrect,supplyingidioms,andadviseonusageandfinepointsofgrammar4.Relationshipchanges,thepositionbecomessomewhatdependentonthelearner5.Deriveasenseofself-worththroughrequestsfortheknower’sassistanceP.95•Materials•Textbook(notanecessarycomponent)•Summariesontheblackboardoroverheadprojectorofsomeofthelinguisticfeaturesofconversationsgeneratedbystudents•Learnersownmaterials,suchasscriptsfordialoguesandmini-dramasP.95Procedure(P.96)•Step1:AgroupofSssitinacirclefacingoneanother,withaTstandingoutside.•Step2:Afteraperiodofsilence,SstrytodeterminewhattolearnandoneoftheSswhispersamessageinL1.•Step3:TtranslatesitintoL2.•Step4:SsrepeatthemessageinL2(intothecassette).•Step5:SscomposemoremessageswithT’shelp.•Step6:TintroducesdiscussiontopicandmonitorsSsinteractions.•Step7:Ssreflectabouttheirfeelings.•Step8:TencouragesSstoworkindependentlyontheirownmaterials.CommunityLanguageLearning转录人：赵菲菲Advantages:1.Teacher-studentcentered:botharedecision-makers2.Theclassoftenbecomesarealcommunity.Ssbecomemuchmoreawareoftheirpeers,theirstrengthsandweaknesses.Theywanttoworkasateam.Disadvantages:1.ItcanonlybedonewithsmallnumbersofSs.2.Sshavetoshareasinglemothertongue.3.Thastobehighlyproficientinthetargetlanguage.•Richards,JackC.(1986:113)ApproachesandMethodsinLanguageTeaching•Kristen,S.D.,andTerrell,T.D.(1983).TheNaturalApproach:LanguageacquisitionintheClassroom.•J.Arnold,1999.AffectinLanguageLearning[M].Cambridge:OUP.1999•桂诗春.心理语言学[M].上海：上海外语教育出版社，1994.•束定芳，庄智象.现代外语教学[M].上海：上海外语教育出版社，2000.References