1-Language-and-language-learning

ReferenceBooksThePracticeofEnglishLanguageTeaching(4thed.)JeremyHarmerPearsonLongman,2007ReferenceBooksTheElementsofLanguageCurriculum:ASystematicApproachtoProgramDevelopmentJamesDeanBrownForeignLanguageTeachingandResearchPress,2001ReferenceBooksACourseinEnglishLanguageTeaching(2nded.)王蔷主编HigherEducationPress,2006ReferenceBooksApproachesandMethodsinLanguageTeaching(2nded.)JackC.RichardsandTheodoreS.RodgersForeignLanguageTeachingandResearchPress,2008ReferenceBooks《现代外语教学：理论、实践与方法（修订版）》束定芳，庄智象上海外语教育出版社，2008LinguistictheoriesPrinciplesoflanguageteachingCoursedesignTeachingmethodologyMaterialsdevelopmentTheLanguageTeachingMatrixContents1.Languageandlanguagelearning2.Curriculumandsyllabus3.Classroommanagement4.Teachingthelanguagesystem5.Developingthelanguageskills6.Testingandevaluation7.Evaluatingandadaptingtextbooks8.Approachesandmethods1.LanguageandLanguageLearning1.1Viewsonlanguage1.2Viewsonlanguagelearning1.3Describinglearners1.4Describingteachers1.1ViewsonLanguageThreedifferentviews:ThestructuralviewThefunctionalviewTheinteractionalviewHowistheunderstandingofthenatureoflanguagerelatedtotheunderstandingoflanguagelearning?TheStructuralViewThestructuralviewoflanguageseeslanguagesasalinguisticsystemmadeupofvarioussubsystems:Thesoundsystem(phonology);Thediscreteunitsofmeaningproducedbysoundcombinations(morphology);Thesystemofcombiningunitsofmeaningforcommunication(syntax).TheFunctionalViewThefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Examplesofnotionsaretheconceptofpresent,pastandfuturetime,theexpressionsofcertaintyandpossibility,andspecialrelationshipsbetweenpeopleandobjects.TheInteractionalViewTheinteractionalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.TopicforDiscussionHowistheunderstandingofthenatureoflanguagerelatedtotheunderstandingoflanguagelearning?1.LanguageandLanguageLearning1.1Viewsonlanguage1.2Viewsonlanguagelearning1.3Describinglearners1.4Describingteachers1.2ViewsonLanguageLearningBehavioristtheoryCognitivetheoryConstructivisttheorySocio-constructivisttheoryBehavioristTheoryThebehavioristtheoryoflanguagelearningwasinitiatedbySkinnerwhoappliedWatson’stheoryofconditioningtothewayhumansacquirelanguage.Thetheoryofconditioning:stimulus,response,reinforcementSkinnersuggestedthatlanguagecanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Theaudio-lingualmethod“Listenandrepeat”CognitiveTheoryChomsky’sfamousquestion:Ifalllanguageisalearnedbehavior,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?Languageisnotaformofbehavior,butanintricaterule-basedsystem.AfinitenumberofgrammaticalrulesAninfinitenumberofsentencesLanguagecompetenceandlanguageperformanceThecognitiveapproachConstructivistTheoryJohnDewey(1859-1952)Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Educationisusedtodevelopthemind.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.Socio-constructivistTheoryLevVygotsky(1806-1934)Socio-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.DiscussionTopicsandActivitiesCollectasetoftextbooksandinvestigateanygoalstheystate,andalsotheircontentspages.Whatdothesetellyouabouttheirunderlyingassumptionsconcerninglanguageandlearning?1.LanguageandLanguageLearning1.1Viewsonlanguage1.2Viewsonlanguagelearning1.3Describinglearners1.4Describingteachers1.3DescribingLearnersGoodlearnercharacteristicsLearnerstylesThetheoryofmultiple-intelligence…GoodLearnerCharacteristicsAgoodlanguagelearner(Lightbown&Spada2006):1.isawillingandaccurateguesser2.triestogetamessageacrossevenifspecificlanguageknowledgeislacking3.iswillingtomakemistakes4.constantlylooksforpatternsinthelanguage5.practisesasoftenaspossibleAGoodLanguageLearner6.analyseshisorherownspeechandthespeechofothers7.attendstowhetherhisorherperformancemeetsthestandardsheorshehaslearned8.enjoysgrammarexercises9.beginslearninginchildhood10.hasanabove-averageIQ11.hasgoodacademicskills12.hasagoodself-imageandlotsofconfidenceFiveMainCategoriesMotivationAptitudePersonalityIntelligenceLearnerpreferencesWeneedtorecognizethatsomeofourassumptionsareheavilyculture-boundandthatstudentscanbesuccessfuleveniftheydonotfollowthesecharacteristicstotheletter.LearnerStyles(Reid1998)VisuallearnersAuditorylearnersTactilelearners:learnbetterthroughtouch,learnbydoingKinestheticlearners:learnbetterthroughbodyexperience,actingthin