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TEFLMethodology(1)Chapter3-3TheoriesofLanguageLearninginTEFL1TheformofthereportDescriptionReport1onLesson3,Unit7,J2B,ClassBTheobserver:Studentteacher:XXX,Group2-3,Class10(1)Thetopic:Theteacher’sviewoflanguagelearningProblemsinDescriptionReport1(Homework1)1、每两个单词之间只空一个字符2、标点符号应该紧跟尾字符，标点后要空格3、新内容或新段落必须空行（只空一行，1/1.5倍行距）4、除标题“居中”外，其它全部靠左排列5、专有名词大写，不任意用黑体，不用中文标点，如：“、”2TheproblemsoflanguageProblemsinDescriptionReport1(Homework1)1、Thetenseusedtodescribeyourfindingsin“observation”andtodiscussyourconclusionin“description”2、Theclearness&briefnessoflanguagewhendescribingthefindings(seehowtodescribeteachingevents)3、Theerrorsingrammar,andterminologyTheteacher’sviewoflanguageItseemsthattheteacherinClassBholdsthe“interactionalviewoflanguage”.AccordingtoRichards(1986),inthe“interactionalviewoflanguage”,languageis“avehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals”.Inthisview,EFLteachersdoesnotonlyfocusonthestructureandfunctionoflanguagebutalsowhatSsmaypersonallyexperienceinthecognitive,social&affectiveprocessoflanguagelearning,e.g.,theinterpersonalknowledge/skillslikehowtoperformthenegotiationorinteractioninrealcommunications.Step1(Theconclusion)Step2(Therelatedtheories)Fromtheobservationsabove,itisnotverydifficulttoseethefollowingfactorsintheinteractionalviewoflanguage:1.Theteacherdidnotjustemphasizethestructure(e.g.,howtosay,orreadthenewwords,theirregularverbs)orfunctionoflanguage(e.g.,howtodescribetheproblem,makecomplaintsandoffersolutions)butwhatSsmaypersonallyexperience,e.g.,theSsareaskedtomakeadialogueinpairswhencommonproblemshappenintheirreallife.2.Bypersonalexperience,Sscouldnotjustlearnhowtosayorreadtheirregularverbs(in“thecognitiveprocess”)butalsoacquiresomeinterpersonalknowledge/skillslikehowtostatetheproblemclearlyandmakecomplainswitharealpersonwhencommonproblemhappenintheirreallife(in“thesocialprocess”)withinterest&strongmotivation(in“theaffectiveprocess”)tolearnthelanguage.3.ItmeansSsarelearningthetargetlanguagebyperformingarealsocialtransactionwiththeirpeerspersonally.Step3(Thereasonwhyyoudrawyourconclusion)What’sinobservations?1.Thefactsinrelationtotheproblemyouaregoingtodiscuss:e.g.,whatSsmayexperiencepersonally(theSsareaskedtomakeadialogueinpairswhencommonproblemshappenintheirreallife).2.Thefactstoexplainoranalyzetheproblem,e.g.,ifyouemphasizethecognitiveprocess,justdescribehowSssayorreadtheirregularverbs;asforthesocialprocess,howSsacquiretheinterpersonalknowledge/skillslike(howtostatetheproblemclearlyandmakecomplainswitharealpersonwhencommonproblemhappenintheirreallife);asfortheaffectiveprocess,youhavetotalkabouttheSs’affectivefactors,e.g.,interestormotivationoflearning.3.Thusin“description”,youshouldnotjustcopythefacts,butmakeuseofthemthroughanalysis&inference.HowtodoDescription?Step1Yourconclusionoftheproblemyouaregoingtodiscuss(the“topicsentence”inEnglishwriting).Step2Therelatedtheories,whattheotherpeoplethinkoftheproblem,e.g.,the“interactionalviewoflanguage”(asthe“literaturereview”inpaperwriting)Step3Thereasonwhyyoudrawyourconclusionintermsofthefactsthatyoucanfindfromthesamplelessontosupportyourdescription(withanalysis,inferenceordiscussion).MainPointsforRevisionUnderstandingtheviews&natureofEFLlearning:1.Howdopeopleviewlanguagelearning?(twoviewsoflanguagelearning)2.Whatarethepsycholinguisticunderpinningsofthedifferentviewsoflanguagelearning?3.Howdoteachersviewlanguagelearninginthesamplelessons?TheTwoViewsofLanguageLearningTransmission-basedlearningIt’stheprocessofdrillingandmemorizingvocabularyandgrammarrulesrepeatedly&clearlythroughteacher’s“transmission”oftheknowledgeaboutthelanguagefromthetextbooktostudents.experience-basedlearningIt’stheprocessoflearningandacquiringthelanguagenaturallyinguessing&usingthelanguagebytasks,forwhichvocabulary&grammarrulesarenoticed,discoveredandinternalizedintoSs’“innerlanguagesystem”throughtheirpersonaltestingoutthelanguageinreallife.BehavioristTheory:Languageislearntthroughrepeatedpracticeandreinforcement:thelearnersrespondtoboththeteacher’sverbalandnon-verbalstimulithatmakesthewayto“reinforcement”ofahabitstructure.Theeffect:Thefocusonstructure&over-learningpracticeHowtheBehavioristtheory&theCognitivetheoryaffectEFLteaching?CognitiveTheory:the“cognitivestructure”isbuiltactivelyinthewaythatlearners’personalexperientialknowledge,internalmotivationandindependentthinking&judgmentareinvolvedtodiscoverlanguagerulesintestingoutsuccessfulhypothesesinreallife.Theeffect:Thefocusonstructure&function/use&learners’personalexperienceThemainTeachingEventsinClassATmakesselfintroductionandasksSstorecommendthebesthotelinthetownforher.TguidesSstotalkaboutthequalitiesofthebesthotelandpresentsthesuperlativeadjectivesthroughtalking.Ssrecommendthebesthotelthroughgroupdiscussionandreporttheresultstotheclass.SsexplainthereasonsfortheirchoicethroughcomparingthehotelsunderT’sguidance.SspracticereadingaloudthesentencesandsuperlativeadjectivesonBb.TintroducesthenewtopicofthelessonandguidesSstotalkaboutcinemaposters.Ssreadtheshortpassages