unit language and language learning语言和语言学习

会计学1unitlanguageandlanguagelearning语言和语言学习Howdowelearnlanguages?1)Howdowelearnourownlanguage?LanguageacquisitionLanguagelearning第1页/共54页Languageacquisition:

theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.(asubconsciousprocess)Krashendescribesthisprocessasa‘natural’one,wherethereisno‘consciousfocusingonlinguisticforms.Accordingtohisargument,acquisitionreferstothewaychildrenlearntheirnativelanguage.第2页/共54页Languagelearning:

theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.

第3页/共54页ItemsofcomparisonLearning

acquisition

Process

ConsciousExplicit(显性的）unconscious/subconscious

implicit（隐性的）Focus

Forms

meaning

Input

Selected

natural

Emphasis

Accuracy

fluency

Setting

formal/controlled

informal/natural

第4页/共54页2023/1/1862)Howdowelearnforeignlanguage?TaskBelowisalistofinterviewquestionsonhowpeoplelearnaforeignlanguage.Firstwritedownyourownresponses.Theninterviewthreeotherstudentsinyourclass,Discussyourfindingsingroupsof4anddrawsomeconclusions.第5页/共54页2023/1/1872)Howdowelearnforeignlanguage?Howmanyforeignlanguagescanyouspeaksofar?2.Whendidyoustartlearningtheforeignlanguages?3.Howdoyoufeelaboutlearningaforeignlanguage?4.Whatdifficultieshaveyouexperiencedinlearning?5.Whichskillsdoyoufindmoredifficulttolearn?第6页/共54页2023/1/1882)Howdowelearnforeignlanguage?6.Haveyoufocusedonknowledgeorskills?Why?7.Whydoyoulearntheforeignlanguages?8.Doyouconsideryourselfasuccessfullearner?Why?9.Whatareyourmostcommonlearningactivities?10.Doyoulikethewayyoulearnedtheforeignlanguages?第7页/共54页2)Howdowelearnforeignlanguage?(1)Peoplelearnlanguagefordifferentreasons.(2)Peoplelearnlanguageindifferentways.(3)Peoplehavedifferentunderstandingaboutlanguagelearning.(4)Peoplehavedifferentcapabilitiesinlanguagelearning.第8页/共54页2023/1/1810(5)

Peoplestartlearningaforeignlanguageatdifferentages.(6)

Peoplehavedifferentexperiencesinlearningaforeignlanguage(7)

Learningcanbeaffectedbythewayhowlanguageistaught.(8)

Learningisaffectedbythedoneisexpectedtoachieve.第9页/共54页1)Whatislanguage?II.Viewsonlanguage.Languageisasystemofarbitrary,verbalsymbolswhichpermitallpeopleinagivenculture,orotherpeoplewhohavelearnthesystemofthatculture,tocommunicateorinteract.(Finocchiaro,1964:8)Languageisanysetorsystemoflinguisticsymbolsasusedinamoreorlessuniformfashionbyanumberofpeoplewhoarethusenabledtocommunicateintelligiblywithoneanother.第10页/共54页2023/1/18121)Whatislanguage?II.Viewsonlanguage.Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.(Wardhaugh,1972:3)Languageisasystematicmeansofcommunicatingideasorfeelingsbytheuseofconventionalizedsigns,sounds,gestures,ormarkshavingunderstoodmeanings.第11页/共54页2023/1/18131)Whatislanguage?II.Viewsonlanguage.Languageisasystemofcommunicationconsistingofasetofsmallpartsandasetofruleswhichdecidethewayinwhichthesecanbecombinedtoproducemessagesthathavemeaning.第12页/共54页2023/1/1814Differentviewsonlanguage

Viewonlanguage.StructuralviewCommunicativeviewInteractiveview第13页/共54页StructuralView:

Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.第14页/共54页

FunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.第15页/共54页InteractionalView:

Itconsiderlanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.第16页/共54页ViewsLanguageLanguagelearningStructuralalinguisticsystemtolearnthesestructuralitemsFunctionalalinguisticsystem,meansfordoingthingstoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactional

acommunicativetool

notonlytoknowthegrammarandvocabularyofthelanguage,butalsotoknowtherulesforusingtheminawholerangeofcommunicativecontext.第17页/共54页III.Viewsonlanguagelearning

Questions:

1)Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocesstobeactivated?第18页/共54页Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.第19页/共54页Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.第20页/共54页Behaviouristtheory(行为主义学习理论）ProposedbybehaviouralpsychologistSkinner,whoappliedthetheoryofconditioningtothewayhumansacquirelanguage.第21页/共54页Languageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.---learningashabitformation第22页/共54页Thekeypointof

thetheoryofconditioning“Youcantrainaanimaltodoanything(withinreason)Ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”.

第23页/共54页Oneinfluentialresultistheaudio-lingualmethod（听说,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised第24页/共54页Cognitivetheory(认知主义学习理论）

Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.第25页/共54页NoamChomsky’question:Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?第26页/共54页AccordingtoChomsky’stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystem.

第27页/共54页2023/1/1829Languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.NoamChomsky’theory第28页/共54页Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.第29页/共54页2023/1/1831NoamChomsky’theoryStudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.第30页/共54页Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.第31页/共54页2023/1/1833Constructivisttheory:Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.第32页/共54页2023/1/1834Consructivisttheory:Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearners

withanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.第33页/共54页2023/1/1835Socio-constructivisttheory:similartoconstructivisttheory,social-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)andscaffolding.Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.第34页/共54页2023/1/1836Itisthedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers（Vygotsky1978：86）ZoneofProximalDevelopment(ZPD最近发展区)第35页/共54页2023/1/1837“最近发展区”理论：

前苏联心理教育学家维果茨基的长期研究揭示：教育对学生的发展能起主导作用和促进作用，但要确定学生发展的两种水平，一种是已经达到的水平，表现为学生能够独立解决的智力任务，另一种是儿童可能达到的发展水平，表现为儿童还不能独立地解决任务，但在成人的帮助下，在集体活动中，能够解决这些任务。这两种水平之间的距离就是“最近发展区”。把握好最近发展区，能加速学生的发展。

第36页/共54页2023/1/1838Implicationsforclassroomteaching“最近发展区”的概念对于教学的意义是：课堂教学的每个环节，必须适合学生的“最近发展区”，既不消极适应或滞后于学生现有的智力发展水平，也不过度超前于学生现有的水平。应当从有利于促进学生智力发展的角度去考虑，让学生“跳一跳摘到果子”。第37页/共54页IV.Whatisagoodlanguageteacher?WhatqualitiesdoyouthinkagoodEnglishteacher

shouldhave?第38页/共54页2023/1/1840Workingroupsoffouranddecidewhichadjectivesdescribeethicdevotion,whichdescribepersonalstylesandwhichdescribeprofessionalqualities.warm-hearted,attentive,caring,kind,well-prepared,resourceful,well-informed,professionallytrained,enthusiastic,creative,flexible,patient,humourous,

dynamic,

hardworking,accurate,disciplined,speakingclearly,authoritative,intuitive第39页/共54页2023/1/1841EthicdevotionProfessionalqualitiesPersonalstyleswarm-hearted,hardworking,enthusiastic,caring,kind,well-prepared,disciplinedcreative,resourceful,authoritative,well-informed,accurate,speakingclearly,professionally-trainedflexible,patient,humourous,attentive,dynamic,intuitive第40页/共54页2023/1/1842V.Howcanonebecomeagoodlanguageteacher?

AllthefollowingstatementscouldbeusedtodescribewhatanEnglishteachershoulddoinordertodevelopprofessionalcompetence.Doyouagreewiththem?WhatelsedoyouthinkanEnglishteachershoulddoinordertodevelopprofessionalcompetence?1.Heshouldlearnfromotherexperiencedteachersasanapprentice.2.Heshouldaccumulateexperiencefromhisownteachingpractice.3.Heshouldreceivetraininginteachingmethodology.4.,Heshouldstudyappliedlingjistics.第41页/共54页2023/1/18435.HeshouldperfecthisowncommandofEnglish.

6.Heshouldgotoforeigncountriestolearnfromnativespeakers.

7.Heshouldstudysubjectslikeeducation,psychology,etc.

8.Heshouldobserveotherteachersteaching.

9.

10.第42页/共54页V.Howcanonebecomeagoodlanguageteacher?Reflectivemodel（反思性模式）第43页/共54页StageI:languagedevelopment(training)AllEnglishteachersaresupposedtohaveagoodcommandofEnglish.第44页/共54页TeachersshouldalwaysmakeapointofupdatingtheircommandofEnglishbecauselanguageisalwayschanging.LiveandLearn.Lifelonglearning(终身学习）第45页/共54页LanguagetrainingPre-servicetraining(职前培训）In-servicetraining（在职培训）第46页/共54页StageII:professionaldevelopmentthreesub-stages:learningpracticereflection第47页/共54页Thelearningstageinvolves:(a)learnfromother’sexperience(empiricalknowledge(b)learnreceivedknowledge(suchaslanguagetheories,psycholinguistics;sociolinguistics;educationalpsycho-logy,etc.(c)learn