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chapter2Languageandlanguagelearning

三chapter2Languageandlanguagelearning

LvShenglan

DifferentApproachesandMethods

•TheGrammar-TranslationMethod语法翻译法

•TheDirectMethod直接法

•TheAudiolingualMethod听说法

•TheAudiovisualMethod视听法或情景法

•CommunicativeApproach交际法或功能法

•TotalPhysicalResponse全身反应法

•CommunityLanguageLearning社区法

•TheNaturalApproach自然法

•Suggeatopedia暗示法

•Counseling-learning问讯法

•方法

•approach,methodandtechnique

EdwardAnthony’smodel

•TheAmericanappliedlinguistEdwardAnthonyputforwardamodelinwhichthethreeconceptsweredistinguishedintheyear1963.

EdwardAnthony’smodel

•...Anapproach（教学理论）isasetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingandlearning....

•CommunicativeApproach

•...Amethod（教学方法）isanoverallplanfortheorderlypresentationoflanguagematerial.

•DirectMethodGrammar-TranslationMethod

•...Atechnique（教学技巧）isimplementational---thatwhichactuallytakesplaceinaclassroom.Itisaparticulartrick,strategem,orcontrivanceusedtoaccomplishanimmediateobjective.

•Groupworkquestionandanswerdictation

（Anthony1963:

63-7）

•

relationshipofthethreeterms

•Approachtheoretical

•Method

•Techniquepractical

relationshipofthethreeterms

•Thearrangementishierarchical.

•Techniquesmustbeconsistentwithamethod,andthereforeinharmonywithanapproachaswell.

•（Anthony1963:

63-7）

Approach

Method1Method2Method3...Methodology

Technique1Technique2...

Viewsonlanguage

•Inthepastcentury,atleastthreedifferenttheoreticalviewsoflanguageandthenatureoflanguageproficiencyexplicitlyorimplicitlyinformcurrentapproachesandmethodsinlanguageteaching,namely,

•thestructuralview结构主义理论

•thefunctionalview功能主义理论

•theinteractionalview.互相作用理论

structuralview

structuralview

•structuralview

•Viewpoint:

•seeslanguageasalinguisticsystemmadeupofvarioussubsystems

•thesoundsystem---phonology---phoneme

•thediscreteunitsofmeaningproducedbysoundcombination---morphology---morpheme

•thesystemofcombiningunitsofmeaningforcommunication---syntax---clauses,phrases,sentences

•Content:

•tolearnalangaugemeanstolearnthesestructuralitems

•Aim:

•tounderstandandproducelanguage

Functional-notionalview

•Functional-notionalview

•Pointofview:

•notonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.

•Aim:

•todothings

•Content:

•knowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunction

Functional-notionalview

•Whydon’tyouclosethedoor?

•--arealquestion

•--acommand

•--acomplaint

Interactionalview

•Interactionalview

•Pointofview:

•considerslanguagetobeacommunicativetool

•Aim:

•tobuildupandmaintainsocialrelationsbetweenpeople

•Content:

•toknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts

•video

Viewsonlanguage

•Q:

•What’stherelationshipamongthethreedifferentviewsoflanguage?

Viewsonlanguage

•Thestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary.

•Thecommunicativeornotional-functionalviewaddstheneedtoknowhowtousetherulesandvocabularytodowhateveronewantstodo.

•Theinteractionalviewsaysthattoknowhowtodowhatyouwanttodoinvolvesalsoknowingwhetheritisappropriatetodo,andwhere,whenandhowitisappropriatetodoit.

Viewsonlanguagelearning

•Alanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:

•1）whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?

•Process-oriented

•2）whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?

•Condition-oriented

•

Viewsonlanguagelearning

•twokindsoflearningtheoriesofpsychology

•---non-cognitivepsychology:

•behaviorallearningtheories行为主义心理学

•humanisticlearningtheories人文主义心理学

•---cognitivepsychology认知心理学

Viewsonlanguagelearning

•cognitivetheories:

•theydescribe,explain,andpredictwhatoccursinthemind

•non-cognitivelearningtheories:

•theydonottrytoexplainlearningasafunctionofprocessinthemind.

Behavioraltheories

•JohnB.WatsonIvanPavlovB.F.Skinner

Behavioraltheories

•ThebehavioristtheoryoflanguagelearningwasinitiatedbybehavioralpsychologistSkinner,whoappliedWatsonandRaynor’stheoryofconditioningtothewayhumansacquirelanguage.

•

•“youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”

Behavioraltheories

•stimulus刺激,

•response反应

•reinforcement强化

•classicalconditioning.

Skinner’sBox---operantconditioning

•Stimulusiswhatistaughtorpresented.

•Responseisthelearner’sreaction

•Reinforcementistheextrinsicapprovalandpraiseoftheteacherorfellowstudentsortheintrinsicself-satisfactionoftargetlanguageuse.

•StimulusOrganismResponsebehavior

•ReinforcementNoreinforcement/Negative

•reinforcement

•Habit

•Languagemasteryisrepresentedasacquiringasetofappropriatelanguagestimulus-responsechains.

Implicationforteaching

Implicationforteaching

•repetition

•reinforcement

•Prediction

•Behavior-control

•teacher-centered

Humanisticlearningtheories

•Humanisticlearningtheoriesofpsychologyinvestigatetheeffectofemotionalandinterpersonalbehavioronlearning.

•Humanistictheoriesdevelopedinthelate1960sandearly1970swereinresponsetodisconnectwithbehavioralapproaches.

Humanisticlearningtheories

•Humanisticpsychologyisconcernedwiththedevelopmentofthewholeperson.Accordingtohumanists,schoolsmustbeabletoaccomplishtheirgoals:

•develophealthyself-concepts,

•satisfyeachchild’sneedsforsecurityandlove,

•fosterrespectforselfandothers

•encourageuniquenessanddiversity

•alloweachchildtobecomewhatheorshetrulycanbe

•allowfreedomofchoiceandindividualresponsibility

•helpeachchildfeelthatheorsheisadecent,capable,lovable,worthwhilehumanbeing

•student-centered

cognitivepsychology

•

•Incontrasttobehaviorism,cognitivepsychologyisconcernedwiththewayinwhichthehumanmindthinksandlearns.

cognitivepsychology

•Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbefore?

•---Chomsky

cognitivepsychology

•InformationProcessingModel

•MemoryandForgetting

InformationProcessingModel

•

•sensorymemory

•shorttermmemory（workingmemory）

longtermmemory

•Chunkingisamajortechniqueforgettingandkeepinginformationinshort-termmemory.

•LUIOOEYV

•ALNNSIIITGEETINGERRNS

applicationsoftheprinciples

cognitivepsychology

Forgetting

•decay

•interference

•proactiveinterference

•retroactiveinterference

Decay

Interference

•proactiveinterferenceoccurswhenoldinformationmakesitdifficulttoremembernewinformation.

•retroactiveinterferenceoccurswhennewinformationmakesitdifficulttorememberoldinformation.

constructivism

•Itisanewdevelopmentofcognitivism,anditdiffersfromcognitivisminthatcognitivepsychologistsholdthatknowledgeisobjectivewhileconstructivistsbelievethatknowledgeissubjective.

constructivism

constructivism

•Thetermreferstotheideathatlearnersconstructknowledgeforthemselves—eachlearnerindividuallyandsociallyconstructsmeaning—asheorshelearns.

•J.Piaget

twoprinciples

•

（1）Comingtoknowisaprocessofadaptationbasedonandconstantlymodifiedbyalearner’sexperienceoftheworld.

•

（2）knowledgeisactivelyconstructedbythelearner,notpassivelyreceivedfromtheenvironment.

•PiagetVygotsky

ZoneofProximalDevelopment

•VygotskydefinedtheZPDas

•“thedistancebetweentheactualdevelopmentlevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeer”

Social-constructivisttheory

•Basedontheconceptof“ZoneofProximalDevelopment”（ZPD）,itregardslearningasadynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.

scaffolding

•Withtheteacher’sscaffoldingthroughquestionsandexplanations,orwithamorecapablepeer’ssupport,thelearnercanmovetoahigherlevelofunderstandingandextendhisskillsandknowledgetothefullestpotential.

Conclusions

•teachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.

•Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.

•JohnDewey

•Withrespecttolanguagetheory,weareconcernedwithamodeloflanguagecompetenceandanaccountofthebasicfeaturesoflinguisticorganizationandlanguageuse.

•Withrespecttolearningtheory,weareconcernedwithanaccountofcentralprocessoflearningandanaccountoftheconditionsbelievedtopromotesuccessfullanguagelearning.

•

•However,theseprinciplesmayormaynotleadtoamethod.Agroupofteachersholdingsimilarbeliefsaboutlanguageandlanguagelearningmayeachimplementtheseprinciplesindifferentways.Approachdoesnotspecifyprocedure.Theoriesdoesnotdictateaparticularsetofteachin