CommunityLanguageLearning社团语言学习法实用.pptx

OutlineBackgroundApproachTheory of languageTheory of learningDesignObjectivesThe syllabusTypes of learning and teaching activitiesLearner rolesTeacher rolesThe role of materialsProcedureConclusion and Problems第1页/共22页BackgroundGeneral descriptionCharles A.Curran,a prof.of psychology at Loyola University(洛约拉大学洛约拉大学),Chicago,was a specialist in counseling,whose applications of psychological counseling techniques to learning is known a Counseling Learning(辅导学习辅导学习).Community Language Learning,a method developed by him and his associates represents the use of Counseling-Learning theory to teach language.It is one of the examples of“Affective-Humanistic Approach”(人文法人文法).第2页/共22页Tradition 1:CLL derives its primary insights and organizing rationale from Rogerian counseling(Rogers,1951).Counseling consists of one individual(the counselor)assuming“insofar 限度内（在范围内，在）he is able the internal frame of reference of the client,perceiving the world as that person sees it and communicating something of this empathetic understanding”.OrCounseling is one person giving advice,assistance,and support to another who has a problem or is in some way in need.CLL draws on the counseling metaphor to redefine the roles of the teacher(the counselor)and learners(the clients)in the language classroom.第3页/共22页The client-counselor relationship in psychological counseling the learner-knower relationship in CLL.CLL techniques are of humanistic techniques that engage the whole person,including the emotions and feelings(the affective realm)as well as linguistic knowledge and behavioral skills.Blend what the s feels,thinks and knows with what he is learning in the t language.Rather than self-denial being the acceptable way of life,pursue self-actualization(自我实现)and self-esteem.Help ss to be themselves,to accept themselves and to be proud of themselves.Help build rapport（友好关系，和谐，融洽）,cohesiveness,and help foster a climate of caring and sharing in the FL class.第4页/共22页Tradition 2:CLL is linked with a set of practices used in certain kinds of bilingual education programs and referred to by Mackey(1972)as“language alternation”.A message/lesson/class is presented first in L1 and then again in L2.Ss know the meaning and flow of an L2 message from the recall of the parallel meaning and flow of an L1 message,and begin to holistically（整体地）piece together a view of the language out of these message sets.In CLL,a learner presents a message in L1 to the knower who translates it into L2.The learner then repeats the m in L2,addressing it to another learner with whom he wishes to communicate.CLL learners are encouraged to attend to the“overhears”they experience between other learners and their knowers.第5页/共22页Approach:Theory of languageCurrans student La Forge(1983)accepts linguistic theory must start,though not end,with criteria for sound features,the sentence,and abstract models of language.FL learners tasks are to apprehend the sound system,assign fundamental meanings,and to construct a basic grammar of the F languageBut he goes beyond the traditional structuralist view of language,and elaborates an alternative theory of language called Language as Social Process.第6页/共22页Language as social-process model consists of 6 qualities or sub-processes:The whole-person processThe educational processThe interpersonal processThe developmental process the communicative process the cultural process 第7页/共22页The interactional view of language underlying CLL:Language is people.Language is persons contact.Language is persons in response.Types of interactions are:Interactions between learners(equals)unpredictable in content,but involving exchanges of affect.Learner exchanges deepen in intimacy as the class becomes a community of learners.The desire to be part of this growing intimacy pushes learners to keep pace with the learning of their peers.Interactions between learners and knowers(unequals)initially dependent(The learner tell the knower what he wishes to say in the target language,and the knower tell the learner how to say it),self-assertive(自作主张的，自信的)in Stage 2,resentful and indignant in Stage 3,tolerant in Stage 4,and independent in Stage 5.第8页/共22页Approach:Theory of learningCurrans counseling experience is applied to learning in general and to language teaching in particular.CLL advocates a holistic approach to language learning since true human learning is both cognitive and affective,thus called whole person learning.Such learning takes place in a communication situation where teachers and learners are experiencing a sense of their own wholeness.第9页/共22页The process is divided into 5 stages compared to the ontogenetic（个体发生学的）development of a child:Stage 1 “birth”stage when feelings of security and belonging are established.Stage 2 as the learners abilities improve,he begins to achieve a measure of independence from the parent.Stage 3 the learner speaks independently,may need to assert his own identity,rejecting unasked-for advice.Stage 4 the learner is secure enough to take criticism.Stage 5 the learner works on improving style and knowledge of linguistic appropriateness.By the end of the process,a learner knows everything and may become a knower to a new learner.第10页/共22页The process of learning a new language is like being reborn and developing a new persona(人物角色),thus learning being viewed as a unified,personal and social experience.In this process,Curran emphasized“consesual validation”(同感效应),in which mutual warmth,understanding,and a positive evaluation of the other persons worth develops between teacher and learner.His philosophical ideas for successful learning are as SARD:S stands for security.Learners need to feel secure in the learning process.A stands for attention and aggression.Learners need to attentively involved in learning and may show their strength by taking over what has been learned.R stands for retention and reflection.Learners will internalize and assert their identity and re-evaluate future goals.D denotes discrimination.Learners need to sort out what has been retained and relate one to another,which enables learners to use the language for communicative purpose outside the classroom.These are personal commitments learners need to take.第11页/共22页Design:ObjectivesThough used the teaching of oral proficiency,and sometimes in teaching of writing,CLL does not define explicit or communicative objectives in its literature.The assumption is as follows:Teacher can successfully transfer his or her knowledge and proficiency in the target language to the learners,which implies that attaining near-native like mastery of the target language is set as a goal.第12页/共22页Design:The syllabusCLL does not use a conventional language syllabus.Based on Currans recommended procedures,the course progression is topic based,with learners nominating things they wish to talk about and messages they wish to communicate to others.But skilled teachers have implicit syllabus,providing what learners are expected to do.This can be seen in the interaction between the learners expressed communicative intentions and the teachers reformulations of these into suitable target language utterances.In this sense,each CLL course would involve its own syllabus.第13页/共22页Design:Types of learning and teaching activitiesCLL combines innovative learning tasks and activities with conventional ones,including:(pp.93-94)TranslationGroup workRecordingTranscriptionAnalysisReflection and observationListeningFree conversation第14页/共22页Design:Learner rolesIn CLL,learners are members of a community,learning through collaborative interaction with other members.Learners are typically grouped in a circle of 6-12 learners,with the number of knowers varying from 1 per group to one per student.Learning is not viewed as an individual accomplishment,but as sth.that is achieved collaboratively.Learners are expected to:Listen attentively to the knower,freely provide meanings they wish to express,repeat target utterances without hesitation,support fellow members,report their feelings,and become counselor to other learners.The changes of roles through the five stages of the“whole person”process,are in fact the outcomes of affective crises.第15页/共22页Design:Teacher rolesTeacher roles derive from those of the counselor in Rogerian psychological counseling:Listen carefully and respond in a supportive manner to the clients problems,and help the latter understand the problems by order and analysis.Specific teacher roles in the five stages:Provides target language translations and a model of imitation on the request of the clients.Initiates and monitors interactions.Intervene L interaction by correcting learner deviant utterances,supply idioms and advise on usages.Assist learning on learners requestProvide secure environment in which clients can learn and grow.第16页/共22页Design:The role of materialsA textbook is not considered necessary.Materials are developed along the course as summaries and linguistic features of conversations generated by learners.Conversations may be transcribed and distributed for study analysis,and learners may produce their own materials such as scripts for dialogues and mini-dramas.Teaching machines are sometimes necessary.第17页/共22页ProcedureSince each CLL course is a unique experience,description of typical CLL procedures is problematic.A group of learners sit in a circle facing one another,with a teacher standing outside;After a period of silence,learners try to determine what to learn and one of the learners whispers a message in L1;Teacher translates it into L2;Learners repeat the message in L2(into the cassette);Learners compose more messages with Ts help;Teacher introduce discussion topic and initiates and monitors L interactions第18页/共22页ProcedureLearners reflect about their feelings;Teacher encourages Ls to work independently on their own materials.Dieter Stroinigg presents a protocol of CLL class on P.97.第19页/共22页ConclusionCLL is the most responsive of the methods covered so far in terms of its sensitivity to learner communicative intent.So it places unusual demands on L teachers,who must be highly proficient and well-prepared both physically and mentally.Criticisms of CLL are around the appropriateness of the counseling features of language learning in class,and concerns are expressed regarding the lack of syllabus and teaching materials and regarding the focus on fluency rather than accuracy.But supporters of CLL emphasize the positive benefits of its humanistic side of language learning.第20页/共22页ProblemsT must know both languages REALLY wellHostile Learner reactions to methodT requires special training in counselingIs Language learning like a counseling session?Tested only on American college SsInadequate control over learning第21页/共22页感谢您的欣赏！第22页/共22页