2022年王蔷主编的《英语教学法教程》第二版-Unit-.docx

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1、精选学习资料 - - - - - - - - - Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1. How do we learn language. 2. What are the common views on language. 3. What

2、 are the common views on language learning. 4. What are the qualities of a good language teacher. 5. How can one become a good language teacher. 1.1 How do we learn languages. Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some exten

3、t influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In t

4、he first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion. You ST1 ST2 ST3 1. How many foreign languages can you speak so far. 2. When did you start le

5、arning the foreign languages. 3. How do you feel about learning a foreign language. 4. What difficulties have you experienced in learning. 5. Which skill do you find more difficult to learn. 6. Have you focused on knowledge or skills. Why. 7. Why do you learn the foreign languages. 8. Do you conside

6、r yourself a successful learner. Why. 9. What are your most common learning activities. 10. Do you like the way you learned the foreign languages. From the above task, you may have found that 1 people started learning a foreign language at different ages; 2 people have different experiences in learn

7、ing a foreign language, some find it easy, some find it difficult; 3 people learn languages for different reasons; 4 people learn languages in different ways; 5 people have different understandings about language learning; 6 people have different capacities in 名师归纳总结 学习文档仅供参考第 1 页,共 11 页- - - - - -

8、-精选学习资料 - - - - - - - - - language learning; 7 learning can be affected by the way it is taught; 8 learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all th

9、e learners who have more differences than the commonality. 1.2 views on language The question that all approaches to language teaching should answer is, what is language. The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the cl

10、assroom. Different views on language generate different teaching methodologies. Task 2 Work in group of 4. Brainstorm possible answer to the question: what is language. When you are ready, join another group and share your ideas. To give a concise definition of language has always been difficult for

11、 linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to what is language. rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for t

12、he moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity Brown, 1994a. for sample definition of language, please refer to Appendix 1. Structural view The structural view of l

13、anguage sees language as a linguistic system made up of various subsystems Larsen-Freeman & Long, 1991: the sound system phonology; the discrete units of meaning produced by sound combinations morphology, and the system of combining units of meaning for communication syntax. Each language has a fini

14、te number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to languag

15、e learning emerged. Functional view In the 1960s, British linguists developed a system of categories based on the communicative needs of the learner Johnson and Marrow, 1981 and proposed a syllabus based on communicative functions. The functional view not only sees 名师归纳总结 学习文档仅供参考第 2 页,共 11 页- - - -

16、 - - -精选学习资料 - - - - - - - - - languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to

17、 perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a

18、 sentence, and special relationships between people and objects. Interactional view The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary o

19、f the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notion

20、al-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In orde

21、r to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts. The understanding of the nature of language may provide the basis for a particular teaching method Richard and Rodgers, 1986, but more importantly

22、, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to learn the l

23、anguage learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning. 1.3 Views on Language l

24、earning and learning in general A language learning theory underlying an approach or method usually answers two questions; 1 What are the psycholinguistic and cognitive processes involved in language learning. 2 What are the conditions that need to be met in order for these learning processes to be

25、activated. Task3 Work in groups of 4. Brainstorm the answers to the two questions stated above. When you are ready, join another group and share your ideas. 名师归纳总结 学习文档仅供参考第 3 页,共 11 页- - - - - - -精选学习资料 - - - - - - - - - Although these two questions have never been satisfactorily answered, a vast a

26、mount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis t

27、esting and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches dire

28、ctly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is do

29、ne in these processes. Behaviorist theory The behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor s theory of conditioning to the way human acquire language Harmer, 1983. Based on their experiments, Watson and Raynor formulated a s

30、timulus-response theory of psychology. In this theory all complex forms of behaviormotions, habits and suchare seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key

31、 point of the theory of conditioning is that you can train an animal to do anything within reason if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement Harmer, 1983:30. Based on the theory of conditioning, Skinner suggested that language is also a form

32、 of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the U.S. One influential result is the audio-lingual method, which i

33、nvolves endless listen and repeat drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the

34、 world today. Cognitive theory The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam 名师归纳总结 Chomskysreaction to Skinnersbehaviorist theory, which led to the revival of 第 4 页,共 11 页学习文档仅

35、供参考- - - - - - -精选学习资料 - - - - - - - - - structural linguistics. The key point of Chomskystheory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before. According to Chomsky, language is not a form of

36、behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language com

37、petence which enables him to produce language. Though Chomskys theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This i

38、dea is clearly in opposition to the audio-lingual method. Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job. Constructivist theor

39、y The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in

40、general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to

41、 design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners interests and cur

42、iosity for learning Archambault, 1964. Socio-constructivist theory Similar to constructivist theory, socio-constructivist theory represented by Vygotsky 1978 emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal DevelopmentZPD and

43、 scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teachers scaffolding through questions and explanations, or with a more capable peers support, the learner can move to a higher level of understa

44、nding and extend his/her skills and knowledge and knowledge to the fullest potential. 1.4 What makes a good language teacher. 名师归纳总结 学习文档仅供参考第 5 页,共 11 页- - - - - - -精选学习资料 - - - - - - - - - Some people with an excellent command of a foreign language may not be able to teach the language well while

45、others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon. Task 4 Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher. Try to identify as ma

46、ny qualities as possible of your best English teachers. Note down all the qualities that you think are important for a good English teacher. It is clear that whether someone can become a good foreign language teacher does not solely depend on hisher command of the language. There are a variety of el

47、ements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles Parrot, 1993. Task 5 Ethic devotion, professional qualities and personal styles jointly contribute to the making of a g

48、ood English teacher. All the adjectives in the box below could be used to characterize these three aspects. 1. Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper. 2. Add any adjectives to the list which describe further qualities that you feel are missing. 3. These adjectives are intended to describe posi