Community-Language-Learning

CommunityLanguageLearning（CLL）DilnigarbackgroundCharlesA.Curran,aProf.ofpsychologyatLoyolaUniversity,Chicago.HisapplicationofpsychologicalcounselingtechniquestolearningisknownasCounseling-Learning.CommunityLanguageLearning(CLL)isamethodrepresentstheuseofCounselingLearningtheorytoteachEnglish.Itisanexampleof“humanisticapproach”.CLLderivesitsprimaryinsightsandindeeditsorganizingrationalefromRogeriancounseling.Counselingisonepersongivingadvice,assistance,andsupporttoanotherwhohasproblemorisinsomewayinneed.CLLdrawsonthecounselingmetaphortoredefinestherolesoftheteacher(thecounselor)andthelearners(theclients)inthelanguageclassroom.Tradition1Humanistictechniques(Moskowitz1978)ThewholepersonemotionsfeelingsLinguisticknowledgeBehavioralskillsTradition2Languagealternation(Mackey1972)AlearnerpresentsamessageinL1totheknowerTranslateintoL2bytheknowerThelearnerrepeatsthemessageinL2AddressittootherlearnersApproach:TheoryoflanguageandlearningLaForge(1983)Curran’sstudentLanguageassocialprocessLaForgeacceptsthatlanguagetheorymuststartwithcriteriaforsoundfeatures,thesentence,andabstractmodelsoflanguage.Approach:TheoryoflanguageandlearningInteractionbetweenlearners-----exchangesofaffectInteractionbetweenlearnersandknowersdependentSelf-assertiveresentfulandindignanttolerantindependentWhole—personprocessStage1-----“birth”stagewhenfeelingsofsecurityandbelongingareestablished.Stage2-----learner’sabilitiesimproved,beginningtoachieveameasureofindependence.Stage3-----learnersspeakindependently,assertinghisownidentityandrejectingunasked-foradvice.Stage4-----learnerssecureenoughtotakecriticismStage5-----learnersworkuponimprovingstyleandknowledgeoflinguisticappropriateness.Consensualvalidation(convalidation)SARD(agroupofideasconcerningthepsychologicalrequirementsforsuccessfullearning)Ssecurity（安全感）Aattention&aggression（注意力、进取心）Rretentionandreflection（记忆力，反思）Ddiscrimination（分类区别）Design:ObjectivesSincelinguisticorcommunicativecompetenceisspecifiedonlyinsocialterms,explicitlinguisticorcommunicativeobjectivesarenotdefinedinCLL.Design:ThesyllabusCLLdoesnotuseaconventionallanguagesyllabus,whichsetsoutinadvancethegrammar,vocabulary,andotherlanguageitemstobetaughtandtheorderinwhichtheywillbecovered.Topic-basedSuitabletarget-languageutterancesTheteacher’sresponsibilityistoprovideaconveyanceforthesemeaningsDesign:LearningactivitiesCLLcombinesinnovativelearningtasksandactivitieswithconventionalones.TranslationGroupworkRecordingTranscriptionAnalysisReflectionandobservationListeningFreeconversationDesign:RolesoflearnersLearnersbecomemembersofacommunity—theirfellowlearnersandtheteacher—andlearnthroughinteractingwiththecommunity.Learningisnotviewedasanindividualaccomplishmentbutassomethingthatisachievedcollaboratively.Design:RolesoflearnersTolistenattentivelytotheknowerTofreelyprovidemeaningstheywishtoexpressTorepeattargetutteranceswithouthesitationTosupportfellowmembersofthecommunityToreportdeepinnerfeelingsandfrustrationsaswellasjoyandpleasureTobecomecounselorsofotherlearnersDesign:RolesofteachersSpecificteacherrolesinthefivestages:Stage1----providestargetlanguagetranslations/amodelofimitationontherequestoftheclients.Stage2----InitiatesandmonitorsinteractionsStage3----Correctdeviantutterances,/supplyidioms/adviseonusageandfinepointsofgrammarStage4---Assistlearningonlearner’srequestStage5----Providesecureenvironmentinwhichclientscanlearnandgrow,Design:RolesofmaterialsAtextbookisnotconsiderednecessary.Materialsaredevelopedalongthecourseassummariesandlinguisticfeaturesofconversationsgeneratedbylearners.Learnersmayproducetheirownmaterialssuchasscriptsfordialoguesandmini-drama.ProcedureStage1—reflectionStage2—recordedcoversationStage3—discussionStage4—transcriptionStage5—languageanalysisProcedureLearnerssitaroundasacircleandbeginwithaperiodofsilence.Theknowermayaskforsomeonetovolunteertobreakthesilence.TheknowermayencouragelearnerstoaddressquestionsThequestionsandanswersmaybetape---recordedforlateuseProcedureInanintermediateoradvancedclassEncouragegroupstoprepareapaperdramaforpresentationGroupsshowtheirstoriestocounselorCounselorcorrectstarget—languagestatementsandsuggestsimprovementsGroupspreparepicturecardsandpracticedialoguepresentationConclusionCLListhemostresponsiveofthemethodscoveredsofarintermsofitssensitivitytolearnercommunicativeintent.Soitplacesunusualdemandsonteachers,whomustbehighlyproficientandwell-preparedbothphysicallyandmentally.ProblemsTheappropriatenessofthecounselingmetaphorWhetherteachershouldattemptcounselingwithoutspecialtraining.ThelackofasyllabusThefocusonfluencyratherthanaccuracyAdvantages:1Ithasmanytechniquestoreduceanxiety.2Conversationcircleprovidesacomfortableenvironmenttohelpstudentsrelaxandlearn.3Stimulatestudents’motivationtospeakthetargetlanguage4Trustbetweenlearnersandtheteachercanbeestablishedbysharingtheirfeelings,anxieties,frustrationordemands.Disadvantages:1Limitedbystudentsthenumberandknowledgeofstudents.Thevarietyinthechoiceoflearner’stasks2