whole-language

wholelanguage硕士3班13200063唐子茜Contentsbackground1approach2design3procedure4conclusions5backgroundInthe1990s1990Inthe1980sTheWholeLanguageApproachemphasizeslearningtoreadandwritenaturallywithafocusonrealcommunicationandreadingandwritingforpleasure.ItbecamepopularintheUnitedStatesasamotivatingandinnovativewayofteachinglanguageartsskillstoprimaryschoolchildren.ConsiderablediscussionhasbeendevotedtowhetherWholeLanguageisanapproach,amethod,aphilosophy,orabeliefThetermWholeLanguagewascreatedbyagroupofU.Seducatorsconcernedwiththeteachingoflanguagearts,thatis,readingandwritinginthenativeIanguage.Bergeron'ssurveyon64articles34.4%23.4%14.1%6.3%approachphilosophybeliefmethodviewslanguageorganizationfromsociallyinteractionalperspectivelanguagetheoryviewslanguagepsycholinguisticallyavehicleforinternalinteraction,foregocentricspeech,forthinking.Approach:theoryoflanguageandoflearningsociallyinteractionalperspective•Thisismostobviouslyasocialonethatviewslanguageasavehicleforhumancommunicationandinwhichthereisaninteractionalrelationshipbetweenreadersandwriters.•Languageuseisalwaysinasocialcontext,andthisappliestobothoralandwrittenlanguage,tobothfirstandsecondlanguageuse(Rigg1991:523).•HeavyemphasisinWholeLanguageisplacedonauthenticity,onengagementwiththeauthorsofwrittentexts,andalsoonconversation.Forexample,inmasteringthesociolinguisticsignalsforapologizing,Awholelanguageperspectiverequiresanauthentic,arealsituationinwhichonetruelyneedstoapologizetoanother.(Rigg1991:524).psycholinguisticallyinteractionalperspective•Weuselanguagetothink:inordertodiscoverwhatweknow,wesometimeswrite,perhapstalktoafriend,ormuttertoourselvessilently(Rigg1991:323).•AfunctionalmodeloflanguageisalsoreferredtoinmanyarticlesonWholeLanguage.Languageisalwaysseenassomethingthatisusedformeaningfulpurposesandtocarryoutauthenticfunctions.humanisticschoollearningtheoryconstructivistschoolApproach:theoryoflanguageandoflearninghumanisticschool•Thedescriptionsofwholelanguageclassroomsrecalltermsfamiliartohumanisticapproachestoeducationandtolanguagelearning:WholeLanguageissaidtobeauthentic,personalized,self-directed,collaborative,pluralistic.Suchcharacteristicsarebelievedtofocuslearnerattentionandtomotivatemastery.constructivistschool•Constructivistlearningtheoryholdsthatknowledgeissociallyconstructed,ratherthanreceivedordiscovered.Thus,constructivistlearnerscreatemeaning,learnbydoing,andworkcollaborativelyinmixedgroupsoncommonprojects.•Ratherthantransmittingknowledgetostudents,teacherscollaboratewiththemtocreateknowledgeandunderstandingintheirmutualsocialcontext.•Ratherthanseekingtocoverthecurriculum,learningfocusesonthelearners'experience,needs,interests,andaspirations.design:Objectives,syllabus,learningactivitiesThemajorprinciplesunderlyingthedesignofWholeLanguageinstructionareasfollows:useauthentic,naturalmaterialsratherthanspecificallydesignedtextscooperativelearningparticipatorylearningstudent-centeredlearningholisticassementtechniquesoftestingintegrationofthefourskillsteachers'rolesfacilitatoractiveparticipantsupporterstudents'rolescollaboratorevaluatorself-directedlearnersselectorsdifferentrolesclassroomfeatures1Theuseofliterature2Theuseofprocesswriting3Encouragementofcooperativelearning4Concernforstudents'attitudeactivitiesusedinwholelanguageinstructionactivitiesindividualsmallgroupreadingandwritingwritingportfoliosungradeddialoguejournalsstorywritingwritingconferencesstudent-madebooksliteratureManyoftheseactivitiesarealsocommoninotherinstructionalapproaches,suchasCommunicativeLanguageTeaching,Content-BasedTeaching,andTask-BasedLanguageTeaching.PerhapstheonlyfeatureofWholeLanguagethatdoesnotalsoappearcentrallyindiscussionsofcommunicativeapproachestolanguageteachingisthefocusonliterature,althoughthishasobviouslybeenofconcerntootherwritersonELTmethodology.SuggestionsforexploitationofliteraryresourcesintheWholeLanguageclassroomwillbefamiliartolanguageteacherswithasimilarinterestintheuseofliteratureinsupportofsecondlanguagelearning.evaluationadvantagesdisadvantagesmakessupplementtoESLapproachfocusesonexperiencesandactivitiesauthenticmaterialsfacilitatelanguagelearninglearntoreadbyreadingrejectsthewholeESLapproachinsufficientmaterialspromotesfluencyattheexpenseofaccuracywaysofevaluationconclusion•AfteritsintroductionbyGoodman,wholelanguageroseinpopularitydramatically.Itbecameamajoreducationalparadigmofthelate1980sandthe1990s.Despiteitspopularityduringthisperiod,educatorswhobelievedthatskillinstructionwasimportantforstudents'learningandsomeresearchersineducationwereskepticalofwholelanguage.•Thewholenessoflanguageisnottodividelanguageintodiscretepart.Learningsecondlanguageshouldbelikelearningfirstlanguage.Wemustintegratetwoormoreskills(listening,speaking,reading,andwriting)inourclassroom.Bibliography•AnGuiqing.2007.AReviewoftheWesternSchoolofWholeLanguageTeaching.TeacherEducationReaserch.5:69-74.•DingWei.2009.AStudyonWholeLanguage.NormalSchoolofEastChina.•JackC.Richards.&TheodoreS.Rodgers.2001.ApproachesandMethodsinLanguageTeaching(seconde