交互式语言学教学ppt

TeachingbyPrinciplesⅢLinguisticPrinciplesCognitivePrinciplesⅠAffectivePrinciplesⅡⅣConclusionCognitivePrinciplesⅠAutomaticity1MeaningfulLearning2TheAnticipationofReward3StrategicInvestment5TheIntrinsicMotivationPrinciple4Efficientsecondlanguagelearninginvolvesatimelymovementofthecontrolofafewlanguageformsintotheautomaticprocessingofarelativelyunlimitednumberoflanguageforms.Overanalyzinglanguage,thinkingtoomuchaboutitsforms,andconsciouslylingeringonrulesoflanguagealltendtoimpedethisgraduationtoautomaticity.Automaticity1Mclaughlin’sInformationProcessingModelExplicitL2knowledgeKnowledgeofrulesanditemsthatexistinananlysedformsothatlearnersareabletoreportwhattheyknowImplicitL2knowledgeKnowledgethatisintuitiveandtacit.Itcannotbedirectlyreported.TheknowledgethatmostspeakershaveoftheirL1isimplicit.Thestudyoflinguisticcompetenceisthestudyofaspeaker-hearer'simplicitknowledgeControlled•Rulesanditemsthathavebeenlearntformallythroughfocalattentionandthatrequirecontrolledprocessinginperformance•RulesanditemsthathavebeenlearntimplicitlythroughperipheralattentionandthatrequirecontrolledprocessinginperformanceAutomatic•Rulesanditemsthathavebeenlearntformallythroughfocalattentionandthatcanbeaccessedrapidlyandeasilybymeansofautomaticprocesses•RulesanditemsthathavebeenlearntimplicitlythroughperipheralattentionandthatcanbeaccessedrapidlyandeasilybymeansofautomaticprocessesControlledAutomaticExplicitlyRulesanditemsthathavebeenlearntformallythroughfocalattentionandthatrequirecontrolledprocessinginperformanceRulesanditemsthathavebeenlearntformallythroughfocalattentionandthatcanbeaccessedrapidlyandeasilybymeansofautomaticprocessesImplicitlyRulesanditemsthathavebeenlearntimplicitlythroughperipheralattentionandthatrequirecontrolledprocessinginperformanceRulesanditemsthathavebeenlearntimplicitlythroughperipheralattentionandthatcanbeaccessedrapidlyandeasilybymeansofautomaticprocessesKeyItems•FocalattentionvsPeripheralAttention•InductivevsDeductive•AcquisitionvsLearning•AutomaticvsControlled•ImplicitvsExplicit•StructurallanguagevsGrammaticalrules•InterfacepositionvsInterfaceposition•ConsciousvsSubconscious•UsagevsuseMeaningfullearningwillleadtowardbetterlong-termretentionthanrotelearning.MeaningfulLearning2Humanbeingsareuniversallydriventoactor“behave”bytheanticipationofsomesortreward—tangibleorintangible，shorttermorlongterm—thatwillensureasaresultofthebehavior.TheAnticipationofReward3PavlovJohnB.WatsonB.F.SkinnerBehaviorismSkinnerBoxStimulusResponseReinforcementConditioningTheoryPositiveReinforcementNegativeReinforcementAudio-lingualMethodisbaseduponConditioningtheory.Languageisaformofbehavior.Languagelearningprocessisahabitformationprocess.ContrastAnalysisHypothesis(Lado)L2errorsaretheresultsofdifferencesbetweenlearner’sfirstlanguageandtargetlanguage.SimilaritiesEasyDifferencesDifficultThemostpowerfulrewardsarethosethatareintrinsicallymotivatedwithinthelearner.Becausethebehaviorstemsformneeds,wants,ordesireswithinoneself,thebehavioritselfisself-rewarding;therefore,noexternallyadministeredrewardisnecessaryatall.TheIntrinsicMotivationPrinciple4StrategicInvestment5Successfulmasteryofthesecondlanguagewillbeduetoalargeextenttoalearner’sownpersonal“investment”O’Mally﹠ChamotMeta-cognitiveStrategyCognitiveStrategySocial/AffectiveStrategyCognitiveStyleFieldIndependence1.Adolescent/male/adults2.Object-oriented3.Urban-technological4.Free-socialstructure5.IndividualFieldDependence1.Children/female2.People-oriented3.Rural-agrariansociety4.Rigid-socialstructure5.Group-centeredReid(1987)LearningStyles•Auditory(listeningandspeaking)•Visual(seeingandreading)•Kinaesthetic(touchinganddoing)•Tactile(hands-onlearning)•Grouplearning•IndividuallearningPara-linguisticDo-it-yourselfProjectTheInputHypothesisByKrashenTheInteractionHypothesisByLongTheOutputHypothesisBySwainComprehensibleInputThe“input”referstothelanguagewhichlearnersareexposedto.Thiscanbe“comprehensible”(i.e.inputthattheycanunderstand)Inputthatisslightlyabovelearner’spresentlevel(i+1).10/2/2020BAA(BalancedActivityApproach)InputoutputFinely-tunedRoughly-tunedPOCOPO=PracticeOutputCO=communicationoutputFocusCommunicativeEfficiencyActivity(Students-centered)Fornon-nativespeakersinlearningsecondlanguageBAA(JeremyHarmer)CLT:CommunicativeLanguageTeachingCA:CommunicativeApproachInput:listeningreadingOutput:speakingwrting10/2/20206LanguageEgo7Self-confidence8Risk-takingAffectivePrinciplesⅡ9TheLanguageCultureConnectionLanguageEgo6Ashumanbeingslearntouseasecondlanguage,theyalsodevelopanewmodeofthinking,feelingandacting—asecondidentity.Thenew“languageego”,intertwinedwiththesecondlanguage,caneasilycreatewithinthelearnerasenseoffragility,adefensiveness,araisingofinhibitions.Self-confidence7Theeventualsuccessthatlearnersattaininataskatleastpartiallyafactoroftheirbeliefthattheyindeedarefullycapableofaccomplishingthetasks.10/2/202010/2/2020Risk-taking8successfullanguagelearners,intheirrealisticappraisalofthemselvesasavulnerablebeingyetcapableofaccomplishingtasks,mustbewillingtobecome“gamblers”inthegameoflanguage,