Community-Language-Learning

CommunityLanguageLearning124班车柳奎温宗梅覃莉芳植国玲吕盼DefinitionofCLLCommunitylanguagelearning(CLL)isanapproachinwhichstudentsworktogethertodevelopwhataspectsofalanguagetheywouldliketolearn.Theteacheractsasacounselor,whilethelearneractsasaclient,althoughsometimesthisrolecanbechanged.BackgroundAmethoddevelopedbyCharlesA.Curranandhisassociates.Drawsonthecounselingmetaphortoredefinetherolesoftheteacher(thecounselor)andthelearners(theclients)inthelg.classroom.RepresentstheuseofCounseling-Learningtheorytoteachlanguages.Therearealsootherlinguistshaveresearchedonthisfiled.SuchasMoskowitz,Mackey,LaForgeHumanistictechniqueLanguagealternationoverhearsApproachTheoryofLanguageLaForge:learners'taskistoapprehendthesoundsystem,assignfundamentalmeaning,toconstructabasicgrammaroftheforeignlanguage.CLLinteractionsareoftwodistinctandfundamentalkinds:interactionsbetweenlearnersandinteractionsbetweenlearnersandknowers.TheinteractionviewoflanguageunderlyingCommunityLanguageLearning:Languageispeople;languageispersonsincontact;languageispersonsinresponse.Learnerknowerfivestagestage1:dependentstage2:selfassertivestage3:resentfulandindignantstage4:tolerantstage5:independentinteractionTheoryofLearningTheCLLviewoflearningisaholisticone,sinceturehumanlearningisbothcognitiveandaffective.——whole-personlearningFirst:feelingofsecurityandbelongingareestablishedSecond:achieveameasureofindependencefromtheparentThird:rejectingunasked-foradviceFourth:secureenoughtotakecriticismFive：workonimprovingstyleandknowledgeoflinguisticappropriatenesslearner(child)knower(adult)ObjectiveSyllabusLearningactivityRolesoflearnersTeachersMaterialsDesignObjectives:aconveyanceforthelearnersnominatingthingstheywishtotalkaboutinanappropriateway.Syllabus:suitabletarget-languageutterance.Learningactivities:1.Translation2.Groupwork3.Reflection4.Transciption5.Analysis6.Reflection7.Listening8.FreeconversationTeacher’srole:CommunityLanguagelearningadvisesteacherstotaketheirstudentsas“wholeperson”.Teachersbecome“languagecounselors”andgivenothreateningtostudents.Learnerroles:membersofacommunity–theirfellowlearnersandtheteacher–andlearnthroughinteractingwiththecommunity.Material1、Textbook（notconsideredanecessarycomponent）2、Summariesontheblackboardoroverheadprojectorofsomeofthelinguisticfeaturesofconversationsgeneratedbystudents3、Learnersownmaterials(scriptsfordialogues、mini-dramas)ProcedureExample1.Learnerssitaroundasacircleandbeginwithaperiodofsilence.2.Theknowermayaskforsomeonevolunteertobreakthesilence.3.Theknowermayencouragelearnerstoaddressquestionswhichtheywouldliketotalkabouttooneanotherortotheknower.4.Thequestionsandanswersmaybetape-recordedforlateuse.1.Informalgreetingandself-introductions.2.Theteachermadeastatementofthegoalandguidelinesforthecourse.3.Aconversationintheforeignlanguagetookplace.4.Studentsgavesomefeelings5.theinstructortaughtsomesentencesjustrecorded6.Studentswereencouragedtoaskquestionsaboutanyoftheitemsabove.7.Studentsneedtotakenotes.Thisbecametheir“textbook”forhomestudy.protocol(a)Studentsformedacircle.(b)OnestudentgaveamessageintheL1.(c)Theinstructor,whisperedacloseequivalentofthemessageintheL2.(d)ThestudentthenrepeatedtheL2messagetoitsaddresseeandintothetaperecorderaswell.(e)Eachstudenthadachancetocomposeandrecordafewmessages.(f)Thetaperecorderwasrewoundandreplayedatintervals.(g)EachstudentrepeatedthemeaningintheL2.ConclusionCLListhemostresponsiveofthemethodsintermsofitssensitivitytolearnercommunicativeintent.Usualdemandsonlanguageteachersbeproficientandsensitivebefamilialandsympatheticassistthepressureto“toteach”benondirectiveacceptandencourageaggressionwithoutconventionalmaterialsspecialtrainingAdvantagesDisadvantagesCenteringteachingaroundlearnersAlackofsyllabus.Creatingawarm,sympatheticandtrustingrelationship.Thefocusonfluencyratherthanaccuracy.Stimulatingthelearners’motivationsoflearningbetterToodemandingtooteachers