Unit-1-Language-and-language-learning

Unit1LanguageandlanguagelearningObjectives:Bytheendofthisunit,Sswill:1.Gettoknowsometheoriesoflanguage,languagelearningandteaching;2.Beawareofwhatagoodlanguageteachershouldbelike.3.Howcanonebecomeagoodlanguageteacher?Importantpoints1.Whatagoodlanguageteachershouldbelike?2.Howcanonebecomeagoodlanguageteacher?DifficultpointsSometheoriesoflanguage,languagelearningandteaching.Wallace’sreflectivemodelforthedevelopmentofprofessionalcompetence.TeachingmethodsReflectiveCooperativeAutonomous-learningModel,Lecture,DiscussionTeachingProceduresStep1Lead-in1.Ssdothereadingreport.2.Ssdiscussthedefinitionoflanguage.3.Ssdiscussviewsonlanguagelearningandteaching.Step2Presentation1.TheNatureofLanguage(TextbookP177Appendix)Askthestudentstohaveadiscussionabouttheirunderstandingofwhatlanguageis,andtrytogiveadefinitedefinitiontothisquestion.----Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.1.Languageisasystem.2.Languageisarbitrary.3.Languageisvocal.4.Languageisforhumancommunication.参见:刘润清所著《论大学英语教学》Chapter12.Viewsonlanguage1.Structuralview2.Functionalview3.Interactionalview(TextbookPP2-4)ReferenceBook:束定芳、庄智象的《现代外语教学—理论、实践与方法》PP193-194.3.ViewsonLanguageLearningA.Behavioristtheory行为主义理论(P5)ThebehavioristtheoryoflanguagelearningwasinitiatedbybehavioralpsychologistSkinner,whoappliedWatsonandRaynor’stheoryofconditioningtothewayhumansacquirelanguage(Harmer,1983)Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”(Harmer1983:30)Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviorism.B.Cognitivetheory认知理论(P5)Thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehavioristtheory,whichledtotherevivalofstructurallinguistics.AccordingtoChomsky,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfiniteofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetence,whichenableshimtoproducelanguage.C.Constructivisttheory建构主义理论Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatheorshealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.JohnDeweybelievedthatteachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.D.Socio-constructivisttheory社会建构主义理论Vygotsky(前苏联心理学家维果茨基,1978)emphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD「最近发展区」)andscaffolding「支架」.Thatistosay,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Withtheteacher’sscaffoldingthroughquestionsandexplanations,orwithamorecapablepeers’support,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.4.Whatmakesagoodlanguageteacher?A.EthicdevotionB.ProfessionalqualityC.PersonalstylesThesesqualitiesjointlycontributetothemakingofagoodlanguageteacher.5.Howcanonebecomeagoodlanguageteacher?AskthestudentstohaveadetaileddiscussionaboutFigure1.1onPage9.Themostimportantanddifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetencewhichinvolves:(P9)Stage1Stage2Goal语言训练专业能力的提高实践反思别人的经验一般的被普遍认可的知识原有的知识和经验Referencebook:拓展性阅读材料介绍——十种最受学生欢迎的老师（选自刘良华《教师专业发展》）一是像父亲一样严而有度的老师。法国电影《放牛班的春天》二是像母亲一样慈爱的老师。前苏联电影：《乡村女教师》三是实习老师。日本电影：《麻辣教师》四是有宽容心的老师。美国电影：《音乐之声》五是热爱学生的帅哥老师。电影：《十八岁的天空》六是温柔的美女老师。美国电影：《蒙娜丽莎的微笑》七是风趣幽默的老师。美国电影：《春风化雨》八是充满爱心的老师。电影：《烛光里的微笑》九是以身作则，说到做到的老师。电影：《一个也不能少》十是真才实学的老师。电影：《大宅门》总体上看，受学生欢迎的老师一般显示出十个特点：严而有度；像妈妈；实习老师；有宽容心；帅哥且热爱学生；美女且温柔女；风趣幽默；充满爱心；以身作则，说到做到；有真才实学。我们可以将这十个特点归入两个关键要素：第一，有“专业素养”，比如有教育智慧，有真才实学；善于管理，严而有度，以身作则，说到做到。第二，有“积极心态”，比如风趣幽默、像妈妈那样温柔、有爱心、有耐心、有宽容心；像实习老师那样有平等意识和新鲜知识；像帅哥、美女那样有良好的精神气质。Step3Summary1.Viewsonlanguage:Thestructuralview,thefunctionalview,andtheinteractionalview2.Viewsonlanguagelearning:TheBehaviouristtheory;theCognitivetheory;theConstructivisttheory;theSocio-constructivisttheory3.Qualitiesofagoodlanguageteacher:Ethicdevotion,professionalquality,andpersonalstyle4.ThethreestagesofbecomingagoodlanguageteacherHomework:1.WriteapassageabouthowanEnglishteachercanimprovehis/herprofessionalcompetence?2.Answerthefollowingquestions:1)Whatarethethreeviewsonlanguage?2)Whataretheviewsonlanguagelearning?3)Whatarethequalitiesofagoodlanguageteacher?3.Pleaseillustrat