Language-and-Language-Learning.ppt

1、UNIT 1,Language and Language Learning,Language and Learning,Activity : Work in groups and interview each other to see how we learn our own language .,Can you all speak the same number of languages? Did you all start at the same age? Do you all feel the same about speaking a foreign language? Do you

2、all have the same difficulties? Do you have different backgrounds, strengths and weaknesses, feelings ?,1) How do we learn languages ?,Language acquisition (習得）,Language learning,Language acquisition: the process where a language is acquired as a result of natural and largely random exposure to lang

3、uage.( a subconscious process),Language learning: The process where the exposure to language is structured through language teaching. Learning is a conscious process, and it usually takes place in the language classroom.,2 ) How do we learn foreign language ?,(1) People learn language for different

4、reasons.,(2) People learn language in different ways.,(3) People have different understanding about language learning.,(4) People have different capabilities in language learning.,II. Views on language,Activity : Writing Take a pen and a piece of paper and try to write a definition of “l(fā)anguage”.,1)

5、 What is language ?,Language is a system of structures: structural learning, formal instruction of grammatical structures.,Language is a means of communication: instruction focused on the functions and notions of language; learning through using.,Language is the reflection of cultures: instruction o

6、n cultures and focus on appropriateness of speech.,3) Views on language learning,What are the psycholinguistic and cognitive process involved in language learning ? 2) What are the conditions that need to be met in order for these learning process to be activated ?,Process-oriented theories are conc

7、erned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.,Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, w

8、hat kind of input learners receive, and the learning atmosphere.,Behaviourist theory :,Proposed by behavioural psychologist Skinner, he suggested that language is also a form behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred

9、to as behaviourism.,Behaviourist theory :,One influential result is the audio-lingual method, which involves the “ listen and repeat ” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately correc

10、ted, and correct utterances are immediately praised.,The key point of the theory of conditioning 行為主義習慣形成的學習模式 刺激stimulus -有機體（學習者）organism -行為反應response-強化reinforcement 在這個學習模式中，強調(diào)外界因素或語言學習的外在環(huán)境是學習語言的關(guān)鍵。,Cognitive theory (認知主義學習理論）,The term cognitive is often used to describe method in which studen

11、ts are asked to think rather than simply repeat.,It is Noam Chomsky theory. The key point of Chomskys theory is reflected in his most famous question,If all language is a learned behaviour, how can a child produce a sentence that has never been said by others before?,According to Chomskys theory, la

12、nguage is not a form of behavior, it is an intricate rule-based system .,One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.,According to the cognitive theory, learning is a process in which the learner a

13、ctively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.,Constructivist theory （建構(gòu)主義學習理論）,Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and What

14、he /she already knows.,Receiving information,Processing information,Constructing new meanings,Input (listening, reading),Decoding (解碼）,Relating what learners already know with the received information,(Listening/reading) comprehension,output,Implications for classroom teaching,Teaching should be bui

15、lt based on what learners already know and engage learners in learning activities. Teachers need to design activities to arouse learners interests and curiosity for learning.,In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between lea

16、rners.,IV. What makes a good language teacher?,Since you are the would-be teachers, are you ready for your future teaching?,Activity : Discuss.,What preparations have you made for your career? What qualifications have you obtained now? What will you do if you havent got the required qualifications?,

17、Activity : Discussion,What qualities do you think a good English teacher should have? A good English teacher should ,Activity : Comparison,We all have been learners, we all have memories of good and bad teachers, and those teachers may subconsciously influence the way we teach. Therefore it is neces

18、sary to be aware of this influence to make sure we will copy the right model.,Now do the same of your own and take turns introducing the two teachers to your partner.,What is a good language teacher?,There are a variety of elements that contributes to the qualities of a good language teacher. They a

19、re:,Preparations in knowledge,Content knowledge（專業(yè)知識）,Pedagogic content knowledge （專業(yè)教育知識）,Support knowledge（支持知識）,Pedagogic knowledge（教育知識）,Professional qualities,Resourceful, well-informed, professionally trained, creative,Ethic devotion,warm-hearted, hardworking, responsible ,enthusiastic, caring

20、, kind, well-prepared,flexible, patient, humorous, attentive, dynamic,(positive) Personal style:,Craft Model(技藝模式）,Applied science model（應用科學模式）,The apprentice-expert model,learn-the theory-and-then-apply-it model,V. How can one become a good language teacher?,Stage I: language development All Engli

21、sh teachers are supposed to have a good command of English.,Teachers should always make a point of updating their command of English because language is always changing.,Live and Learn.,Lifelong learning.,Language training,Pre-service training (職前培訓） In-service training（在職培訓）,Stage II: professional development three sub-stages: learnin