1、Language, lang. learning & teaching,language,Language learning,Language teaching,How do people learn a foreign language?,Findings from the questionnaire,1) People learn languages for different reasons; 2) People learn languages in different ways; 3)People have different understandings about language
2、 learning; 4) People have different capacities in language learning. - Learners are more different than common.,2. Views on Language (What is lg.?),3 different views of language:the structural view the functional view the interactional view,i. Structural View,Language is a linguistic system made up
3、of various subsystems: phonological, lexical systems and sentences. The number of items are limited.- To learn a language means to learn these structural items.,ii. Functional View,Language is a linguistic system AND a means for doing things - Learners learn a language in order to be able to do thin
4、gs with it. Eg. Functional activities: offering, advising, suggesting, apologizing, etc. Notions: concepts of present, past and future time; expressions of certainty and possibility; the roles of agent and instrument within a sentence; special relations between people.,iii. Interactional View,Langua
5、ge is a communicative tool, whose main use is to build up and maintain social relations between people. - Learners need to know: the grammar and vocabulary; the rules for using the gram. and voc. in various communicative contexts.,Differences of the 3 views,Structural view: Learners need to know str
6、uctural rules and vocabulary.Notional-functional view: Learners need to know how to do things with language.Interactional view: Learners need to know where, when and how to do things with language to achieve appropriacy.,3. Views on language learning,Language learning theories answer 2 questions:Wha
7、t are the psycholinguistic and cognitive processes involved in language learning?What are the conditions that need to be met in order for these learning processes to be activated?,Two theories of language learning,Process-oriented theories: concerned with how the mind processes new information, such
8、 as habit formation, induction, making inference, hypothesis testing and generalization.,语言学习的五大要素,学习者、语言、注意力、认知、情感 (PLACE) 学习者：People 语言：Language 注意力：Attention 认知：Cognition 情感：Emotion (Tom Scovel, 2004),Condition-oriented theories: emphasize the nature of human and physical context in which languag
9、e learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.,语言学习的四个条件,语言环境、使用机会、学习动机、教学条件语言输入：Language input, exposure 使用机会：Language use, interaction 学习动机：Motivation, desire to learn 教学条件：Teachers guide, instruction(Willis, 1996),Variable
10、s of context,Factors to do with the setting itself Factors to do with the learners,Factors to do with the setting,Source of policy decisions Status and training of teachers Role of English in the country and curriculum Time available Physical environment of classroom and school,More factors to do wi
11、th the setting itself,Student:teacher ratio Class size Resources available Anticipated methodology Choice or imposition of coursebook,Factors to do with the learners,Proficiency level Age (optimal) Plasticity Interest Motivation and attitude (Affective Filter HypothesisKrashen) Needs and goals Learn
12、ing styles Mother tongue (interference/ transfer/ interlanguage/ fossilization),Instrumental motivation Integrated motivation,Theories of language learning (1),Behaviorist theoryWatson & Raynors S-R theory (theory of conditioning: in training an animal: Stimulus-response-reinforcement)Skinners behav
13、iorismAudio-Lingual Method (in America),Listen & repeat,Right ! Good!,Wrong! L& R!,Theories of language learning (2),Cognitive theory:,Noam Chomsky,Infinite number of sentences based on a finite number of rules.,Lg. is not a form of behavior but an intricate rule-based system,Language competence ena
14、bles a lang. learner to produce lg.,Skinners Behaviorism? NO! UG,Structural Linguistics,T-G,YES!,Constructivist Theory,Based on John Dewey(1859-1952 Am. educationist and philosopher)s foundation. Its a theory of philosophy and science, and developed further in instruction by Bruner (1966). Its a the
15、ory of learning: Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. (for education is used to develop the mind, not just to rote recall what is learned.) So teachers should design environments and interact with learners.- Bru
16、ner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.,whole person development,Socio-constructivist theory,Vygotsky(1978): emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development”(ZPD)
17、 and scaffolding (teachers questions and explanations, or a more capable peers support). Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.,Modern learner,one who knows where to get what is needed and how to go about finding solutions
18、to problems; one who is capable of selecting and synthesizing information, making use of what is selected and creating new knowledge.,See Page 122 in Ellis, R. “Understanding Second Language Acquisition”.1985. Oxford: Oxford University Press.,4. What is a good language learner like?,Features of Good
19、 Language Learners (Ellis, 1985),Be able to respond to the group dynamics of the learning situation so as not to develop negative anxiety and inhibitions;Seek out all opportunities to use the TL;,Features of Good Language Learners ,Make maximum use of the opportunities afforded to practice listening
20、 to and responding to speech in the L2 addressed to him and to others-this will involve attending to meaning rather than to form;,Supplement the learning that derives from direct contact with speakers of the L2 with learning derived from the use of study techniques (such as making vocabulary lists)-
21、this is likely to involve attention to form;,Features of Good Language Learners ,Features of Good Language Learners ,Be an adolescent or an adult rather than a young child, at least as far as the early stages of grammatical development are concerned;,Features of Good Language Learners ,Possess suffi
22、cient analytic skills to perceive, categorize, and store the linguistic features of the L2, and also to monitor errors;,Possess a strong reason for learning the L2 (which may reflect an integrative or an instrumental motivation) and also develop a strong “task motivation” (i.e. respond positively to
23、 the learning tasks chosen or provided);,Features of Good Language Learners ,Features of Good Language Learners ,Be prepared to experiment by taking risks, even if this makes the learner appear foolish;Be capable of adapting to different learning conditions.,4. How to become a good language learner?
24、,Language training,Learning,practice,reflection,Live,Learn,References,1H. Douglas Brown (2002). Principles of Language Learning and Teaching (Fourth Edition). Englewood Cliffs, NJ: Prentice Hall Regents.2. Cook, Vivian. 1991. Second language learning and language teaching. London: Edward Arnold.,3El
25、lis, Rod. 1985. Understanding second language acquisition. Oxford: Oxford University Press.4Ellis, Rod. 1994. The study of second language acquisition. Oxford: Oxford University Press,5OMalley, J. Michael and Anna Uhl Chamot. 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.6. 王蔷、程晓堂, 2006.英语教学法教程.北京: 高等教育出版社,7. 程晓堂, 英语学习策略-从理论到实践. 2002. 北京:外语教学与研究出版社.,
