華中師大833及教育綜合老師learner and learning

1、1. What is to be taught?2. What kind of learners are we going to teach?What is to be taught?Structures, notions, functions, meanings?The structural view:Language is a system of structurally related elements for the coding of meaning. The functional view:Language is a vehicle for the expression of me

2、aning. The interactional view:Language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. What is to be taught?If you take a structural point of view, you would consider language system the most important thing. Your aim of

3、 language teaching would be the development of linguistic competence. Then grammar is to be taught.If you think situation cannot be neglected, linguistic forms cannot be divorced from their setting, and context determines meaning, then you are taking the situational approach to language teaching.If

4、you agree that linguistic forms are used in situations to realize communicative goals, then functions and notions would be something to be taught.1. The bus is coming.2. He is having a shower.3. Its getting dark.4. The phones ringing.5. Im making a bookcase.6. Im getting fat.7. Shes cooking the lunc

5、h.8. Its raining.9. Im writing to my mother.10. His English is getting better.11. The taxis waiting.12. Its snowing.13. The babys crying.14. Hes watering the garden.15. The kettles boiling.16. Were waiting for a friend.17. The planes taking off.18. The suns shining. a. Informing about a third person

6、s whereabouts.b. Pointing out something that is happening to a person who hasnt seen it.c. Making comments about longer continuing actions.d. Explaining what you are doing when the listener is not clear.e. Making a comment on something that is in the process of changing.f. Indirectly asking someone

7、to do something that requires immediate attention. Keys:A. Sentences B. Functions2, 7, 14, a1, 11, 17, b8, 12, 18, c5, 9, 16, d3, 6, 10, e4, 13, 15, fWiddowsons ideasLinguistic categories: Correctness usage significance Sentence Proposition Cohesion Linguistic skillsCommunicative categories appropri

8、acy Use Value utterance Illocutionary act Coherence Communicative abilitiesAims of FLT: Communicative Competence grammatical competence: knowledge of lexical items and rules of morphology, syntax, sentence-grammar, semantics, and phonology, focuses on sentence-level grammar discourse competence: the

9、 complement of grammatical competence in many ways. It is the ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. concerned with inter-sentential relationships.sociolinguistic competence: knowledge of the socio-cultural rules o

10、f language and of discourse, requires an understanding of the social context in which language is usedstrategic competence: the strategies that one uses to compensate for imperfect knowledge of rules 2. What kind of learners are we going to teach? 1. Cognitive style 2. Learning strategiesCharacteris

11、tics of Good language learners find their own ways of learning which work best for them. organize their knowledge through various techniques for easy reference. are creative and experiment with language. make their opportunities, and find strategies for getting practice learn to live with uncertaint

12、y and develop strategies use mnemonics learn to live with errors and learn from errors. use linguistic knowledge, including L1 in mastering an L2. let the context help them in comprehension. learn to make intelligent guesses. learn formalised routines and chunks of language as a whole. learn communi

13、cative strategies to keep the conversation going. learn different styles of speech and writing and learn to vary their language according to the formality of the situation.Cognitive style and learning strategiesCognitive styles have been defined as characteristic cognitive and physiological behavior

14、s that “serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment”(Keefe 1979; cited in Willing 1984:40). Cognitive styles can hence be thought of as predispositions to particular ways of approaching learning and are intimately related to

15、personality types. Differences in peoples cognitive styles reflect the different ways people respond to learning situations. Different types of learners characterized by different learning styles - Concrete learning style : curious, spontaneous, and willing to take risks, use active and direct means

16、 of taking in and processing information; - Analytical learning style: independent, prefer a logical, systematic presentation of new learning material, serious, and vulnerable to failure;- Communicative learning style: prefer a social approach to learning, learn well from discussion and group activi

17、ties; - Authority-oriented learning style: responsible and dependable. They like and need structure and sequential progression. They relate well to a traditional classroom. How differences in cognitive style affecting learners preferences 1. preferences for particular kinds of classroom activities2.

18、 preferences for particular kinds of teacher behavior3. preferences for particular grouping arrangements 4. preferences for particular aspects of language which need emphasis5. preferences for particular sensory models, such as visual, auditory, or tactile learning6. preferences for particular modes

19、 of learning on ones own outside class (Willing 1988:101) Learning strategiesOxford (1990:8) defines learning strategies as “specific actions taken by the learners to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations.” She suggests that languag

20、e learning strategies have the following features (p.9):They contribute to the main goal, communicative competence. They allow learners to e more self-directed. They expand the role of teachers. They are problem-oriented. They are specific actions taken by the learner. They involve many aspects of t

21、he learner, not just the cognitive. They support learning both directly and indirectly. They are not always observable. They are often conscious. They can be taught. They are flexible. They are influenced by a variety of factors.Six general types of learning strategies Memory strategies, which help

22、students to store and retrieve information.Cognitive strategies, which enable learners to understand and produce new language.Compensation strategies, which allow learners to communicate despite deficiencies in their language knowledge.Metacognitive strategies, which allows learners to control their

23、 own learning through organizing, planning and evaluating.Affective strategies, which help learners gain control over their emotions, attitudes, motivations and values.Social strategies, which help learners interact with other people.Examples of strategy type Memory strategies- creating mental linka

24、ges ( eg. placing new words into a context)- applying images and sounds (eg. representing sounds in memory)- reviewing well ( eg. structured reviewing)- employing action (eg. using physical response or sensation)Cognitive strategies- practicing (eg. using formulas and patterns)- receiving and sendin

25、g messages (eg. focusing on the main idea of a message)- analyzing and reasoning (eg. analyzing expressions)- creating structure for input and output (eg. taking notes)Examples of strategy typeCompensation strategies- guessing intelligently (eg. using nonlinguistic clues to guess meaning)- ing limit

26、ations in speaking and writing (eg. using a circumlocution or synonym)Metacognitive strategies- centering your learning ( eg. linking new information with already known material)- arranging and planning your learning (eg. setting goals and objectives)- evaluating your learning (eg. self-monitoring)E

27、xamples of strategy typeAffective strategies- lowering your anxiety (eg. using music or laughter)- encouraging yourself (eg. rewarding yourself)- taking your emotional temperature (eg. discussing your feelings with someone else)Social strategies- asking questions (eg. asking for clarification or ver

28、ification) - cooperating with others (eg. cooperating with proficient users of the new language)- empathizing with others (eg. developing cultural understanding)Learner factorsAge: children are superior to adults in L2 acquisition; but adults are better learners; Aptitude: aptitude is a major factor

29、 determining the level of success of classroom language learning Learning styles: cognitive and interactional patterns affecting the ways in which students perceive, remember, and think Personality: self-esteem, inhibition, anxiety, risk-taking and extroversion/introversion Attitude: the learners at

30、titude toward the TL and its people, toward the culture, toward learning the TL, and toward the teacher and course will affect how effective learning is. Motivation: instrumental/integrative; intrinsic/extrinsicLearning Strategies: specific actions, behaviors, steps, or techniques used to improve their progress in LL Cognitive strategies: - repetition:. resourcing: di