a course in english language teaching objectives: get to know some theories of language, language...

A COURSE IN ENGLISH LANGUAGE TEACHING

Objectives:• Get to know some theories of language, language

learning and teaching;• be aware of what a good language teacher

should be like.

Unit 1 Language & language learning


1.1 How do we learn language?

The Nature of Language (Textbook P307 Appendix)

What is language?Language is a system of arbitrary vocal symbols used for human

communication. 1. Language is a system. 2. Language is arbitrary. 3. Language is vocal. 4. Language is for human communication.

参见 : 刘润清所著《论大学英语教学》 Chapter 1


1.2 Views on language

1. Structural view 2. Functional view 3. Interactional view

(Textbook PP2-4)Reference Books: 束定芳、庄智象的《现代外语教学—理论、实践与方法》

PP193-194.


The structural view

The structural view sees language as a linguistic system.

The system of language = the system of sounds + the system of words + the system of grammar


The structural view

Systemof

Language

Sounds Words Grammar

3 sub-systems


The functional view (The communicative or notional-functional view)

The functional view sees language as a linguistic system

and as a means for doing things.


Functions of language

e.g.a. offering, b. suggestion, c. advising, d. apologizing, etc. To perform functions, rules and vocabulary

are needed to express notions.


Notionse.g.a. present time, past time, and future time; b. certainty and possibility; c. agent and instrument; d. relationship between people and objects


The interactional view

The interactional view sees language as a communicative tool

(to build up and maintain relations between people).


Two things are needed for communication:

1.Rules of language form (grammar & vocabulary) 2.Rules of language use in a context (Is it

appropriate to use this language item in this context?)

Views on the nature of language have an impact

on the teaching or learning method of a person.


Discussion: Influence of views of language on language teaching and

learning

Views Influence

The structural view( a linguistic system)

The functional view(a linguistic system and as a means for doing things)

The interactional view(a communicative tool)

To teach and learn the structural rules and vocabulary

To learn to do things with the language; to know how to combine the rules and the vocabulary to express notions.

To know language knowledge/rules for using them in com- context


1.3 Views on Language Learning

1. Behaviorist theory (P5) ( 行为主义理论 )

2. Cognitive theory (P5) ( 认知理论 )

3. Constructivist theory ( 建构主义理论 )

4. Socio-constructivist theory ( 社会建构主义理论 )


1. Behaviorist theory (P5)

• The behaviorist theory of language learning was initiated by behavioral psychologist Skinner ( 斯金纳 ), who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) . The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement” (Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.


2. Cognitive theory (P5)

The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language.


3. Constructivist theory

The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey( 杜威 ) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.


4. Socio-constructivist theory

Vygotsky ( 前苏联心理学家维果茨基 ,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD 「可能发展区 / 最近发展区」 ) and scaffolding 「鹰架 / 支架 / 脚手架」 . That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.


所谓「鹰架」 (Scaffolding) 是指「提供符合学习者认知层次的支持、导引和协助，以帮助学习者由需要协助而逐渐能够独立完成某一任务，进而使其由低阶的能力水准发展到高阶的能力水准。」鹰架观念源自于维果茨基 (Vygotsky) 的潜在发展区域 (the Zone of Proximal Development, 或 ZPD) 概念，他认为孩童的能力有实际能力和潜在能力两种。「实际能力」是指孩童能够独力解决问题的能力水准；「潜在能力」是指孩童在成人的指导协助，或在与能力较佳的同侪合作下，得以解决问题之可能到达的能力水准。每一个孩子在实际能力和潜在能力之间存在有一段待发展的距离，即「潜在发展区域」。如果教学能够接近孩童的潜在发展区域，则能有效的帮助孩童从原有的发展水平提升到更高的发展水平。后来学者 (Wood, Bruner, & Ross, 1976) 就以「鹰架」作为譬喻，说明引导学习者认知学习之适当技术。

Definitions of Scaffolding( 鹰架 ) &ZPD ( 最近发展区 )


参考资料 :

1．从鹰架观念谈案例故事在教师专业成长的应用[url]http://www.elab.org.cn/worldwide/tsdr/tsdr10.htm[/url]

2 ．以鹰架落实多元智能论的教育改革理念和精神[url]http://www.elab.org.cn/worldwide/integration/integration04.htm[/url]


1.4. What makes a good language

teacher?

resourceful : having the ability to find a way round the difficulty

warm-hearted caringkindhardworkingwell-preparedenthusiastic

creativeresourceful ,well-informed, accurate, authoritative, disciplined, speaking clearly , professionally-trained

flexibledynamic patient attentive intuitive humorous

Ethic devotion 思想品德与道德情操

Professional quality职业素质

Personal style个性特征


1.5 How can one become a good language

teacher?

Teaching: is it a craft, or is it an applied science? • If we take teaching as a craft, then we would

believe that a novice teacher can learn the profession by imitating the experts’ techniques, just like an apprentice.

• If we take teaching as an applied science, then we would believe that knowledge and experimentation are necessary.


A Reflective model A compromise between the two views by Wallace (1991)


,

Stage 1: Language developmentStage 2: 3 sub-stages: 1) learning; 2) practice; 3) reflectionStage 3: Goal (professional competence) Questions:1. What does the double arrow between Stage 1

and Stage 2 mean (the figure in Slide 36)?2. In which stage does this course take place? 3. Why are Practice and Reflection connected by a circ

le?


Summary of Unit 1

• Views on language: The structural view, the functional view, and the interactional view

• Views on language learning: The Behaviourist theory; the Cognitive theory; the Constructivist theory; the Socio-constructivist theory

• Qualities of a good language teacher: Ethic devotion, professional quality, and personal style

• The three stages of becoming a good language teacher


Homework

Answer the following questions 1) What are the three views on language? 2) What are the views on language learning? 3)What are the qualities of a good language

teacher? And how can one become a professionally competent teacher of English?

a course in english language teaching objectives: get to know some theories of language, language...

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