proficiency approach in teaching chinese dr. yu-lan lin boston public schools [email protected]
TRANSCRIPT
Historical View of Language Teaching
Grammar-Translation Method Direct Method Audio-Lingual Method Cognitive Approach Proficiency Approach Standards-based Approach
Krashen’s Input Hypothesis
The acquisition-learning hypothesis The monitor hypothesis The Natural order hypothesis The input hypothesis The affective filter hypothesis
The Interlanguage Theory
Interference from the native language Effect of instruction Overgeneralization of rules Strategies in L2 learning Strategies in L2 communication
Vygotsky’s Zone of Proximal Development
Learning precedes and contributes to maturation The ‘actual’ and ‘ potential’ development The learner’s Zone of Proximal Development Interaction with others and expansion of
cognitive abilities
Implications of Research
Comprehensible input Interactive environment Opportunities to negotiate meaning Communicate in the target language Purposeful and meaningful activities Nurturing environment for self-
expression
Proficiency-based Instruction
Functions: Context Content Accuracy
Standards for FL Learning
The Five C goals The Content Standards The Progress Indicators The Learning Scenarios
Traditional View of Teaching Chinese
Teaching of Vocabulary Teaching of Grammar Emphasis on the ‘product’ Emphasis on accuracy
Traditional Teaching of Language Aspects
Vocabulary list Sentence patterns Explanatory notes Grammar usage Syntactic rules
Traditional Chinese Textbooks
Out of communicative contexts Repetitive exercises Manipulations of grammar structures Making sentences based on patterns Fill in the blanks Matching words Memorize vocabulary list
Why Traditional Method Doesn’t Work
Language always occurs in context Vocabulary does not lead to
conversation Grammar does not guarantee realistic
communication Rules of language use are not taught
Traditional Methods of Teaching
Structural-behaviorist approach Supply translation One-directional transmission Learners as passive learners Teacher as the authoritative source of
knowledge Control external agent for learning
Traditional Understanding of What to be Learned
Vocabulary Grammar Four separate skills Learn out of the contexts of language
use
Traditional Ways of Viewing Learning
Habit formation Memorization Repetitive practice Decontextualized grammatical
structures Vocabulary reinforcement Teacher-centered Product of learning
Reasons of Traditional Ways of Teaching
Lack of pedagogical training Teaching according to intuition Teaching according to traditional
methods Teaching according to how oneself was
taught Teaching according to some authority Teaching according to commercially
popularized “new” methods
Cognitive Approach in Teaching
Focus on creating learning contexts Active use of language Creative use of language Purposeful communication Negotiation of meaning
Cognitive Learning Focus Function Process Meaning Grammar is embedded in learning Design tasks-based learning Content-rich instruction Learners and learning centered Active learning
Compare Behavioral and Cognitive Approaches
Communicative Students talk Structure taught
functionally Use words
meaningfully Use sentences
purposefully
Non-Communicative
T talks T explains voc T analyzes
grammar Voc memorization Pattern repetition
In Proficiency-based Instruction T Facilitates students’ learning T provides opportunities for active
learning T enables learners to use cognitive
strategies T teaches students how to learn T focuses on meaning not on form T starts from text, not voc and grammar
Text Selection in Proficiency-based Instruction
Text: authentic, high interest, age-appropriate
Logical sequencing of information Identifiable structure: letter,
narration, report, editorial, etc. Identifiable structural features that
carry meaning Pose reasonable cognitive/linguistic
challenges
How to Teach Written Texts
On content: main idea, details On the author: what is the author’s
purpose of writing On textual features: what is the
meaning in each paragraph? Are they related?
On context: What context is the text likely to occur?
Communicative Competence
Linguistic competence Socio-cultural competence Discourse competence Strategic competence