二语习得 journal110.docx
- 文档编号:11274243
- 上传时间:2023-02-26
- 格式:DOCX
- 页数:9
- 大小:21.72KB
二语习得 journal110.docx
《二语习得 journal110.docx》由会员分享,可在线阅读,更多相关《二语习得 journal110.docx(9页珍藏版)》请在冰豆网上搜索。
二语习得journal110
WhatKindOfTeacherDoIWishToBe?
Graduatedfromcollege,Ihaveencounteredmorethanonehundredteachers.Someofthemarerespectedfortheireruditenessorintegrity;someofthemarememorizedfortheirhumourordemeanor,fewofthemareimpressedbytheirwisdomorcapability.IamquiteinterestedinProfessorCheng’squestion:
“Whatimagerydoyougiveforagoodteacher?
”
Shallwecampareateachertoacandle?
Inthepast,teacherswereencouragedandpraisedhighlyfortheirselfishlesscontributionspirit.Totransmitalltheknowledgeandoffermotherlyloveisreallyanobelthingforateacher.Butnowadays,one’sknowledgeandtimearetoolimitedinsucharapiddevelopingaraofknowledgeexplosion.Ateacherhastoimprovehisknowldegeandabilitynomatterwhatdegereehehasaleadyhad.Beingaburningcandleissodangerousthatonecan’tprovidemuchmorelightforstudents.Butwedorememberthosegoodteacherswhoshowtheirloveandconcerntous.Theirencouragementofevenonewordoraneyecontactmaychangeastudent’slifecompletely.
Shallwecomapareateachertoagardener?
Agardeneriscaringandgeneroustohisflowersandtrees.Studentslikethatkindofteachers,especiallyprimarystudents.Butateachershouldn’tdecidewhattypesofpeoplehisstudentsshouldbetraindedlikeagardenerdoesforplants.Studentshavethefreedomtochoosetheirownlife.Agoodteachermustrespectstudentsindividualityandthoughts.Inthissense,tobeagardenerisnotenough.
Asforme,thefirstthingtobeagoodteacheristohaveprofoundknowledgeofone’ssubjectfirst.Studentsonlyrespectthosewhohavemoreknowledgethanthemselves.Ifnot,theywillfeeltheteacherisinferiortothem.Howcantheyrespectthem?
Second,agoodteachershouldhavenoblecharacter.Heorsheshouldbehonest,fair,modestandkind.Becauseateacherwillsetanexampleforstudentstofollow.Theircharacterhasgreatinfluenceonstudents’futurelife.
Third,agoodteachershouldhelpstudentstofindefficientwaytostudy.Lifelongstudyisthemajortrendofthisperiodsograspingaproperwaytoeducateoneselfandcontinuestudyisextremelyimportant.
Fourth,agoodteacherhadbetterbehumorious.Ahumorousteachercancreatelivelyandhappyatmospherewhichiscrucialforstudyinclassroom.Itcanalsohelpstudentsdeveloptheirinterestsinthesubject.
Fifth,agoodteacherhadbetterbegraceful.Middleschoolstudentsandcollegestudentspaymuchattentiontoteacher’sapperance,clothesandgrace.Supposeateacherissmartandgraceful,heorsheismorelikelytobelikedbythestudents.
RiskTaking,AnxietyandSLL
Personalityfactorswithinapersoncontributeinsomewaytothesuccessoflanguagelearning.Tolearnasecondlangauagewell,wemusthavethecharacteroftakingrisk,especiallywhenlearningspokenlanguages.Inaclassroom,somestudentsareactivebecausetheyarewillingtotakerisk.Theyusuallyhavehighgolbalself-esteem,whichmakesthemstandclassmates’smirkandteachers’reproach.Somestudentstendtobesilentfortheyareafraidoftakingrisk.Theyusuallylackofself-esteemandconfidencesotheyareself-containedtokeepsafefrombeinglaughedat.It’sveryhardforthemtoimprovetheirability.Meanwhilemanystudentshavehigh-degreeanxietyinsecondlanguageclass,whichiscausedbycommunicationapprehension,fearofnegativesocialevaluationandworryingaboutacademicevaluation.Muchanxietyhindersstudentsfromacquiringtheirknowledgeintheprocessofinput,processingandoutput.
Teachersshouldcreatabreezy,democratic,harmoniousatmosphereforstudentstogetridoftoomuchanxiety.Forexample,teachersmayencouragestudentstoexpresstheiropinionsfreelywithoutinterrruption.Teachersshouldtoleratetheirmistakesinacertaindegreeandinspirestudentstoholddifferentopinions.MostChineseteacherstendtogiveadefiniteanswertoonequestion.Itseemsthatstudentsmustagreewiththeirteachers’opinions.Teacherhadbetterpointoutstudents’mistakesinanindirectwayinordernottohurttheirself-esteem.Teachersshouldevaluatestudentsall-roundedlyinsteadofbytheiracademicrecords.Teacherscanstimulatestudentstotakeriskinclassroombysomespecialmethods.Forexample,teachermaygradestudentsaccordingtotheirreactioninclassroomactivity.Inordertogainhighmarks,morestudentsareactiveinclass.Usingsomeproverbsandsayingstoinspirestudentstotakerisk.“Ilovelosingmyface.”“Nothingventured,nothinggained.”
Moreover,ateacherwhomakesmistakesandadmitsbeforestudentsmayencouragestudentstotakerisk.Studentsespeciallypuplilsareusedtobelievingteachersnevermakemistakes.Soteachersshouldgivemoreempathytostudentsbyrecallingtheirexperienceoflearningsecondlanguage.
MotivationalStrategies
Sincemotivationisveryimportantforstudentstolearnaforeignlanguagewell,sotrainingofgainingmotivationbecomesanextremelyessentialjobforteachers.Untilrecently,however,teacherswereforcedtorelyon“bag-of-tricks”approachesintheirattempttomanagetheirclassroomandmotivatetheirlearners.Theseapproacheshavebeeninfluencedbytwocontradictoryviews:
a)Learningshouldbefunandthatanymotivationproblemsthatmayappearshouldbeascribedtotheteacher'sattempttoconvertanenjoyableactivitytodrudgery.
b)Schoolactivitiesareboringandunrewarding,sothatwemustrelyonextrinsicrewardsandpunishmentwithaviewtoforcingstudentstoengageintheseunpleasanttasks.
PersonallyIbelievethatboththetwomethodsareimportantforstudentstogainhighmotivationinlearningaforeignlanguage.Becauserewardsandpunishmentsmaybeamainstayoftheteaching-learningprocess,buttheyarenottheonlytoolsinteachers'arsenal.Creatingthebasicmotivationalconditions,whichinvolvessettingthescenefortheuseofmotivationalstrategies;Encouragingpositiveself-evaluation,whichcorrespondstothepostactionalphase.Inordertotrainstudentstohavehighmotivation,thefollowingelementsareessentialconditionsinclassroomactivities.Namely,appropriateteacherbehaviourandgoodteacher-studentrapport;apleasantandsupportiveclassroomatmosphere;acohesivelearnergroupcharacterisedbyappropriategroupnorms.
IncreasingtheLearners'Self-confidence
Inaninherentlyface-threateningcontext,asthelanguageclassroomislikelytobe,itisimportanttofindouthowtomaintainandincreasethelearners'self-confidence.Therearefiveapproachesthatpurporttohelptothisend:
1.Teacherscanfosterthebeliefthatcompetenceisachangeableaspectofdevelopment.
2.Favourableself-conceptionsofL2competencecanbepromotedbyprovidingregularexperiencesofsuccess.
3.Everyoneismoreinterestedinataskiftheyfeelthattheymakeacontribution.
4.Asmallpersonalwordofencouragementissufficient.
5.Teacherscanreduceclassroomanxietybymakingthelearningcontextlessstressful.
Teacherscanprovideappropriateexercisesandsuitablesubjectsforstudentstochoosetocompeteandfeelthehappinessofsuccessbyachievingthegoals.Teachersshouldbegenerousenoughtopraisemoreespeciallythetimidstudentswholaceofself-confidence.Toorganizegrouptaskandcompetitionisalsohelpfultomaketheatmospherelessstressful.
CultureShock
Cultureshockcanbedescirbedasafeelingofconfusionanddisorientationthatoneisexperiencedwhenoneisfacedwithalargennmberofnewandunfamiliarpeopleandconditions.Manythingscontributetoit,forexample,smells,sounds,flavors,thefeelingoftheair.Andthestrangelanguageandbehaviorscontributetoit,too.Cultureshockmaymakepeoplefeelexcitedandenergeticatfirstandpuzzledandfrustratedintheend.Forinstance,manyactorsandactressmarrytoforeignershappilyatfirstandgetdivorcedatlast.
Howerver,cultureshockneednothavenegativeeffectsonthewhole.Forexample,cultureshockmaketheclassatmosphereactiveandinspiring.AforeignteacherisusuallywelecomeinChineselanguageclassesbecausetheteacher’snewandstrangebehaviorsandspeechesarousestudents’curiosityandintrestsdeeply.OnceanAmericanteacheraskeduswhyMengJiangnvrefusedtomarryEmperorQinsinceheissopowerfulandrich.Wefeltitveryinterestingandstrangeforsuchaquestionandtiestoexplianitwithallmeans.Thatisanexampleofcultureshock.Cultureshockistransitaryanditmaydisappearastimegoeson.Cultureshockismoreproductofbeinginanewcultureratherthanaperson’scharacteristics.
StrategyTraininginClassroomTeaching
Thelanguageteacheraimingattrainingthestudentsinusinglanguagelearningstrategiesshouldlearnaboutthestudents,theirinterests,motivations,andlearningstyles.Theteachercanlearnwhatlanguagelearningstrategiesstudentsalreadyappeartobeusing,observingtheirbehaviorinclass.Dotheyaskforclarification,verificationorcorrection?
Dotheycooperatewiththeirpeersorseemtohavemuchcontactoutsideofclasswithproficientforeignlanguageusers?
Besidesobservingtheirbehaviorinclass,theteachercanprepareashortquestionnairesothatstudentscanfillinatthebeginningofacoursetodescribethemselvesandtheirlanguagelearning.Thus,theteachercanlearnthepurposeoftheirlearningalanguage,theirfavorite/leastfavoritekindsofclassactivities,andthereasonwhytheylearnalanguage.Theteachercanhaveadequateknowledgeaboutthestudents,theirgoals,motivations,languagelearningstrategies,andtheirunderstandingofthecoursetobetaught.
Itisafactthateach
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 二语习得 journal110 习得