A Psychoanalytic Approach to Teaching English as a Foreign LanguageWord文档格式.docx
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A Psychoanalytic Approach to Teaching English as a Foreign LanguageWord文档格式.docx
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processing"
socialandsituationalfactorsbeyondfixedlinguisticforms,"
selecting"
acceptablelanguageforms,andfinally"
using"
themforcommunicatingmeaningsasefficientlyaspossible(seeReivers;
Littlewood4,89).Tothisend,EFLlearnersarealsotobeempoweredto"
freely"
createmeaningswiththeEnglishlanguagetheyhavelearned,whichtheywanttoconveytoothers,whiledoing"
creativeplaywithpatternsofmeaning"
(Carter,Investigating158-63)in"
free,spontaneousinteraction"
(Savignon24).However,CLTinKoreahastodateremainedatthelevelofwhatRinvolucricalls"
semi-communicative"
exercisesinwhichlearnersmerelydo"
rehearsalactivities"
withapieceofprepackagedtextof"
psychologicallycontentlessinformation"
"
inamoodofrelativecommunicativeapathy"
(195-96).ThisisbecausemostEFLpractitionersandspecialistsinKoreahavemistakencommunicationfor"
informationtransfer"
suchasorderingfood,askingfordirections,takingmessages,buyingitems,describingplaces(orpeople/things),givinginformationaboutobjects,andsoon.Here,communicatinginEnglishisfarfrom"
interactiveactivitiesthatdependonvaryingtypesofrelationshipswithothers"
--therelationshipswhichinvolve"
morepersonalaspectsofone'
sbeing,suchasfeelings"
(ArnoldandBrown8-9):
Indeed,themostfascinatingsubjectwecanlearnaboutandtalkaboutisourselves.Andwelearnaboutourselvesthroughothers.Socommunicationwhichsatisfiesthesedeep,innateneedsdevelopsfromsharingaboutourselveswhileothersactivelylistentous,showingunderstandingandacceptingusasweare.(Moskowitz178;
emphasisintheoriginal).
Stillworse,tomemorizedialoguesthatare"
transparentandtransactionalanddevoidofrichness,culturalreferenceandcreativityistomisrepresentwhatspeakersactuallydo"
(Carter,Investigating166):
Itispossibleforthestudenttoperformthesetaskswithouteverbeingexposedtoextendeddiscourseordiscussionsconductedatalevelofabstractionthatisremovedfromthelistener/reader"
(Swaffaretal.2).Sincethosedialoguesarefixedandpredictable,andfurtherbecausetheEFLlistenerisinamoodofcommunicationalapathy,thesetask-orientedcommunicativeexercisesare"
dummyruns"
inthat"
energetic,motivatedexchangeofreal,personalinformation"
nevertakesplace(Rinvolucri197).
Indeed,developingcommunicativecompetenceinvolvesfarmorethansimplymemorizingprepackageddialoguesandlearningstringsofface-valueexpressionsandrole-playskills:
communicationinvolvesnotonlyaffectiveaspectsoftheEFLlearnerswhoneedtoexpresstheir"
self"
inEnglishbeforeothersbutalsothese"
others"
whoaretheliving"
people"
ofthetargetculture--"
thespiritualandphysicalhumanbeings"
whodo"
thinkingandfeeling"
likeordifferentlyfrom"
me"
(ArnoldandBrown20).Thatis,itinvolves"
individualpersonalitytraitsresidinginthelearner"
--"
thelearner-intrinsicfactors"
suchasanxiety,inhibition,self-esteem,motivation,learnerstyles,etc.(ArnoldandBrown8-18).Italsoinvolves"
theadoptionofnewsocialandculturalbehaviorsandwaysofbeing,"
anditthereforeincludes"
learningtobeanothersocialperson"
(WilliamsandBurden115).Sincethe"
arethetargetlanguagegroup,itentailstheinternalizationofwhatFishcalls"
setsofinterpretiveassumptions"
or"
thenormsofsense-makingauthorizedbyaninterpretivecommunity"
(Carter,Investigating112-13)whichestablish"
acontextofcognitiveandaffectivebehaviors"
(ideas,thoughts,feelings,beliefs,prejudices,psychology,andcustoms)inthecommunityofnativespeakersofEnglish(ArnoldandBrown21).Themainpointisthatboth"
affectivelanguagelearning"
acculturation"
--notknowledgeaboutculture--arerequiredforEFLlearnerstobeengagedwith,accepted,and"
integrated"
socio-culturallyandpsychologicallyintothediverseandheterogeneoustarget-languagegroup(Crandall226).As"
culturallearning"
through"
deeperculturalunderstanding"
isencouraged(ByramandMorgan8-9),communicationreliesonculture-orientedexchange/negotiation/sharingofmeaningasmuchason"
informationtransfer."
TheurgehereistohelpEFLlearnersdeveloptheirfunctional,creative,andsubjectiveaspectsofEnglishlanguage(seeMcCarthy).
AlthoughEFLlearnersinKoreaaresilentandinactiveintermsofEnglishuse,theydonorwanttofeellike,astheysay,"
animitation,acopy,astuffedfigure,orapuppetwithatalkingmouth."
Theirsenseofbeingmanipulatedmerelyasobjectsofteachinghasoftenleftthempsychologicallyself-defeatingandself-alienated,whichresultsintheirpoorself-imageasEnglishusers.Giventhatourself-esteemisderived,inpart,fromourinnerexperiencewiththeself-image,andthata"
can-do-spirit"
isfosteredinanenvironmentthatpromotesself-esteem(Andres,88),suchaCLTsituationthatignoresthelearner'
sdesiretobesignificantandworthyhasbeenverydestructivetotheformationoftheirconfidenceinEnglishuse,oneofmostessentialfactorsinenhancingcommunicationinEFLcontexts.Infact,communicativepractices,particularlyincurrentcontexts,haveoftenledtoperformanceblocksbecausetheyareseverelylimitedbythelearner'
sanxieties,indifference,passivity,dullness,fear,hostility,withdrawal,andevenhatredofEnglishcommunicationitself.Nodoubt,these"
learner-intrinsicfactors"
havecometobetherootcauseofproblems(poorandworseperformance)inCLTinKorea.Moreover,currentCLTtask-orientedactivitieshavegivenamoreempoweringroletothe(native)teachersofEnglishinKoreainmakingdecisionsconcerningclassroomactivities,typesofinteractionbetweenlearners,andthecontentsandlinguisticknowledge(orskills).Theyhaveservedtoreinforcetheteacherinthepositionofthe"
Authority"
(theSymbolicOther)whilehe/sheisalreadyoccupyingthepaternalisticpositioninthecontextofsocialrelationsinKoreaofConfuciantraditionbecausehe/sheisateacher(andnativespeaker).
Underthisenvironment,EFLlearners,whotendtosay,"
IamnotgoodatEnglishspeaking,"
areapttobedefensive,self-reserved,self-restrained,andeven"
autistic"
ratherthantotakeasmany"
risks"
fortheirlearningastheycan"
withoutfeelingembarrassed"
(Dufeu90).Learningblocks(thelearner'
sanxieties,lackofconfidence,indifference,passivity,dullness,fear,tension,withdrawal,andevenhatredofcommunicationitself)revealtheirdefensemechanismsatworkwheretheroleoftheTeacheristotellthemtoimitateandmemorize,identifytheirerrorsandfailures,andprovideafinal"
authoritative"
judgmentupontheir"
strings-of-wordsexercises"
conductedinan"
artificial"
orsimulation-likeenvironment(Rinvolucri193-96).LikeaSlave,theyarepsychologicallyforcedtogiveuptheirownideasandmeaningsinfrontoftheteacher,theMasterofEnglish,asif"
Englishdoestalk,andmeaningsresideinEnglish."
WhatisatissueisthatthisSlave-Masterrelationnotonlydepriveslearnersofasenseofself-valuebutevenrepresses"
secondlanguagelearnerautonomy,"
acapacitytotakecontrolofone'
sownlearningintheserviceofone'
sperceivedneedsandaspiration"
(Aoki143-44),whileencouragingtheircapitulationtotheTeacher'
s(theOther'
s)desire.Concerningtheteacher-learnerrelationship,Aokirevealsapsychoanalyticperspective:
Teacherswouldhavetobepreparedtobeusedbylearnersasaresource....Tobeausefulbutnotinterferingresourcerequiresteacherstoalways'
be'
withthestudents"
(151-52).Theemphasisontheteacherasafacilitatorandlearnerautonomyhasmuchcommonwiththe"
psychoanalyticpedagogy"
asarticulatedbyBracher.Underhillalsowritesthat"
WhattheFacilitatorsavesoncontrollingisspentonfosteringcommunication,curiosity,insightandrelationshipinthegroup"
(140).Giventhatcommunicativelanguageacquisitiontakesplace"
insidethelearner"
(Littlewood17)andininnumerablesocialandculturalcontexts,successinCLTwillrelymoreon"
inter-personalunderstanding"
andinvolvementratherthanontask-orientedlanguageskills("
linguisticsuccess"
)whicharepassedfromtheMaster-Teachertotheslave-learner(ByramandMorgan7).
II.PROBLEMSOFENGLISHREADINGINKOREA
WhenconsideredfromtherealitythatEFLlearnersinKoreacanexperiencemostvariousmeaningsandformsofEnglishlanguagethroughEnglishreadings,thesuccessfallsbackmoreuponwhetherreadingprogramsfitandappealtoCLT.Itthusbecomescrucialtocreateanewreadingprograminwhichlearner-autonomyandtheteacherasfacilitatorareencouragedsothatfree,meaningful,valuable,energetic,andmotivatedcommunicationcantakeplace.Unfortunately,mostpractitionersinKoreastilldotheirjobthewayithasbeentraditionallydone:
not"
[interactive]readingforcontent"
but"
readingpractice"
--thegrammar-translation-comprehensioncheck-upsandskills/strategies-basedexerciseswithtextsloadedwithexplicitlystateddetailstowhichlearnershavenopersonalrelationship(Swaffaretal.54).Asaresult,ahugediscrepancyexistsbetweencurrentreadingandCLTprogramsinKorea.InEnglishreadingclasses,werewardEFLlearners'
formalcompetencetocontrol
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