Lecture 1文档格式.docx
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Lecture 1文档格式.docx
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•Lotsofrepetition
•Caretakerspeechbecomesmoreelaborateaschildbecomesmoreproficient.
•homework
Viewsonlanguage
1.Structuralview
2.Functionalview
3.Interactionalview
•Homework
Viewsonlanguagelearningandlearningingeneral
1.Behaviouristtheory
2.Cognitivetheory
3.Constructivisttheory
4.Socio-constructivisttheory
•Krashen’sInputHypothesisModel
•Krashen’sInputHypothesisModel
•Knownbyvariousnames
◦Monitorhypothesis
◦Inputmodel
◦Comprehensibleinputmodel
◦Naturalmodel
•Allthesenamesrefertotheoneandthesamemodel
•Fivehypotheses
•Acquisition–learningdistinctionhypothesis
•Naturalsequence/orderhypothesis
•Monitorhypothesis
•Comprehensibleinputhypothesis
•Affectivefilterhypothesis
•Acquisition-LearningDistinctionHypothesis
AcquisitionLearning
•Subconscious–implicitlearning
•Adistinctprocess–canneverbecomelearning
•Thewaychildrenlearnthelanguage
•Meaningfocused
•Inductive
•Naturalisticsettings
•Conscious–explicitlearning
•Adistinctprocess–canneverbecomeacquisition
•Thewayadultslearnthelanguage
•Grammar(form)focused
•Deductive
•Formalsettings
•LanguageAcquisition
•Theacquisitionoflanguage‘isdoubtlessthegreatestintellectualfeatanyoneofusiseverrequiredtoperform’–LeonardBloomfield,Language(1933)
•UniversalGrammar-innatenesshypothesis?
•Achild’sbraincontainsspeciallanguage-learningmechanismsatbirth(Chomsky,1957)–aninbornfacultyforlanguageacquisition–LanguageAcquisitionDevice(LAD)
•UG–blueprint(Chomsky,1957)whichaidsthechildinthetaskofconstructingagrammar.LADcontained‘specificknowledgeaboutlanguage’
•Russell(2001)–‘mechanismforworkingouttherulesoflanguage’
•Criticisms
•Itispossibletheyaretwoendpointsinacontinuum(forKrashen,learningcannotbecomeacquisitionandviceversa)
•Confusionbetweenlearningsettingsandpsychologicalprocesses
•Researchshowsthatchildrenarenotthebestlanguagelearners
•Currentresearchopinionon
acquisition–learningdistinction
•Krashenmaybecorrect–neurobiologicalfindingsinthelast3or4yearsindicatethattherearetwokindsofknowledge–declarative(what)andprocedural(how).
•Originallytheywereconsideredtobetwosidesofthesamecoin.
•Theyhavebeenshowntobetwoentirelydifferentprocesses
•Itispossiblethatchildrenacquirelanguageprocedurallyfromthestartwhereasadultslearndeclarativeknowledgeandthentrytoconvertitintoproceduralknowledge.
•ImplicationsofAcquisition-LearningDistinctionHypothesis
•Contentbasedlanguageteaching–totalimmersionispreferable.
•Providemeaningfulcontextsforunderstandinglanguage
•Providemeaningfulcommunicationactivitiessuchasinformationgapactivities.
•Natural(order)sequencehypothesis
•Childrenlearnlanguageinapredictablesequence.
•Itisimpossibletoalterthecourseofdevelopmentsincelanguageacquisition,beitL1orL2isaUGdrivenprocess.
•Grammarteachingisawasteoftime.
•Criticismsonnaturalsequencehypothesis
•Naturalsequenceisaproductofvariousfactorssuchas
◦Perceptualsaliency(competitionmodel)
◦Inputfrequency(connectionistandsocialinteractionistmodels)
◦Syntacticcomplexity
◦Cognitivetransparency
◦Artifactofmethodsandinstrumentsused
◦Nativelanguageinfluence
•Criticismsonnaturalsequencehypothesis
•Thesequencesarenotidenticalthoughsimilar–theitemsthatarelearntinL1arealsolearntearlierinL2
•TotaldisregardforgrammarhadnegativeresultsinCanadianimmersionprograms.
•Ithasbeenshownthatteachingcansomewhatalterthesequence.
•Implicationsofnaturalorderhypothesis
•Errorsaredevelopmentalandareanaturalbyproductoflearning–toleratethem.(ambiguity)
•Allowlearnerstomakeerrorsanddonotcorrectthem
Threeconditions:
•Knowledgeofgrammar
•Focusongrammar
•Availabilityoftime
•Grammarfocusedlearningleadstogrammarfocusedproduction
•Childrendonotmonitorsowhyshouldadults?
•Criticismsonmonitorhypothesis
•Childrendomonitor
•Childrenarenotthebestlanguagelearners.
•TotaldisregardforgrammarhadnegativeeffectsintheCanadianimmersionprograms.
•Implicationsofmonitorhypothesis
•Modellanguageanddonotteachgrammarexplicitly.
•Vygotsky–Zoneofproximaldevelopment(ZPD)
•i+1(expanded,itmeans,thelevelofinterlanguageplus1levelbeyond)
•Comprehensionissufficientandthereisnonecessityforproduction
•Comprehensibleinputhypothesis-criticism
•Impreciseterminology–impossibletocomeupwithoperationalizabledefinitions,thelevelofthelearner,1level,2levels,onelevelbeyond–whatarethey?
•Intuitivelyappealingbutimpossibletoverify
•Comprehensibleoutputisasimportantasinputis
•Implicationsofinputhypothesis
•Employteachertalkalongmothereseorforeignertalk
•Sufficientandcomprehensibleinput
Learnerswhosufferfromanxietyorlackofmotivationornegativeattitudesomehowswitchofftheircomprehensionmechanismsandsoeveniftheyareprovidedcomprehensibleinput,theywillnotbeabletoprocesstheinput.Thereforealowaffectivefilterisimportant.
•Howdoesaffectivefilterwork?
•Thesignificanceofaffectivefilterhypothesis
•Accountsforindividualvariation
•Accountsforthedifferencesbetweenadultandchildlanguageacquisitionprocesses
•Criticismsonaffectivefilterhypothesis
•Alittleanxietyisbetterthannoanxietyatall.
•Motivation,attitude,anxiety–thesemaynotbethecausebutmaybetheconsequence
•Implicationsofaffectivefilterhypothesis
•Createanon-threateningteaching/learningatmosphereintheclassroom.
•Providearisk-safeenvironment.
•Studentsshouldnotworryaboutbeingcriticized.
•Createteaching/learningenvironmentinsuchawaythatstudentsencountersuccessratherthanfailure.
•Providepositiveandconstructivefeedback.
•Analyzeyourclassroombehaviorforanyhiddenagenda
•Krashen’sVariables
•ForKrashen,thereareonlytwovariablesforlanguageacquisitiontotakeplace:
◦Abundantcomprehensibleinput
◦Lowaffectivefilter
•Krashen–Anevaluation
•Majorstrength–intuitivelyappealing
•Abletobetranslatedintopedagogicalmodels
•Hybridmodelandsodrawsstrengthsfromvarioustheories
•Forthefirsttime,somebodywasabletosaythatgrammarteachingwasnotgood
•Humanisticinitsapproach
•Imprecise
•Notverifiable
•Krashen’sdogmaticadherencetohishypothesesisthemajorweakness.
•Teachingapproaches
•Grammar-translation
•Directapproach
•consciouscomparativeapproach
•visual-audioapproach
•communicativeapproach
•DoyoustillremembertheEnglishclasswehavetakenthoseyears?
1.Doyouknowwhat’sGrammarTranslationMethod?
2.WhatisthefocusofaGrammarTranslationclassroom?
3.WhatlanguageskillsareemphasizedinaGrammarTranslationclassroom?
4.AretheGrammarTranslationMethodacceptabletoyou?
Why?
•Ⅰ.Origin
•Ⅱ.Definition
•Ⅲ.Theoreticalbase
•Ⅳ.Procedures
•Ⅴ.Characteristics
•Ⅵ.Advantagesanddisadvantages
Grammar-translationmethodbeganinGermany(Prussia),attheendofthe18thcenturyandbecamepopularinearlyyearsofthe19thcentury.
AtonetimeTheGrammar-TranslationMethodwascalledClassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.
Itis"
awayofstudyingalanguagethatapproachesthelanguagefirstthoughtdetailedanalysisofitsgrammarrules,followedbyapplicationofthisknowledgethroughthetaskoftranslatingsentencesandtextsintoandoutofthetargetlanguage"
(RichardsandRogers,2002).
Themethodrequiresstudentstotranslatewholetextsandmemorizenumerousgrammaticalrulesaswellasenormousvocabularylists.Thegoalofthismethodistobeabletoreadandtranslateliterarymasterpieces.
语法翻译法(theGrammarTranslationMethod)是“用母语翻译教授外语书面语的一种传统外语教学法,即用语法讲解加翻译练习的方式来教学外语的方法”。
这种教学方法提倡用母语教授外语、在教学中以翻译和机械练习为基本手段、以学习语法为入门途径、强调语法在教学中的中心地位。
•1.Phaseone
•1)Theteacherreadsandexplainsthenewwordsandexpressionsinthefirstlanguage.
•2)Theteacherteachesthenewgrammarwithdeductivemethod.
2.Phasetwo
1)Studentsareaskedtoreadafewsentencesoutaloudandtranslatethemintothefirstlanguage.
2)Theteacheranalysessomedifficultsentencesandtranslatesthemintotheirnativelanguagefirstliterallyandthenfreely.
3)Studentsreadthestudiedpartofthepassagessilentlyandasktheteacherquestionstheycannotanswerbythemselves.
•Teacher’sRole
•Traditionalinstructor.
•Theauthorityintheclassroom
•Whatdoestheteacherdo?
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