zhong caishun [email protected] 13699529035 curriculum and methodology foreign language teaching...
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Zhong Caishun
13699529035
Curriculum and MethodologyCurriculum and MethodologyForeign Language TeachingForeign Language Teaching
Lecture 1 IntroductionLecture 1 Introduction
A dual objectiveAbout the teaching reality you are going to be
involved in your future profession (what to learn)
About the learning process we are involved in this course (what to do)
Who learns what and how?
who what how
primary
secondary
Teacher candidates
Curriculum& methodology
Learn by doing
English learners
English language
Behaviorism, cognitivism, constructivism
We teach who we are. A survey How would it be if you became a teacher
now?What do you think you can confidently
accomplish?What may make you feel powerless or fearful?
Curriculum and methodologyCurriculum is concerned with all factors
involved in school teaching and learning. Methodology is about the way of participation
in the life of learning.
curriculum
Different levelsNationalregional Institutional course
Course syllabus
How to learn
Survey
English learners
Native language learners vs. Foreign language learners
Language is…
A collection of symbolsA systemA habitA means to an endA natural activity….How would you order them in priority
sequence?
Language is a system of arbitrary vocal symbols used for human communication.
Linguistic approachesSchools of linguistic theory
Concepts of language
structuralism An abstract system
Generative transformationalism
An instance of Universal Grammar
functionalism Social semiotics
sociolinguistics A function of social categories
pragmatics An Act, instance of use, or game
Structuralism Language is a linguistic system made up of various subsyst
ems: phonology, morphology, lexicology and syntactics.
To learn a language is to learn its vocabulary and structura
l rules.
Ferdiand de Saussure(1857-1913 )
Linguistic views and language learning
Categories of linguistic analysis
FunctionalismLanguage is a linguistic system as well as a means for
doing things.
Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.
Functional-Notional syllabusGreetingAsking for informationMaking suggestionsOrdering food Telling storyDescribing feeling and emotions
SociolinguisticsLanguage is a communicative tool to build up and
maintain social relations between people.
Learners need to know the rules of a language and
where, when and how it is appropriate to use them.
William Labov
Sociolinguistics and Language educationStandard variety Language planning and policyLanguage appropriacy in terms gender, social
setting, class, addressee.
Look at the textbook page on the right. Think about possible teaching aims in relation to the different views of language
ReflectionReflection
Please reflect on your middle school
English teachers’ classroom teaching
and try to think about how they
understand the nature of language.
What is learning?
Behaviorism
Behaviorism is an approach to
psychology that arose out of the
ideas of early learning theorists
who attempted to explain all
learning in terms of some form of
conditioning.
Ivan Pavlov (1849-1936)
S-RS-R
• A nineteenth century Russian Ivan Pavlov’s experiments with dogs and other animals
A response (e.g. salivation) generated by one
stimulus (e.g. food) can be produced by
introducing a second stimulus (e.g. a bell) at
the same time. This is known as S-R
(Stimulus-Response) theory or classical
conditioning.
B. F. Skinner (1904 - 1990)
S-R-RS-R-R
•A mid-twentieth-century American B. F. Skinner
response
reinforcement
habit formation
stimulus
Language is seen as a behavior to be taught. A
small part of the foreign language, such as a
structural pattern, is presented as a stimulus,
to which the learners responds, for example,
by repetition or substitution. This is followed
by reinforcement by the teacher, based on 100
percent success. Learning a language is seen
as acquiring a set of appropriate mechanical
habits, and errors are frowned upon as
reinforcing ‘bad habits’.
The role of the teacher is to develop in
learners good language habits, which is
done mainly by pattern drills,
memorization of dialogues or choral
repetition of structural patterns.
Audiolingualism 听说法
In contrast to behaviorism, cognitive
psychology is concerned with the way
in which the human mind thinks and
learns. Cognitive psychologists are
therefore interested in the mental
processes that are involved in learning.
Textbook PP5-6
Cognitive theory
Noam Chomsky(1928-- )
Thinking (creativity)
Internal factors
Cognitivism
Cognitive view of language and learning
If all language is learned by imitation and repetition, how can a child produce a sentence that has never been said by others before?
Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced
Cognitive view of Language learning
Learners should be allowed to
create their own sentences based
on their understanding of certain
rules (creativity)
In a cognitive approach, the learner is
seen as an active participant in the
learning process, using various mental
strategies in order to sort out the
system of the language to be learned.
Constructivism Cognitive constructivism Social constructivism
Representatives of Cognitive Constructivism Jean Piaget
(1896 – 1980)
Piaget’s views and influence
Learning is a personal
construction of knowledge to be
learned based on the learner’s
previous experience.
Representatives of Constructivism
John Dewey
Dewey’s views and influence Learning by doing
Teaching should be built on
learners’ experience and engage
learners in learning activities.
Teachers need to design
environments and interact with
learners.
Representative of Socio-constructivism
Lev Vygotsky
Learning is a process of cognitive development through internalization of ideas encountered in the sociocultural realm.
Social-constructivist views of language and language learning
Interaction and engagement with the target
language in a social context is important.
ZPD—Zone of Proximal Development
Scaffolding—learning is best achieved
through the dynamic interaction between
the teacher and the learner (question &
explanation)
the learners (a more capable peer’s support)
Zone of Proximal Development
It is the term used to refer to the layer of skill or knowledge which is just beyond that which the learner is currently capable of coping. Working together with another person, either an adult or a more competent peer at a level that is just above a learner’s present capabilities is the best way for the learner to move into the next layer.
Children’ two levels of intellectual development
Actual development level
Level of potential development
Zone of Proximal Development
gap
Scaffolding
The term was developed as a metaphor to
describe the type of assistance offered by
a teacher or peer to support learning. In
the process of scaffolding, the teacher
helps the student master a task or
concept that the student is initially unable
to grasp independently. The teacher
offers assistance with only those skills
that are beyond the student’s capability.
Learning objectives
Object regulated
Other regulatedOther regulated
Self regulatedSelf regulated
A summary
Behaviorism PavlovSkinner
Imitation & repetition (S-R-R)
External factors
Cognitivism Chomsky
Thinking (creativity)
Internal factors
Constructivism
PiagetBrunerDewey
Personal constructio
n InteractionSocial-
constructivismVygotsky ZPD &
scaffolding
Krashen’s Five hypotheses :
1. The acquisition-learning distinction (Learning and acquisition are separate processes.)
Learning Hypotheses in SLA
(see Johnson Chapter 6)
Acquisition refers to the natural assimilation of language rules through using language for communication.
The only real difference is in terms of the
environments in which acquisition is
what happens when you go and live in
the target-language country, while
learning is what happens in classrooms.
Learning refers to the formal study of
language rules and is a conscious
process.
2. The natural order hypothesis
(There is a natural order of language acquisition
that applies to FL acquisition.)
The natural order, as defined by Krashen, consis
ts of listening to a great deal of meaningful langu
age input, then speaking, then reading to a great
deal of meaningful input, and then writing, which
is formally taught.
3. The monitor hypothesis
(Acquisition is more ‘important’ than learning.
The main role of learning is a secondary one: to
monitor what we say and write in the FL.)
Johnson’s book p91.
4. The input hypothesis
(The most important thing to provide with is ‘comprehensible input’.)
Comprehensible input: i+l
i– the acquirer’s present level of competence
i+l– the level immediately following i as i+l
Johnson’s book P93
5. The affective filter hypothesis
(Learners need the right ‘affect’ for acquisition
to take place.)
Swain’s output hypothesis
Noticing function Hypothesis testing function Metalinguistic function
ExercisesAnalyze an English textbook in terms of its
underlying linguistic as well as learning theory
Questions for next week
What teaching methods do you know?
How can we implement those methods?
Thank you!