EFL Learners' Attitudes and Motivation towards Learning English:
⑴ Background ⑵ Approach: theory of language and learning ⑶ Design: ⑶ Design: objectives,...
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Transcript of ⑴ Background ⑵ Approach: theory of language and learning ⑶ Design: ⑶ Design: objectives,...
Community Language Learning
Contents…
⑴Background
⑵Approach: theory of language
and learning
⑶Design: objectives, syllabus, learning
activities, roles of learners, teachers,
materials
⑷Procedure
⑸Conclusion
Background -Community Lan-guage Learning
Charles A. Curran: professor of psychology at Loyola University, Chicago
1) Counseling-Learning: psychological counseling techniques->learning
What is counseling?: One person giving advice, assistance, and support to another who has a problem or is in some way in need
Teacher=Counselor/ Learner=Clients
Background -Community Lan-guage Learning
2) Humanistic techniques: Moskowitz
….blend what the student feels, thinks, and knows with what he is learning in the target language. Rather than self-denial, self-actualization and self-esteem are the ideals the exercises pursue. (The techniques) help foster a climate of caring and sharing in the foreign language class.
→Humanistic techniques engage the whole person, includ-ing the emotions and feelings as well as linguistic knowl-edge and behavioral skills.
→ Curran concludes from his counseling experience that “true” human learning is both cognitive and affective. This is termed whole-person learning.
Background -Community Lan-guage Learning
3) Language alternation: A mes-sage/lesson is presented first in na-tive language and then again in the second language.
OverhearingL2
L2L1
overhear
?
?
!!L2Knower
Learner
Approach: Theory of language and learning
La Forge(1983, Curran’s student): Language as Social Process
①Interaction between learners: exchanges of affect
②Interaction between learners and know-ers: dependent-Learner tells the knower what s/he wishes to learn, the knower tells the learner how to say it.
Approach: Theory of language and learning
→ For the whole-person learning, learner’s relationship with the teacher is central. The process of the relation-ship is divided into five stages and compared to the on-togenetic development of the child.
First stage, “birth” stage: feeling of security and be-longing is establishedSecond stage: the child begins to achieve indepen-dence from the parentThird stage: the learner speaks independently and may need to assert his or her own identity, often reject-ing unasked-for adviceFourth stage: the learner becomes secure enough to take criticismLast stage: learner merely works on improving style and knowledge of linguistic approaches
Approach: Theory of language and learning
Consensual validation, convali-dation :A relationship characterized by convalida-tion is considered essential to the learning process and is a key element of CLL class-room procedures.
Design: objectives, syllabus
Progress : Topic- based- Learners nominate things that they
wish to talk about
syllabus emerges
NO explicit linguistic, communicative objectives NO conventional language syllabus ( the lack of syllabus)
Learners’ in-terests or in-
tentions(student top-
ics)
Teacher’s re-formulations of the learners’
interests or in-tentions
1. Translation
Learner
Teacher
1. Whisper a message
2. Translate into the target lan-
guage
Learner
Learner
3. Repeat the target language
Design: learning tasks and activities
Design: learning tasks and activities
2. Group work
• -Small-group discussion of a topic
-Prepare conversation
-Preparing a summary of a topic
-Prepare a presentation of a topic
3. Recording
• -Record students’ conversation in target lan-
guage
Design: learning tasks and activities4. Transcription
Transcribe the target language that they have
recorded
5. Analysis
Analyze and study the transcription in order to
gain particular grammar rules and usages
6. Reflection and observation
Share learners’ feelings and experience
Design: learning tasks and activities
7. Listening
Listen to what they have learned by
teacher
8. Free conversation
Talk freely to other learners and
teacher
ROLES OF LEARNER
Client
Initiator
Member of commu-
nity
Counselor for other
learners
ROLES OF TEACHER
Counselor
Adviser
Encourager
Translator
Supporter
Facilitator
Conclusion
CLL places unusual demands on lan-guage teachers.
-High proficiency in both L1, L2-Knowledge in role of counselors in psychological counseling-Need to resist the pressure “to teach” in the tra-ditional senses.-Without conventional materials, teachers must depend on student topics to shape and motivate the class
Conclusion
ADVAN-TAGES
Learner-centered
Humanistic approach
(lower learners’
stresses)
DISADVAN-TAGES
The lack of a syllabus
difficulties in evaluation,
achievement
Focus on fluency > accuracy
Special training is needed
VS
Whole Language
Background
Created by U.S. educators concerned with the teaching of reading and writing in the native language
Opposed to a “decoding” approach
Emphasis on learning to read and write naturally with a focus on real communica-tion
Designed to help children and adults learn L2 in the same way that children learn their first language
Communicative language teaching
Natural approaches
Approach: theory of language
Interactional perspective: language as a vehi-cle for human communication
Heavy emphasis on authenticity
Psycholinguistic perspective: language as a vehicle for internal interaction
A functional model: language as something that is used for meaningful purposes and to carry out authentic functions
Approach: theory of learning
Humanistic approaches Authentic Personalized self-directed Collaborative
Constructivist theory: Knowledge is socially constructed Focusing on the learners’ experience, need,
and interests
Design
Major principles The use of authentic literature A focus on real and natural events Reading for the comprehension and for a real pur-
pose Writing for a real audience Writing as a process through which learners explore
and discover meaning The use of student-produced texts Integration of reading, writing and other skills student-centered learning Reading and writing in partnership with other learn-
ers
DesignA collabora-torAn evalua-torA selector
A facilita-torAn active partici-pant
Real-world materials
Procedure
4 classroom features The use of literature The use of process writing Encouragement of cooperative learning among stu-
dents Concern for students’ attitude
Activities Individual and small group reading and writing Ungraded dialogue journals Writing portfolios/conferences Student-made books Story writing
Procedure - An example of the use of literary pieces
Parallel texts
“The village on the northern side of the 38th parallel fron-tier was ever so quiet and desolate beneath the high, clear autumn sky. White gourds leaned on white gourds as they swayed in the yard of an empty house.”
“The northern village at the border of the 38th parallel was ever so snug under the bright high autumn sky. In the space between the two main rooms of the empty farm house a white empty gourd was lying against an-other white empty gourd.”
“Cranes” by Hwang Sun-Won (translated by Kevin O’Rourke)
“The Crane” by Hwang Sun-Won (translated by Kim Se-young)
►Examples of student activities
1. Think of the two different villages described. Which one would you choose to live in? Why?
2. Discuss what different kinds of stories might follow on the basis of the opening sentences and what the tone of the story will be?
3. Write two parallel text opening sentences in which you describe in different words a village you know. Ask a partner which village he/she prefers.
Conclusion
Advantages of Whole Language Focusing on experiences and activities that are rel-
evant to learners’ lives and need Using authentic materials Facilitating the development of all aspects of a sec-
ond language A rich array of materials that can offer an integrated
approach to ESL instruction and that can be adapted for use in a wide variety of contexts
Many useful activities for older learners