Unit 1 Language and Language Learning
Aims of the unit
In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:
1.How do we learn language
2.What are the common views on language
项目自评报告
3.What are the common views on language learning
4.What are the qualities of a good language teacher
5.How can one become a good language teacher
1.1How do we learn languages
Mach of human behavior is influenced by their experiences. The way language teachers te
ach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.
动感单车伤膝盖吗Task 1
Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own respons. Then interview three other students in your class and enter their respons in the other columns. Discuss your findings in group of 4 and draw some conclusion.
| You | ST1 | ST2 | ST3 |
1. How many foreign languages can you speak so far | | | | |
2. When did you start learning the foreign language(s) | | | | |
3. How do you feel about learning a foreign language | | | | |
4. What difficulties have you experienced in learning | | | | |
5. Which skill do you find more difficult to learn | 党员年度工作总结 | | | |
6. Have you focud on knowledge or skills Why | | | | |
7. Why do you learn the foreign language(s) | | | | |
8. Do you consider yourlf a successful learner Why | | | | |
9. What are your most common learning activities | | | | |
10. Do you like the way you learned the foreign language(s) | | | | |
| | | | | |
加油稿
From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.
1.2views on language
The question that all approaches to language teaching should answer is, ‘what is language’ The answer to this question is the basis for syllabus designs, teaching methodology, teaching and asssment procedures in the classroom. Different views on language generate different teaching methodologies.
Task 2
Work in group of 4. Brainstorm possible answer to the question: what is language When you are ready, join another group and share your ideas.
求婚歌
To give a conci definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of rearch in language in the past century, no authoritative answer has been given to ‘what is language’ rather, people have ttle down to talk about views of language, emingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , plea refer to Appendix 1.
户村Structural view
The structural view of language es language as a linguistic system made up of various subsystems (Larn-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn the structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-respon principles of behaviorist psychology, the audio-lingual approach to language learning emerged.
Functional view
In the 1960s, British linguists developed a system of categories bad on the communicative needs of the learner (Johnson and Marrow, 1981) and propod a syllabus bad on communicative functions. The functional view not only es languages as a linguistic system but also a means for doing things. Most of our day-to-day language
u involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of prent, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a ntence, and special relationships between people and objects.
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