Thecommunitylanguagelearning

社團(tuán)語(yǔ)言學(xué)習(xí)法

1

ThecommunitylanguagelearninDefinition:Communitylanguagelearning(CLL)isanapproachinwhichstudentsworktogethertodevelopwhataspectsofalanguagetheywouldliketolearn.Theteacheractsasacounselorandaparaphraser,whilethelearneractsasacollaborator,althoughsometimesthisrolecanbechanged.2Definition:CommunitylanguageIntroduction:

1)

Ittakesitsprinciplesfromthe“CounselingLearningApproach”developed

byCharlesA.Curran.

2)

ItwascreatedespeciallyforAdultLearnerswhomightfeartoappearfoolish;

sotheteacherbecomesaLanguageCounselor,heunderstandsthemandleads

themtoovercometheirfears.

3)

ItfollowsKrashen’sMonitorTheory（控制理論）(AffectiveFilterHypothesis情感過濾說(shuō))andthe

CognitiveTheorywherethehumanmindisactive.3Introduction:1)

IttakesitCommunitylanguagelearning(CLL)wasprimarilydesignedformonolingualconversationclasseswheretheteacher-counselorwouldbeabletospeakthelearners'L1.Theintentionwasthatitwouldintegratetranslationsothatthestudentswoulddisassociatelanguagelearningwithrisktaking.It'samethodthatisbasedonEnglishforcommunicationandisextremelylearner-focused.Althougheachcourseisuniqueandstudent-dictated,therearecertaincriteriathatshouldbeappliedtoallCLLclassrooms,namelyafocusonfluencyintheearlystages,anundercurrentofaccuracythroughoutthecourseandlearnerempowermentasthemainfocus.4Communitylanguagelearning(CHowitworksintheclassroom？

Fivestages:Stage1-Reflection反思

Istartwithstudentssittinginacirclearoundataperecordertocreateacommunityatmosphere.Thestudentsthinkinsilenceaboutwhatthey'dliketotalkabout,whileIremainoutsidethecircle.Toavoidalackofideasstudentscanbrainstormtheirideasontheboardbeforerecording.5Howitworksintheclassroom？Stage2-Recordedconversation對(duì)話錄音OncetheyhavechosenasubjectthestudentstellmeintheirL1whatthey'dliketosayandIdiscreetlycomeupbehindthemandtranslatethelanguagechunksintoEnglish.WithhigherlevelsifthestudentsfeelcomfortableenoughtheycansaysomeofitdirectlyinEnglishandIgivethefullEnglishsentence.Whentheyfeelreadytospeakthestudentstakethemicrophoneandrecordtheirsentence.It'sbestifyoucanuseamicrophoneasthesoundqualityisbetterandit'seasiertopickupandputdown.Herethey'reworkingonpaceandfluency.Theyimmediatelystoprecordingandthenwaituntilanotherstudentwantstorespond.Thiscontinuesuntilawholeconversationhasbeenrecorded.6Stage2-RecordedconversatioStage3–Discussion討論

Nextthestudentsdiscusshowtheythinktheconversationwent.Theycandiscusshowtheyfeltabouttalkingtoamicrophoneandwhethertheyfeltmorecomfortablespeakingaloudthantheymightdonormally.Thispartisnotrecorded.

7Stage3–Discussion討論

NextStage4–Transcription轉(zhuǎn)錄Nexttheylistentothetapeandtranscribetheirconversation.Ionlyintervenewhentheyaskforhelp.Thefirstfewtimesyoutrythiswithaclasstheymighttryandrelyonyoualotbutaimtodistanceyourselffromthewholeprocessintermsofleadingandpushthemtodoitthemselves.8Stage4–Transcription轉(zhuǎn)錄8Stage5-Languageanalysis語(yǔ)言分析Isometimesgetstudentstoanalyzethelanguagethesamelessonorsometimesinthenextlesson.Thisinvolveslookingattheformoftensesandvocabularyusedandwhycertainoneswerechosen,butitwilldependonthelanguageproducedbythestudents.Inthiswaytheyaretotallyinvolvedintheanalysisprocess.Thelanguageiscompletelypersonalizedandwithhigherlevelstheycanthemselvesdecidewhatpartsoftheirconversationtheywouldliketoanalyze,whetheritbetenses,lexisordiscourse.Withlowerlevelsyoucanguidetheanalysisbychoosingthemostcommonproblemsyounotedintherecordingstagesorbyusingthefinaltranscription.9Stage5-Languageanalysis語(yǔ)Thelengthofstages:Thetimingwilldependentirelyontheclass,howquicklytheyrespondtoCLL,howlongyouortheydecidetospendonthelanguageanalysisstageandhowlongtheirrecordedconversationis.Becarefulhoweverthattheconversationisn'ttoolongasthiswillinturnmakethetranscriptionverylong.10Thelengthofstages:ThetiminFeaturesofcommunitylanguagelearning1.student-centeredandteachingissubordinatedtolearning.Thosewhoadopthumanisticapproachproposetask-oriented,communitivelybased,learner-centeredteaching,inwhichthelearnersshouldformacommunitytoattainthesamegoal.Inotherwords,“true”humanlearningisbothcognitiveandeffective,whichmeanstheteacherandthestudentsareinvolvedinaninteraction.11FeaturesofcommunitylanguageTherelationshipbetweentheteacherandthestudentsisthecounselor-clientrelationship.Itisnottherelationshipinthetraditionalsense.12TherelationshipbetweenthetThestudents’role-clientLearnersaremembersofacommunity—theirfellowlearnersandtheteacher—andlearnthroughinteractingwithmembersofthecommunity.Learnersareexpectedtolistenattentivelytotheknower,tofreelyprovidemeaningstheywishtoexpress,torepeattargetutteranceswithouthesitation,tosupportfellowmembersofthecommunity,toreportdeepinnerfeelings.13Thestudents’role-clientLearTheteacher’srole-counselorTaketheroleofacounselor—understandingthestudents’fear,usingthelanguageoffeelingtoencourageandsupportthem,avoidingjudgmentalerrortreatmentduringthelanguageteachingprocedures.14Theteacher’srole-counselorTa2.theformofclassroomorganizationStudentssitaroundatablewithincomfortablechairsandwithatape-recorderinthemiddle.Theteacheroutsidethecircle.Inthelearningprocess,thestudentshelpeachother,andlearnandgrowinasafeandhappyenvironment.152.theformofclassroomorgan社團(tuán)語(yǔ)言學(xué)習(xí)法的教學(xué)實(shí)例步驟1：學(xué)生圍坐成圈，教師在圈外等候?qū)W生的詢問。步驟2：學(xué)生甲舉手，問教師：我想知道英文如何說(shuō)“我喜歡藍(lán)色”。教師：Ilikeblue．學(xué)生甲復(fù)述“Ilikeblue”，錄下學(xué)生甲的復(fù)述。步驟３：學(xué)生乙舉手，問怎么說(shuō)“我不喜歡藍(lán)色，我喜歡紅色”。教師：Idon’tlikeblue,Ilikered．學(xué)生乙復(fù)述“Idon’tlikeblue,Ilikered”，錄下學(xué)生乙的復(fù)述。步驟４：其他學(xué)生重復(fù)以上步驟，錄下一定數(shù)量的對(duì)話后，教師將對(duì)話抄在黑板上，以此為上課題材，講解語(yǔ)言知識(shí)。16社團(tuán)語(yǔ)言學(xué)習(xí)法的教學(xué)實(shí)例步驟1：學(xué)生圍坐成圈，教師在圈外等候FivestagesStage1-Reflection反思Stage2-Recordedconversation對(duì)話錄音Stage3-Discussion討論Stage4-Transcription轉(zhuǎn)錄Stage5-Languageanalysis語(yǔ)言分析17FivestagesStage1-Reflection3.relyingonthenativelanguage,thenturningtothetargetlanguage.

Whenastudentswantstosaysomething,hewhispersitinhismothertonguetotheteacherwhoisstandingbehindhim,whothentranslatesitintothetargetlanguageandthestudentsrepeatsthatwhileitisbeingrecordedonatape.Withthehelp183.relyingonthenativelanguofteacher,studentscanconveymoreinformationinEnglish.Attheendofthisstudentscreateddiscussion,thetapeisreplacedandthetapescriptisworkedoninthelesson.Thetextistotallycontrolledandcreatedbythestudents.19ofteacher,studentscanconvTheadvantagesof

CommunityLanguageLearning1.ithasmanytechniquestoreduceanxiety.⑴.understandingbetweentheteacherandlearnersproducesasenseofsecurity;thelearnersaresecureenoughtotakecriticismandbeingcorrected.⑵theformoftheclassprovidessecurity

20TheadvantagesofCommunityLa2.Conversationcircleprovidesanon-competitiveatmosphere,asenseof

involvement

andasenseofequality.Mostofthestudentsfeelcomfortablewithconversationcircle.Whenstudentsarecomfortablewiththeirpeers,theytakemorerisks.212.Conversationcircleprovid3.Learnerscreatetheirownmaterials.Therefore,thisactivitymakeslearnersfeelnotonlybelongingbutalsoresponsibility.Thus,motivation

tospeakthetargetlanguageisstimulated.Theyachieveameasureofindependence

.4.Trustbetweentheteacherandlearnersoramonglearnerscanbeestablishedbysharingtheirfeelings,anxieties,frustrationsordemands.223.LearnerscreatetheirownmThedisadvantagesof

CommunityLanguageLearningLimitedbyteachers；

(theprofessionalknowledge;personality)Limitedbystudents

；

(self-control)Limitedbythevarietyinthechoiceoflearner’stasks；Limitedbythenumberandknowledgeoflearningfellows；

23ThedisadvantagesofCommunityItiseasytomaketheclassbecomeunorganizedandloose；Unlessthestudentsfeelsecure,theywillfinditdifficulttoenterintoasuccessfullearning；24ItiseasytomaketheclassbThecommunitylanguagelearning

社團(tuán)語(yǔ)言學(xué)習(xí)法

25

ThecommunitylanguagelearninDefinition:Communitylanguagelearning(CLL)isanapproachinwhichstudentsworktogethertodevelopwhataspectsofalanguagetheywouldliketolearn.Theteacheractsasacounselorandaparaphraser,whilethelearneractsasacollaborator,althoughsometimesthisrolecanbechanged.26Definition:CommunitylanguageIntroduction:

1)

Ittakesitsprinciplesfromthe“CounselingLearningApproach”developed

byCharlesA.Curran.

2)

ItwascreatedespeciallyforAdultLearnerswhomightfeartoappearfoolish;

sotheteacherbecomesaLanguageCounselor,heunderstandsthemandleads

themtoovercometheirfears.

3)

ItfollowsKrashen’sMonitorTheory（控制理論）(AffectiveFilterHypothesis情感過濾說(shuō))andthe

CognitiveTheorywherethehumanmindisactive.27Introduction:1)

IttakesitCommunitylanguagelearning(CLL)wasprimarilydesignedformonolingualconversationclasseswheretheteacher-counselorwouldbeabletospeakthelearners'L1.Theintentionwasthatitwouldintegratetranslationsothatthestudentswoulddisassociatelanguagelearningwithrisktaking.It'samethodthatisbasedonEnglishforcommunicationandisextremelylearner-focused.Althougheachcourseisuniqueandstudent-dictated,therearecertaincriteriathatshouldbeappliedtoallCLLclassrooms,namelyafocusonfluencyintheearlystages,anundercurrentofaccuracythroughoutthecourseandlearnerempowermentasthemainfocus.28Communitylanguagelearning(CHowitworksintheclassroom？

Fivestages:Stage1-Reflection反思

Istartwithstudentssittinginacirclearoundataperecordertocreateacommunityatmosphere.Thestudentsthinkinsilenceaboutwhatthey'dliketotalkabout,whileIremainoutsidethecircle.Toavoidalackofideasstudentscanbrainstormtheirideasontheboardbeforerecording.29Howitworksintheclassroom？Stage2-Recordedconversation對(duì)話錄音OncetheyhavechosenasubjectthestudentstellmeintheirL1whatthey'dliketosayandIdiscreetlycomeupbehindthemandtranslatethelanguagechunksintoEnglish.WithhigherlevelsifthestudentsfeelcomfortableenoughtheycansaysomeofitdirectlyinEnglishandIgivethefullEnglishsentence.Whentheyfeelreadytospeakthestudentstakethemicrophoneandrecordtheirsentence.It'sbestifyoucanuseamicrophoneasthesoundqualityisbetterandit'seasiertopickupandputdown.Herethey'reworkingonpaceandfluency.Theyimmediatelystoprecordingandthenwaituntilanotherstudentwantstorespond.Thiscontinuesuntilawholeconversationhasbeenrecorded.30Stage2-RecordedconversatioStage3–Discussion討論

Nextthestudentsdiscusshowtheythinktheconversationwent.Theycandiscusshowtheyfeltabouttalkingtoamicrophoneandwhethertheyfeltmorecomfortablespeakingaloudthantheymightdonormally.Thispartisnotrecorded.

31Stage3–Discussion討論

NextStage4–Transcription轉(zhuǎn)錄Nexttheylistentothetapeandtranscribetheirconversation.Ionlyintervenewhentheyaskforhelp.Thefirstfewtimesyoutrythiswithaclasstheymighttryandrelyonyoualotbutaimtodistanceyourselffromthewholeprocessintermsofleadingandpushthemtodoitthemselves.32Stage4–Transcription轉(zhuǎn)錄8Stage5-Languageanalysis語(yǔ)言分析Isometimesgetstudentstoanalyzethelanguagethesamelessonorsometimesinthenextlesson.Thisinvolveslookingattheformoftensesandvocabularyusedandwhycertainoneswerechosen,butitwilldependonthelanguageproducedbythestudents.Inthiswaytheyaretotallyinvolvedintheanalysisprocess.Thelanguageiscompletelypersonalizedandwithhigherlevelstheycanthemselvesdecidewhatpartsoftheirconversationtheywouldliketoanalyze,whetheritbetenses,lexisordiscourse.Withlowerlevelsyoucanguidetheanalysisbychoosingthemostcommonproblemsyounotedintherecordingstagesorbyusingthefinaltranscription.33Stage5-Languageanalysis語(yǔ)Thelengthofstages:Thetimingwilldependentirelyontheclass,howquicklytheyrespondtoCLL,howlongyouortheydecidetospendonthelanguageanalysisstageandhowlongtheirrecordedconversationis.Becarefulhoweverthattheconversationisn'ttoolongasthiswillinturnmakethetranscriptionverylong.34Thelengthofstages:ThetiminFeaturesofcommunitylanguagelearning1.student-centeredandteachingissubordinatedtolearning.Thosewhoadopthumanisticapproachproposetask-oriented,communitivelybased,learner-centeredteaching,inwhichthelearnersshouldformacommunitytoattainthesamegoal.Inotherwords,“true”humanlearningisbothcognitiveandeffective,whichmeanstheteacherandthestudentsareinvolvedinaninteraction.35FeaturesofcommunitylanguageTherelationshipbetweentheteacherandthestudentsisthecounselor-clientrelationship.Itisnottherelationshipinthetraditionalsense.36TherelationshipbetweenthetThestudents’role-clientLearnersaremembersofacommunity—theirfellowlearnersandtheteacher—andlearnthroughinteractingwithmembersofthecommunity.Learnersareexpectedtolistenattentivelytotheknower,tofreelyprovidemeaningstheywishtoexpress,torepeattargetutteranceswithouthesitation,tosupportfellowmembersofthecommunity,toreportdeepinnerfeelings.37Thestudents’role-clientLearTheteacher’srole-counselorTaketheroleofacounselor—understandingthestudents’fear,usingthelanguageoffeelingtoencourageandsupportthem,avoidingjudgmentalerrortreatmentduringthelanguageteachingprocedures.38Theteacher’srole-counselorTa2.theformofclassroomorganizationStudentssitaroundatablewithincomfortablechairsandwithatape-recorderinthemiddle.Theteacheroutsidethecircle.Inthelearningprocess,thestudentshelpeachother,andlearnandgrowinasafeandhappyenvironment.392.theformofclassroomorgan社團(tuán)語(yǔ)言學(xué)習(xí)法的教學(xué)實(shí)例步驟1：學(xué)生圍坐成圈，教師在圈外等候?qū)W生的詢問。步驟2：學(xué)生甲舉手，問教師：我想知道英文如何說(shuō)“我喜歡藍(lán)色”。教師：Ilikeblue．學(xué)生甲復(fù)述“Ilikeblue”，錄下學(xué)生甲的復(fù)述。步驟３：學(xué)生乙舉手，問怎么說(shuō)“我不喜歡藍(lán)色，我喜歡紅色”。教師：Idon’tlikeblue,Ilikered．學(xué)生乙復(fù)述“Idon’tlikeblue,Ilikered”，錄下學(xué)生乙的復(fù)述。步驟４：其他學(xué)生重復(fù)以上步驟，錄下一定數(shù)量的對(duì)話后，教師將對(duì)話抄在黑板上，以此為上課題材，講解語(yǔ)言知識(shí)。40社團(tuán)語(yǔ)言學(xué)習(xí)法的教學(xué)實(shí)例步驟1：學(xué)生圍坐成圈，教師在圈外等候FivestagesStage1-Reflection反思Stage2-Recordedconversation對(duì)話錄音Stage3-Discussion討論Stage4-Transcription轉(zhuǎn)錄Stage5-Languageanalysis語(yǔ)言分析41FivestagesStage1-Reflection3.relyingonthenativelanguage,thenturningtothetargetlanguage.

Whenastudentswantstosaysomething,hewhispersitinhismothertonguetotheteacherwhoisstandingbehindhim,whothentranslatesitintothetargetlanguageandthestudentsrepeatsthatwhileitisbeingrecordedonatape.Withthehelp423.relyingonthenativelanguofteacher,studentscanconveymoreinformationinEnglish