支架式教學(xué)ScaffoldingInstruction課件

Unit1

LanguageandlearningEnglishteachingMethodologyUnit1EnglishteachingMethTwocommonlyaskedquestions:1.IsthereanyshortcutinEnglishlearning?IsthereanyshortcutinEnglishteaching?Twocommonlyaskedquestions:1Thepossibleanswers:Yesandno.ThebestwayofteachingEnglishistoteachaccordingtohowEnglishislearntsuccessfully.Thepossibleanswers:YesandnInfact,languageteachersoftenteachalanguageaccordingtowhattheythinkaboutlanguageandlanguagelearning.Infact,languageteachersoftForexample,IftheythinkEnglishisasetofletters,words,sentencesandgrammarrules,theywillteachtheirstudentstoreadandwritetheseitemsinordertomasterthelanguage.IftheythinkEnglishisacommunicationtool,thentheywilltrytoteachthefunctionalsentences,suchas“Hello.”“Howdoyoudo.”“Goodbye!”whengreetingpeople;orsentencesforgoingshopping.Forexample,IftheythinkEnglUnit1LanguageandlearningHowdowelearnlanguage?1)Howdowelearnourownlanguage?2)Howdowelearnaforeignlanguage?(1)Peoplelearnlanguagefordifferentreasons.(2)Peoplelearnlanguageindifferentways.(3)Peoplehavedifferentunderstandingaboutlanguagelearning.(4)Peoplehavedifferentcapabilitiesinlanguagelearning.Unit1Languageandlearn1)Whatislanguage?Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.(Wardhaugh,1972:3)(otherdifferentdefinitionsonp307,Appendix1)2)Differentviewsonlanguage:thestructuralviewthefunctionalviewtheinteractionalviewII.Viewsonlanguage.1)Whatislanguage?LanguagStructuralView:Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:fromphonological,morphological,lexical,etc.tosentence.(p3,fromLarsen-Freeman&Long,1991)Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.StructuralView:Itseesla

FunctionalView:

Itnotonlyseeslanguageasalinguisticsystembutalsoasameansfordoingthings(p.3).Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.FunctionalView:ItInteractionalView:Itconsiderlanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.InteractionalView:ItconsIII.Viewsonlanguagelearning

Alanguagelearningtheoryunderlyinganapproachormethodusuallyanswers2questions:1)Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocesstobeactivated?III.ViewsonlanguagelearninTheresearchintotheanswersfallsintoprocess-orientedtheoriesandcondition-orientedtheories.Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.Theresearchintotheanswers

Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.Condition-orientedtheoriFourtheoriesoflanguagelearning:Behaviouristtheory行為主義學(xué)習(xí)理論Cognitivetheory認(rèn)知主義學(xué)習(xí)理論Constructivisttheory建構(gòu)主義學(xué)習(xí)理論Socio-constructivisttheory社會建構(gòu)主義學(xué)習(xí)理論FourtheoriesoflanguagelearBehaviouristtheory:ProposedbythebehaviouralpsychologistSkinner,hesuggestedthatlanguageisalsoaformbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“l(fā)istenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraisedBehaviouristtheory:PropoCognitivetheory:Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItisNoamChomsky’theory.ThekeypointofChomsky’stheoryisreflectedinhismostfamousquestion：Cognitivetheory:ThetermIfalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?——byNoamChomskyIfalllanguageisalearnedbAccordingtoChomsky’stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.AccordingtoChomsky’stheoConstructivisttheoryTheconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnersconstructmeaningbasedontheirownexperiencesandwhattheyalreadyknow.Asaresult,teachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities.ConstructivisttheoryTheconstSocio-constructivisttheoryItemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘zoneofProximalDevelopment’(ZDP)andscaffolding.

Socio-constructivisttheoryItVygotsky’sZPDtheory(Vygotsky,1978):Vygotsky’sZPDtheory(Vygotsky支架式教學(xué)（Scaffolding

Instruction）支架式教學(xué)是從前蘇聯(lián)心理學(xué)家維果斯基（Vygotsky,1978）的“臨近發(fā)展區(qū)”理論（ZoneofProximalDevelopment）發(fā)展而來，借用建筑行業(yè)中使用的“腳手架”(Scaffolding)作為上述概念框架的形象化比喻，其實(shí)質(zhì)是利用上述概念框架作為學(xué)習(xí)過程中的腳手架（如設(shè)問、提示和添加任務(wù)等）。這種框架中的概念是為發(fā)展學(xué)生對問題的進(jìn)一步理解所要的，也就是說，該框架應(yīng)按照學(xué)生智力的“最鄰近發(fā)展區(qū)”來建立，因而可通過這種腳手架的支撐作用(“支架作用”)，不停頓地把學(xué)生的智力從一個水平提升到另一個新的更高水平，真正做到使教學(xué)走在發(fā)展的前面。參考毛愛萍的博客：/s/blog_4460236d0100ozf0.html支架式教學(xué)（Scaffolding

Instruction）IV.Whatmakesagoodlanguageteacher?Thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theyare:Ethicdevotion職業(yè)道德Professionalqualities專業(yè)素質(zhì)(3)Personalstyles個人風(fēng)格IV.WhatmakesagoodlanguageE.D:kind,well-prepared,caring,enthusiastic,warm-hearted,hard-workingP.Q:creative,resourceful,accurate,disciplined,authoritative,well-informed,professionally-trained,fair,reflectiveP.S:dynamic,patient,attentive,flexible,intuitive,humourousE.D:Moreadjectivestodescribeagoodlanguageteacher:E.DGroup:co-operative,responsible,devotional,diligent,faithful,honest,frank…P.SGroup:Communicative，sociable,imaginative,tidyandneat,active,good-tempered,friendly,graceful（handsome,beautiful,smiling？)...P.QGroup:knowledgeable,stimulating,inspiring,observant,skillful,equal,experienced…Moreadjectivestodescribea韓師學(xué)生評課表Groupthedifferentitemsin韓師學(xué)生評課表intothethreequalitygroups韓師學(xué)生評課表GroupthedifferentiteV.Howcanonebecomeagoodlanguageteacher?Themostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,whichisthestateorqualityofbeingqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledgeandability.AccordingtoPaulDavis(2002:2),asuccessfulteacherhasthefollowingqualities:(1)HaveapracticalcommandofEnglish,notjustknowledgeofgrammarrules.(2)UseEnglishmostofthetimeineveryclass,includingbeginners’class.V.Howcanonebecomeagoodl(3)Thinkmostlyintermoflearnerpractice,notteacherexplanation.(4)Findtimeforreallycommunicativeactivities,notjustpracticeoflanguageforms.(5)Focustheirteachingonlearner’sneeds,notjustonfinishthesyllabusorcoursebooks.Forthedevelopmentofprofessionalcompetence,wecanusethe“reflectivemodel”byWallace(1991).Fromthemodel,wecanknowthatthedevelopmentinvolvesstageI,stageIIandthegoal.(3)ThinkmostlyintermofleStageI:languagetraining.AllEnglishteachersaresupposedtohaveagoodcommandofEnglish.StageII:Thesecondstageismorecomplicated,foritcanbedividedintothreesub-stages:learning;practiceandreflection.Thelearningstageinvolves:(a)learnfromother’sexperience(empiricalknowledge(b)learnreceivedknowledge(suchaslanguagetheories,psycholinguistics;sociolinguistics;educationalpsycho-logy,etc.(c)learnfromone’sownexperienceStageI:languagetraining.AlTheterm“practice”canbeusedintwosenses:(1)itisashortperiodoftimeassignedforstudentstodoteachingpracticeaspartoftheireducation,underthesupervisionoftheirinstructors.(2)Theothersenseofpracticeistherealworkthattheteacherswouldundertakewhentheyfinishtheireducation.

Theterm“practice”canbeus.

Stanley(1999)pointedoutthatteachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing.Theteachersreflectontheirworknotonlyaftertheyfinishacertainperiodofpractice,butwhiletheyaredoingthepractice.Andthemostdifficultthingtodoistokeeponreflectingontheirworkwhenteachersaredoingpracticeintherealworksense.Aftersomeperiodofpracticeandreflection,ateachermaturesandapproachesthegoal.Butthisgoalis“amovingtarg