Unit 1 Language & language learning

Objectives: Get to know some theories of language, language learning and teaching; be aware of what a good language teacher should be like.

I. The Nature of Language

(Textbook P307 Appendix)

What is language? Language is a system of arbitrary vocal symbols used for human communication.
1.Language is a system. 2.Language is arbitrary. 3. Language is vocal. 4. Language is for human communication.
: Chapter 1

II. Views on language

1. Structural view 2. Functional view 3. Interactional view
(Textbook PP2-4)

Reference Books:
PP193-194.

The structural view

The structural view sees language as a linguistic system. The system of language = the system of sounds + the system of words + the system of grammar

The structural view

System of Language
Sounds Words Grammar

3 sub-systems

The functional view

(The communicative or notional-functional view)

The functional view sees language as a linguistic system and as a means for doing things.

Functions of language
e.g. a. offering, b. suggestion, c. advising, d. apologizing, etc.
To perform functions, rules and vocabulary are needed to express notions.

Notions
e.g. a. present time, past time, and future time; b. certainty and possibility; c. agent and instrument; d. relationship between people and objects

The interactional view

The interactional view sees language as a communicative tool (to build up and maintain relations between people).

Two things are needed for communication:

1.Rules of language form (grammar & vocabulary) 2.Rules of language use in a context (Is it appropriate to use this language item in this context?)

Views on the nature of language have an impact on the teaching or learning method of a person.

Discussion: Influence of views of language on language teaching and learning

Views The structural view Influence

( a linguistic system)
The functional view

To teach and learn the structural rules and vocabulary To learn to do things with the language; to know how to combine the rules and the vocabulary to express notions. To know language knowledge/rules for using them in com- context

(a linguistic system and as a means for doing things)

The interactional view

(a communicative tool)

III. Views on Language Learning

1. Behaviorist theory (P5)
( )

2. Cognitive theory (P5)

3. Constructivist theory

( )

()

4. Socio-constructivist theory ()

1. Behaviorist theory (P5)

The behaviorist theory of language learning was initiated by behavioral psychologist Skinner ( ), who applied Watson and Raynors theory of conditioning to the way humans acquire language (Harmer, 1983) . The key point of the theory of conditioning is that you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement (Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.

2. Cognitive theory (P5)

The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomskys reaction to Skinners behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language.

3. Constructivist theory
The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey() believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners interests and curiosity for learning.

4. Socio-constructivist theory
Vygotsky ( ,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Development (ZPD/ ) and scaffolding//. That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teachers scaffolding through questions and explanations, or with a more capable peers support, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.

Definitions of Scaffolding() &ZPD () (Scaffolding) (Vygotsky) (the Zone of Proximal Development, ZPD) (Wood, Bruner, & Ross, 1976)

:
1 [url]http://www.elab.org.cn/worldwide/tsdr/ts dr10.htm[/url] 2 [url]http://www.elab.org.cn/worldwide/integra tion/integration04.htm[/url]

IV. What makes a good language teacher?

Ethic devotion

Professional quality Personal style

warm-hearted caring kind hardworking well-prepared enthusiastic

creative resourceful , well-informed, accurate, authoritative, disciplined, speaking clearly , professionally-trained

flexible dynamic patient attentive intuitive humorous

resourceful : having the ability to find a way round the difficulty

V. How can one become a good language teacher?

Teaching: is it a craft, or is it an applied science? If we take teaching as a craft, then we would believe that a novice teacher can learn the profession by imitating the experts techniques, just like an apprentice. If we take teaching as an applied science, then we would believe that knowledge and experimentation are necessary.

A Reflective model
A compromise between the two views by Wallace (1991)

,
Stage 1: Language development Stage 2: 3 sub-stages: 1) learning; 2) practice; 3) reflection

Stage 3: Goal (professional competence)

Questions: 1. What does the double arrow between Stage 1 and Stage 2 mean (the figure in Slide 36)? 2. In which stage does this course take place? 3. Why are Practice and Reflection connected by a circle?

Summary of Unit 1

Views on language: The structural view, the functional view, and the interactional view Views on language learning: The Behaviourist theory; the Cognitive theory; the Constructivist theory; the Socio-constructivist theory Qualities of a good language teacher: Ethic devotion, professional quality, and personal style The three stages of becoming a good language teacher

Homework
Answer the following questions 1) What are the three views on language? 2) What are the views on language learning? 3)What are the qualities of a good language teacher? And how can one become a professionally competent teacher of English?