Zhong Caishun

hokmdj@163.com

13699529035

Curriculum and MethodologyCurriculum and MethodologyForeign Language TeachingForeign Language Teaching

Lecture 1 IntroductionLecture 1 Introduction

A dual objectiveAbout the teaching reality you are going to be

involved in your future profession (what to learn)

About the learning process we are involved in this course (what to do)

Who learns what and how?

who what how

primary

secondary

Teacher candidates

Curriculum& methodology

Learn by doing

English learners

English language

Behaviorism, cognitivism, constructivism

We teach who we are. A survey How would it be if you became a teacher

now?What do you think you can confidently

accomplish?What may make you feel powerless or fearful?

Curriculum and methodologyCurriculum is concerned with all factors

involved in school teaching and learning. Methodology is about the way of participation

in the life of learning.

curriculum

Different levelsNationalregional Institutional course

Course syllabus

How to learn

Survey

English learners

Native language learners vs. Foreign language learners

Language is…

A collection of symbolsA systemA habitA means to an endA natural activity….How would you order them in priority

sequence?

Language is a system of arbitrary vocal symbols used for human communication.

Linguistic approachesSchools of linguistic theory

Concepts of language

structuralism An abstract system

Generative transformationalism

An instance of Universal Grammar

functionalism Social semiotics

sociolinguistics A function of social categories

pragmatics An Act, instance of use, or game

Structuralism Language is a linguistic system made up of various subsyst

ems: phonology, morphology, lexicology and syntactics.

To learn a language is to learn its vocabulary and structura

l rules.

Ferdiand de Saussure(1857-1913 )

Linguistic views and language learning

Categories of linguistic analysis

FunctionalismLanguage is a linguistic system as well as a means for

doing things.

Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.

Functional-Notional syllabusGreetingAsking for informationMaking suggestionsOrdering food Telling storyDescribing feeling and emotions

SociolinguisticsLanguage is a communicative tool to build up and

maintain social relations between people.

Learners need to know the rules of a language and

where, when and how it is appropriate to use them.

William Labov

Sociolinguistics and Language educationStandard variety Language planning and policyLanguage appropriacy in terms gender, social

setting, class, addressee.

Look at the textbook page on the right. Think about possible teaching aims in relation to the different views of language

ReflectionReflection

Please reflect on your middle school

English teachers’ classroom teaching

and try to think about how they

understand the nature of language.

What is learning?

Behaviorism

Behaviorism is an approach to

psychology that arose out of the

ideas of early learning theorists

who attempted to explain all

learning in terms of some form of

conditioning.

Ivan Pavlov (1849-1936)

S-RS-R

• A nineteenth century Russian Ivan Pavlov’s experiments with dogs and other animals

A response (e.g. salivation) generated by one

stimulus (e.g. food) can be produced by

introducing a second stimulus (e.g. a bell) at

the same time. This is known as S-R

(Stimulus-Response) theory or classical

conditioning.

B. F. Skinner (1904 - 1990)

S-R-RS-R-R

•A mid-twentieth-century American B. F. Skinner

response

reinforcement

habit formation

stimulus

Language is seen as a behavior to be taught. A

small part of the foreign language, such as a

structural pattern, is presented as a stimulus,

to which the learners responds, for example,

by repetition or substitution. This is followed

by reinforcement by the teacher, based on 100

percent success. Learning a language is seen

as acquiring a set of appropriate mechanical

habits, and errors are frowned upon as

reinforcing ‘bad habits’.

The role of the teacher is to develop in

learners good language habits, which is

done mainly by pattern drills,

memorization of dialogues or choral

repetition of structural patterns.

Audiolingualism 听说法

In contrast to behaviorism, cognitive

psychology is concerned with the way

in which the human mind thinks and

learns. Cognitive psychologists are

therefore interested in the mental

processes that are involved in learning.

Textbook PP5-6

Cognitive theory

Noam Chomsky(1928-- )

Thinking (creativity)

Internal factors

Cognitivism

Cognitive view of language and learning

If all language is learned by imitation and repetition, how can a child produce a sentence that has never been said by others before?

Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced

Cognitive view of Language learning

Learners should be allowed to

create their own sentences based

on their understanding of certain

rules (creativity)

In a cognitive approach, the learner is

seen as an active participant in the

learning process, using various mental

strategies in order to sort out the

system of the language to be learned.

Constructivism Cognitive constructivism Social constructivism

Representatives of Cognitive Constructivism Jean Piaget

(1896 – 1980)

Piaget’s views and influence

Learning is a personal

construction of knowledge to be

learned based on the learner’s

previous experience.

Representatives of Constructivism

John Dewey

Dewey’s views and influence Learning by doing

Teaching should be built on

learners’ experience and engage

learners in learning activities.

Teachers need to design

environments and interact with

learners.

Representative of Socio-constructivism

Lev Vygotsky

Learning is a process of cognitive development through internalization of ideas encountered in the sociocultural realm.

Social-constructivist views of language and language learning

Interaction and engagement with the target

language in a social context is important.

ZPD—Zone of Proximal Development

Scaffolding—learning is best achieved

through the dynamic interaction between

the teacher and the learner (question &

explanation)

the learners (a more capable peer’s support)

Zone of Proximal Development

It is the term used to refer to the layer of skill or knowledge which is just beyond that which the learner is currently capable of coping. Working together with another person, either an adult or a more competent peer at a level that is just above a learner’s present capabilities is the best way for the learner to move into the next layer.

Children’ two levels of intellectual development

Actual development level

Level of potential development

Zone of Proximal Development

gap

Scaffolding

The term was developed as a metaphor to

describe the type of assistance offered by

a teacher or peer to support learning. In

the process of scaffolding, the teacher

helps the student master a task or

concept that the student is initially unable

to grasp independently. The teacher

offers assistance with only those skills

that are beyond the student’s capability.

Learning objectives

Object regulated

Other regulatedOther regulated

Self regulatedSelf regulated

A summary

Behaviorism PavlovSkinner

Imitation & repetition (S-R-R)

External factors

Cognitivism Chomsky

Thinking (creativity)

Internal factors

Constructivism

PiagetBrunerDewey

Personal constructio

n InteractionSocial-

constructivismVygotsky ZPD &

scaffolding

Krashen’s Five hypotheses :

1. The acquisition-learning distinction (Learning and acquisition are separate processes.)

Learning Hypotheses in SLA

(see Johnson Chapter 6)

Acquisition refers to the natural assimilation of language rules through using language for communication.

The only real difference is in terms of the

environments in which acquisition is

what happens when you go and live in

the target-language country, while

learning is what happens in classrooms.

Learning refers to the formal study of

language rules and is a conscious

process.

2. The natural order hypothesis

(There is a natural order of language acquisition

that applies to FL acquisition.)

The natural order, as defined by Krashen, consis

ts of listening to a great deal of meaningful langu

age input, then speaking, then reading to a great

deal of meaningful input, and then writing, which

is formally taught.

3. The monitor hypothesis

(Acquisition is more ‘important’ than learning.

The main role of learning is a secondary one: to

monitor what we say and write in the FL.)

Johnson’s book p91.

4. The input hypothesis

(The most important thing to provide with is ‘comprehensible input’.)

Comprehensible input: i+l

i– the acquirer’s present level of competence

i+l– the level immediately following i as i+l

Johnson’s book P93

5. The affective filter hypothesis

(Learners need the right ‘affect’ for acquisition

to take place.)

Swain’s output hypothesis

Noticing function Hypothesis testing function Metalinguistic function

ExercisesAnalyze an English textbook in terms of its

underlying linguistic as well as learning theory

Questions for next week

What teaching methods do you know?

How can we implement those methods?

Thank you!