U1 language and language learning

U1 language and language learning的思维导图， how do we learn languages？

language and language learning 

• how do we learn languages
  • ages
  • experiences
  • reasons
  • ways
  • capabilities
  • understandings
  • the way how language is taught
  • the degree of success one is expected to achieve
• views on language
  • beginning
    • language is a system of arbitrary vocal symbols used for human communication
  • structural view
    • a linguistic system
      • phonology
      • morphology
      • syntax
    • to learn language means to learn these structural items—understand and produce language
    • combine with stimulus-response theory—the audiolingual method
  • functional view
    • a linguistic system and a means for doing things
      • eg. suggesting，apologizing，offering，advising
    • to learn a language in order to do things with it
    • combine the grammatical rules and the vocabulary to express notions
  • interactional view
    • communicative tool
    • in order to build up and maintain social relations between people
    • know the grammar and vocabulary and know the rules for using them in a whole range communicative contexts
  • conclusion
    • structural view limits knowing a language means knowing its structural rules and vocabulary
    • functional view adds the need to know how to use the rules and vocabulary to do things
    • interactional view says knowing whether its is appropriate to do，and where，when and how it is appropriate to do it.
    • the understanding of the nature of language may provide the basis for particular teaching method
• views on language learning
  • two broad learning theories
    • process-oriented theories
      • how the mind organizes new information
    • condition-oriented theories
      • the nature of human and physical context
  • four common views
    • behaviourist theory
      • Skinner who applied the theories of conditioning
      • you can train an animal to do anything if you follow three stages
        • stimulus
        • response
        • reinforcement
      • language is a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli
      • the audio-lingual，which involves endless listen and repeat drilling activities. Language is learned by constant repetition and the reinforcement of teacher
    • cognitive theory
      • students are asked to think rather than simply repeat
      • question：if all language is a learned behavior，how can a child produce a sentence that has never been said by others before？
      • chomsky，language is not a form of behavior
      • students are allowed to create their own sentences based on their understanding of certain rules
    • constructivist theory
      • learners construct meaning based on their experience and what they already know. education is used to develop their mind ，not just rote recall
      • John Dewey，teaching method should be built based on what learners already knew and engage learners in learning activities
      • teachers need to design environment and interact with learners to foster inventive，creative and critical learners. balance habits，characteristics and personalities with arousing interests and curiosity
    • socio-constructivist theory
      • Vgotsky
      • interaction and engagement with the target language in a social context based on the concept of ZPD and scaffolding
      • learning can be achieved through a dynamic interaction between teacher and learner and between learners
      • with scaffolding and support，learners can move a higher level
• what makes a good English teacher
  • ethic devotion，personal styles，professional qualities
  • ethic devotion and personal styles can achieve as long as the teacher has the willingness to do so
  • most important and most difficult：the development of professional competence，which is a state or quality of being qualified for the profession and armed with a specific range of skills ，ability，strategies and knowledge
• how can one become a good language teacher
  • the definition of development competence
    • ethic devotion，personal styles，professional qualities
    • ethic devotion and personal styles can achieve as long as the teacher has the willingness to do so
    • most important and most difficult：the development of professional competence，which is a state or quality of being qualified for the profession and armed with a specific range of skills ，ability，strategies and knowledge
  • the development of professional competence Wallace—reflective model
    • stage 1
      • learning development
        • because language is always changing，the learning development can never come to an end
    • stage 2
      • learning
        • from others experience
        • from ones own experience as a learner
        • the received knowledge
      • practice
        • a short period of time assigned to do teaching practice，called pseudo practice
        • in the real classroom
      • reflection
        • after and while，real classroom
    • stage 3
      • goal
        • attain their professional competence after some period of practice and reflection. never come to an end
        • keep on learning，practicing and reflecting
• scaffolding
  • It refers to the support provided to learners to enable them to perform tasks which are beyond their capability
• ZPD
  • Zone of Proximal Development
  • definition
    • ZPD refers to the distance between what a learner can do by themselves and what they can do with the guidance from a teacher or a more capable peer
  • implications
    • teachers should be aware of students actual cognitive development level
    • teachers should provide proper guidance
    • teachers create more interactive chances