英教作业5答案

1. What is counseling? How can counseling be applied to language teaching? Pp. 90

Counseling is one person giving advice, assistance, and support to another who has a problem or is in some way in need.

Community Language Learning represents the use of Counseling-Learning theory to teach languages. It draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom. Therefore, the basic procedures of CLL can be seen as derived from the counselor-client relationship. CLL techniques also belong to a larger set of foreign language teaching practices sometimes described as humanistic techniques.

2. How can L1 be used to facilitate the learning of L2 in bilingual education programs and CLL

respectively? Page 90

In bilingual education programs, a message or lesson is presented first in the native language and then again in the second language. Students know the meaning and flow of an L2 message from their recall of the parallel meaning and flow of an L1 message. They begin to holistically (整体地) piece together a view of the language out of these message sets.

In CLL, a learner presents a message in L1 to the knower. The message is translated into L2 by the knower. The learner then repeats the message in L2, addressing it to another learner with whom he or she wishes to communicate.

3. How is La Forge, Curran’s student’s view of language different from the other researchers?

Page 91

To Forge, the foreign language learners’ tasks are “to apprehend the sound system, assign fundamental meanings, and to construct a basic grammar of the foreign language. La Forge goes beyond the structuralist view of language, and elaborate an alternative theory of language, which is referred to as Language as Social Process”. La Forge believes that communication is more than just a message being transmitted from a speaker to a listener. Instead communication is an exchange which is incomplete without a feedback reaction from the destine of the message.

4. What is the interactional view of language underlying Community Language Learning? Page 91 La Forge elaborates “Language is people; language is persons in contact, language is persons in response” CLL interactions as of two distinct and fundamental kinds: interactions between learners and interactions between learners and knowers. Interactions between learners are unpredictable in content but typically are said to involve exchanges of affect. Learner exchanges deepen in intimacy as the class becomes a community of learners.

5. How do “learners” interact with “knowers” in CLL? Page 92

Interaction between learners and knowers is initially dependent. The learner tells the knower what he or she wishes to say in the target language, the knower tells the learner how to say it. In later stages, interactions between learner and knower are characterized as self-assertive (stage2), resentful and indignant (stage 3), tolerant (stage 4), and independent (stage 5). These changes of interactive relationship are paralleled by five stages of language learning and five stages of affective conflicts.

6. What is Curran’s learning philosophy? Page 93

A group of ideas concerning the psychological requirements for successful learning are collected under the acronym SARD. S stands for security. A stands for attention and aggression. R stands for retention and reflection. D denotes discrimination.

7. Can you list some of the innovative learning activities, which are different from the conventional task? Page 94 Translation Group work Recoding Transcription Analysis

Reflection and observation Listening

Free conversation

8. How does the teacher’s role derive from a counselor in CLL? Page 95

The counselor’s role is to respond calmly and nonjudgementally, in a supportive manner, and help the client try to understand his or her problems better by applying order and analysis to them. Teachers’ role change as learning is taking place in different stages. In the early stages, the teacher operates in a supportive role, providing target-language translations and a model for imitation on request of the clients.

Later, interaction may be initiated by the students, and the teacher monitors learner utterances, providing assistance when requested.

A learning progresses, students become increasingly capable of accepting criticism, and the teacher may intervene directly to correct deviant utterances, supply idioms, and advise on usage and fine points of grammar. The teacher’s role is initially likened to that of a nurturing parent.

9. Please list the basic teaching procedure of CLL briefly. Page 96-97