7CommunityLanguageLearning社团语言学习法
合集下载
相关主题
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Help ss to be themselves, to accept themselves and to be proud of themselves.
Help build rapport（友好关系，和谐，融洽）, cohesiveness, and help foster a climate of caring and sharing in the FL class.
A message/ lesson/ class is presented first in L1 and then again in L2.
Ss know the meaning and flow of an L2 message from the recall of the parallel meaning and flow of an L1 message, and begin to holistically（整体地） piece together a view of the language out of these message sets.
Community Language Learning, a method developed by him and his associates represents the use of Counseling-Learning theory to teach language. It is one of the examples of “Affective-Humanistic Approach” (人文法).
百度文库
The client-counselor relationship in psychological counseling ﹦the learner-knower relationship in CLL..
CLL techniques are of humanistic techniques that engage the whole person, including the emotions and feelings (the affective realm) as well as linguistic knowledge and behavioral skills.
Procedure Conclusion and Problems
Background
General description
Charles A. Curran, a prof. of psychology at Loyola University (洛约拉大学), Chicago, was a specialist in counseling, whose applications of psychological counseling techniques to learning is known a Counseling Learning (辅导学习).
Blend what the s feels, thinks and knows with what he is learning in the t language.
Rather than self-denial being the acceptable way of life, pursue selfactualization (自我实现) and self-esteem.
Chapter 7 Community Language Learning
Outline
Background Approach
Theory of language Theory of learning Design Objectives The syllabus Types of learning and teaching activities Learner roles Teacher roles The role of materials
Tradition 1:
CLL derives its primary insights and organizing rationale from Rogerian counseling (Rogers, 1951).
Counseling consists of one individual (the counselor) assuming “insofar 限度内（在…范围内，在…） he is able the internal frame of reference [of the client], perceiving the world as that person sees it and communicating something of this empathetic understanding”. Or
Counseling is one person giving advice, assistance, and support to another who has a problem or is in some way in need.
CLL draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom.
Tradition 2: CLL is linked with a set of practices used in certain kinds
of bilingual education programs and referred to by Mackey (1972) as “language alternation”.
Help build rapport（友好关系，和谐，融洽）, cohesiveness, and help foster a climate of caring and sharing in the FL class.
A message/ lesson/ class is presented first in L1 and then again in L2.
Ss know the meaning and flow of an L2 message from the recall of the parallel meaning and flow of an L1 message, and begin to holistically（整体地） piece together a view of the language out of these message sets.
Community Language Learning, a method developed by him and his associates represents the use of Counseling-Learning theory to teach language. It is one of the examples of “Affective-Humanistic Approach” (人文法).
百度文库
The client-counselor relationship in psychological counseling ﹦the learner-knower relationship in CLL..
CLL techniques are of humanistic techniques that engage the whole person, including the emotions and feelings (the affective realm) as well as linguistic knowledge and behavioral skills.
Procedure Conclusion and Problems
Background
General description
Charles A. Curran, a prof. of psychology at Loyola University (洛约拉大学), Chicago, was a specialist in counseling, whose applications of psychological counseling techniques to learning is known a Counseling Learning (辅导学习).
Blend what the s feels, thinks and knows with what he is learning in the t language.
Rather than self-denial being the acceptable way of life, pursue selfactualization (自我实现) and self-esteem.
Chapter 7 Community Language Learning
Outline
Background Approach
Theory of language Theory of learning Design Objectives The syllabus Types of learning and teaching activities Learner roles Teacher roles The role of materials
Tradition 1:
CLL derives its primary insights and organizing rationale from Rogerian counseling (Rogers, 1951).
Counseling consists of one individual (the counselor) assuming “insofar 限度内（在…范围内，在…） he is able the internal frame of reference [of the client], perceiving the world as that person sees it and communicating something of this empathetic understanding”. Or
Counseling is one person giving advice, assistance, and support to another who has a problem or is in some way in need.
CLL draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom.
Tradition 2: CLL is linked with a set of practices used in certain kinds
of bilingual education programs and referred to by Mackey (1972) as “language alternation”.