社团学习法-社团语言学习教学法Teaching-Methodoly-Community-Language-Learning-(CLL)上课讲义
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Community learning is about people from all sections of the community, having access to learning opportunities throughout their lives. As well as formal education and qualifications, this also covers other community learning activities, which enable people to learn new skills and to gain confidence in different areas.
The role of teachers and students
Teachers’ role: Community Language Learning advises teachers to take their students as “whole person”. Teachers become “language counselors” and give no threatening to students.
Definition
Community Language Learning represents the use of counseling-learning theory to teach languages.
Community Language Learning draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom.
社团学习法-社团语言学习教学 法Teaching-MethodolyCommunity-LanguageLearning-(CLL)
Leabharlann Baidu
Background
Community Language Learning(CLL) is a method developed by Charles A.Curran and his associates. It is sometimes cited as an example of a humanistic approach and derives its primary insights from counseling. CLL techniques also belong to a larger set of foreign language teaching practices sometimes described as humanistic techniques.
Theoretical basis: a theoretical assumption that language as social process is different from language as communication. “Communication is more than just a message being transmitted from a speaker to a listener. The speaker at the same time is both subject and object of his own message.” (La Forge 1983).
Learners’ role: members of a community (their fellow learners and the teacher) and learn through interacting with the community.
◦ To listen attentively to the knower ◦ To freely provide meanings they wish to express ◦ To repeat target utterances without hesitation ◦ To support fellow members of the community ◦ To report deep inner feelings and frustrations as well as joy and
There are also other linguists have researched on this filed, such as Moskowitz, Mackey, La Forge.
CLL learners are encouraged to attend to the “overhears” they experience between other learners and their knowers. The result of the “overhear” is that every member of the group can understand what any given learner is trying to communicate (La Forge 1983:45)
Empirical studies: Brookfield highlights the fact that learning is happening all the time outside ‘educational institutions’. His focus is on learning in the community. In the case of individual or self-directed learning projects the learner would also take on the role of educator (Tough 1967 described these efforts at one point as ‘self-teaching’).
The role of teachers and students
Teachers’ role: Community Language Learning advises teachers to take their students as “whole person”. Teachers become “language counselors” and give no threatening to students.
Definition
Community Language Learning represents the use of counseling-learning theory to teach languages.
Community Language Learning draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom.
社团学习法-社团语言学习教学 法Teaching-MethodolyCommunity-LanguageLearning-(CLL)
Leabharlann Baidu
Background
Community Language Learning(CLL) is a method developed by Charles A.Curran and his associates. It is sometimes cited as an example of a humanistic approach and derives its primary insights from counseling. CLL techniques also belong to a larger set of foreign language teaching practices sometimes described as humanistic techniques.
Theoretical basis: a theoretical assumption that language as social process is different from language as communication. “Communication is more than just a message being transmitted from a speaker to a listener. The speaker at the same time is both subject and object of his own message.” (La Forge 1983).
Learners’ role: members of a community (their fellow learners and the teacher) and learn through interacting with the community.
◦ To listen attentively to the knower ◦ To freely provide meanings they wish to express ◦ To repeat target utterances without hesitation ◦ To support fellow members of the community ◦ To report deep inner feelings and frustrations as well as joy and
There are also other linguists have researched on this filed, such as Moskowitz, Mackey, La Forge.
CLL learners are encouraged to attend to the “overhears” they experience between other learners and their knowers. The result of the “overhear” is that every member of the group can understand what any given learner is trying to communicate (La Forge 1983:45)
Empirical studies: Brookfield highlights the fact that learning is happening all the time outside ‘educational institutions’. His focus is on learning in the community. In the case of individual or self-directed learning projects the learner would also take on the role of educator (Tough 1967 described these efforts at one point as ‘self-teaching’).