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1、Chapter9WholeLanguage全语言法Whywholelanguage?“Iflanguageisn’tkeptwhole,itisn’tlanguageanymore”(Rigg1991:522).“Whatbeganasaholisticwaytoteachreadinghasbecomeamovementforchange,keyaspectsofwhicharerespectforeachstudentasamemberofacultureandasacreatorofknowledge,andrespectforeachteacherasaprofessional”
2、(Rigg1991:521).Rigg,P.1991.WholeLanguageinTESOL[J].TESOLQuarterly25(3):521-542.Whatiswholelanguageinstruction?Emphasis:learningtoreadandwritenaturallywithfocusonrealcommunicationandreadingandwritingforpleasureApproachDesign ProcedureApproachTheoryoflanguage:aninteractionalperspective: “Languageus
3、eisalwaysinasocialcontext,andthisappliestobothoralandwrittenlanguage,tobothL1andL2use”(Rigg1991:523).ApproachTheoryoflanguage:psychologicallyasavehicleforinternal“interaction”,foregocentricspeech,forthinking: “Weuselanguagetothink:Inordertodiscoverwhatweknow,wesometimeswrite,perhapstalktoafriend,
4、ormuttertoourselvessilently”(Rigg1991:323).ApproachTheoryoflearning:Humanisticapproachauthentic,personalized,self-directed,collaborative,pluralistic tofocuslearnerattentionandtomotivatemasteryConstructivistapproachKnowledgeissociallyconstructed. Learnerscreatemeaning,learnbydoingandworkcollaborat
5、ivelyinmixedgroupsoncommonprojectsDesignObjectivesSyllabusLearningactivitiesTeacherrolesLearnerrolesRoleofmaterialsObjectives:WhatarethemajorprinciplesunderlyingthedesignofWholeLanguageinstruction?P.110Teacherroles:AfacilitatorandanactiveparticipantLearnerroles:CollaboratorEvaluatorSelf-directedS
6、electorSyllabus:Accordingtoobjectives,learnerrolesandteacherroles,thereisnotapre-designedsyllabus,i.e.apreplannedlessonorscript.Activities:IndividualandsmallgroupreadingandwritingUngradeddialoguejournalsWritingportfoliosWritingconferenceStudent-madebooksstorywritingRoleofmaterials:theuseofreal-wo
7、rldmaterialsratherthancommercialtexts:ApieceofliteratureNewspapersSigns,handbillsStorybooksPrintedmaterialsStudent-producedmaterials,suchasclasssetsofliterature,bothfictionalandnonfictionalProcedureWholeLanguageinstruc
