社团语言学习法课件.pptx

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1、Chapter7CommunityLanguageLearningOutlineBackgroundApproachTheoryoflanguageTheoryoflearningDesignObjectivesThesyllabusTypesoflearningandteachingactivitiesLearnerrolesTeacherrolesTheroleofmaterialsProcedureConclusionandProblemsBackgroundGeneraldescriptionCharlesA.

2、Curran,aprof.ofpsychologyatLoyolaUniversity(洛约拉大学),Chicago,wasaspecialistincounseling,whoseapplicationsofpsychologicalcounselingtechniquestolearningisknownaCounselingLearning(辅导学习).CommunityLanguageLearning,amethoddevelopedbyhimandhisassociatesrepresentstheuseofC

3、ounseling-Learningtheorytoteachlanguage.Itisoneoftheexamplesof“Affective-HumanisticApproach”(人文法).Tradition1:CLLderivesitsprimaryinsightsandorganizingrationalefromRogeriancounseling(Rogers,1951).Counselingconsistsofoneindividual(thecounselor)assuming“insofar限度内（在

4、…范围内，在…）heisabletheinternalframeofreference[oftheclient],perceivingtheworldasthatpersonseesitandcommunicatingsomethingofthisempatheticunderstanding”.OrCounselingisonepersongivingadvice,assistance,andsupporttoanotherwhohasaproblemorisinsomewayinneed.CLLdrawsonthec

5、ounselingmetaphortoredefinetherolesoftheteacher(thecounselor)andlearners(theclients)inthelanguageclassroom.Theclient-counselorrelationshipinpsychologicalcounseling﹦thelearner-knowerrelationshipinCLL..CLLtechniquesareofhumanistictechniquesthatengagethewholeperson,

6、includingtheemotionsandfeelings(theaffectiverealm)aswellaslinguisticknowledgeandbehavioralskills.Blendwhatthesfeels,thinksandknowswithwhatheislearninginthetlanguage.Ratherthanself-denialbeingtheacceptablewayoflife,pursueself-actualization(自我实现)andself-esteem.Help

7、sstobethemselves,toacceptthemselvesandtobeproudofthemselves.Helpbuildrapport（友好关系，和谐，融洽）,cohesiveness,andhelpfosteraclimateofcaringandsharingintheFLclass.Tradition2:CLLislinkedwithasetofpracticesusedincertainkindsofbilingualeducationprogramsandreferredtobyMackey(

8、1972)as“languagealternation”.Amessage/lesson/classispresentedfirstinL1andthenagaininL2.SsknowthemeaningandflowofanL2messagefromtherecalloftheparallelmeaningand