From Theory of Language to Language Learning

From Theory of Language toLanguage Learning He Lianzhen Zhejiang University November, 2010

Theory of Language Three generations of language teaching: • The first generation: The traditional teaching approach (传统语言教学) • The second generation: The structural approach (结构主义教学) • The third generation: Communicative language teaching (交际语言教学)

The first generation: Teaching was done based on experience and tradition (not on linguistics and relevant disciplines) There was no conscious theory of language and language was taught as knowledge (including grammar, vocabulary and phonetics). Language knowledge = Knowledge

The second generation: Knowledge about linguistic rules ≠ Language What should be taught is the language, not about the language. (Moulton 1961) Structural linguistics: language is a system of symbols. Psychological behaviorism: learning the language is the learning of the skills to operate this system of symbols, that is, to train the linguistic behaviors in responding correctly to the stimuli. Language = A system of symbols

The third generation: Communicative language teaching learning a language ≠ learning of phonetics, grammar and vocabulary ≠ learning of the skills of operating the symbols = acquisition of the ability to communicate with others • Competence does not exclude knowledge and skills, but does not mean knowledge + skills. It is the internalized ability. So language teaching shouldn't be limited to the teaching of knowledge and skills, but should be focused on the teaching of competence.

Communicative competence • Linguistic competence (phonetics, grammar, vocabulary, semantic meaning of the words and structures, listening, speaking, reading and writing) • Discourse competence (language in discourse, or textual or discoursal context) (knowledge about the rules of discourse, the ability to organize a discourse, cohesion and coherence) • Pragmatic competence (language in communicative context or situation) (communication strategies, sociolinguistic competence, social and cultural knowledge, and knowledge about the world)

Theory of Language Learning • Structural linguistics (language learning = the formation of habits) Chomsky (language learning involves creativeness) Krashen (language learning depends on the subconscious acquisition, not conscious learning) (1978, 1981) Cognition (language learning is a process of cognition) (emotion and cultural factors are given some attention)

Two theories of language learning: One theory: the learning of a foreign language is the formation of psychological and physiological habits (training of skills through imitation and stimulus-response). The other theory: the learning of a foreign language is the formation of a new knowledge system, emphasizing creativity and the role of cognitive and emotional mechanism. declarative knowledge Knowledge procedural knowledge

The first generation: Language learning = the learning of knowledge Characteristics: 1. What is learned is only declarative knowledge (unaware of the necessity to turn it into the ability to use) 2. The learning of knowledge does not involve the activation of cognition, does not need creativity (rote learning)

The second generation: Language learning = stimulus-response Characteristics: 1. The training of skills does not involve cognition, not to say active participation and creativity; 2. The skills refer to the skills of operating the language forms; meaning and use are not included; 3. Language forms can be learned separately and skills can be trained separately.

The third generation: subconscious acquisition and cognitive learning students as receivers student-centered Characteristics: 1. Communicative competence is acquired subconsciously, rather than learning in its narrow sense. (message-focused rather than code-focused) 2. The focus should be put on the information, that is, the aim of communication (emphasizing the learner’s active participation and creativity)

How to Learn a Language Lay a solid foundation in language Knowledge Skill Ability/Competence

Knowledge (Linguistic knowledge): • Pronunciation and intonation (BrE or AmE) • Grammar • Vocabulary (depth & width) Skills: Receptive skills (listening & reading) Productive skills (speaking, writing) Ability/Competence: Communicative competence

Communicative competence: Not only the ability to make grammatically correct sentences according to grammatical rules, but also the ability to say the sentences appropriately (time, place and people) • knowledge of the grammar and vocabulary of the language • knowledge of rules of speaking: e.g. knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speaks to and in different situations • knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks and invitations • knowing how to use language appropriately

Increase your knowledge A jack of all trades and master of none. • Knowledge of the language: basic knowledge of language (vocabulary size, phonetics, semantics, syntax), development of language and differences between languages (BrE vs. AmE) a glorious revolution (a fine revolution) chips/fries/crisps • Knowledge of literature (Chinese vs. Foreign, Bible) * To introduce Chinese culture to foreigners • History, geography, politics, economy, culture, customs, science and technology, etc.

Properly handle a couple of relationships 1. The relationship between knowledge and skills * The difference between language and other subjects 2. The relationship between/among different skills 3. The relationship between accuracy and fluency accuracy: correctness of code fluency: efficiency rather than speed appropriateness: appropriate to certain context or situation 4. The relationship between the foreign language you learn and your mother tongue

Conclusion 盛年不重来, For youth, once gone, will no longer return, 一日难再晨; Nor this same morn as the day closes. 及时当勉励, Treasure every moment before it slips by, 岁月不待人. Mark, the fleeting years wait for no man. -- 陶渊明

Thanks！

From Theory of Language to Language Learning