7communitylanguagelearning社团语言学习法.pptxVIP

Chapter 7 Community Language Learning;Outline;Background;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. ;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. 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 self-actualization (自我实现) and self-esteem. 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. ;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”. 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. In CLL, a learner presents a message in L1 to the knower who translates it into L2. The learner then repeats the m in L2, addressing it to another learner with whom he wishes to communic