单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,0,Outline,Background,Approach,Theory of language,Theory of learning,Design,Objectives,The syllabus,Types of learning and teaching activities,Learner roles,Teacher roles,The role of materials,Procedure,Conclusion and Problems,第1页/共22页,OutlineBackground第1页/共22页,1,Background,General description,Charles A.Curran,a prof.of psychology at Loyola University(,洛约拉大学,),Chicago,was a specialist in counseling,whose applications of psychological counseling techniques to learning is known a Counseling Learning(,辅导学习,).,Community Language Learning,a method developed by him and his associates represents the use of Counseling-Learning theory to teach language.It is one of the examples of“Affective-Humanistic Approach”(,人文法,).,第2页/共22页,BackgroundGeneral description,2,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.,第3页/共22页,Tradition 1:第3页/共22页,3,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.,第4页/共22页,The client-counselor relations,4,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 communicate.CLL learners are encouraged to attend to the“overhears”they experience between other learners and their knowers.,第5页/共22页,Tradition 2:第5页/共22页,5,Approach:Theory of language,Currans student La Forge(1983)accepts linguistic theory must start,though not end,with criteria for sound features,the sentence,and abstract models of language.FL learners tasks are to apprehend the sound system,assign fundamental meanings,and to construct a basic grammar of the F language,But he goes beyond the traditional structuralist view of language,and elaborates an alternative theory of language called,Language as Social Process,.,第6页/共22页,Approach:Theory of languageC,6,Language as social-process model consists of 6 qualities or sub-processes:,The whole-person process,The educational process,The interpersonal process,The developmental process,the communicative process,the cultural process,第7页/共22页,Language as social-process mod,7,The interactional view of language underlying CLL:,Language is people.,Language is persons contact.,Language is persons in response.,Types of interactions are:,Interactions between learners,(equals)unpredictable in content,but involving exchanges of affect.Learner exchanges deepen in intimacy as the class becomes a community of learners.The desire to be part of this growing intimacy pushes learners to keep pace with the learning of their peers.,Interactions between learners and knowers,(unequals)initially dependent(The learner tell the knower what he wishes to say in the target language,and the knower tell the learner how to say it),self-assertive(,自作主张的，自信的,)in Stage 2,resentful and indignant in Stage 3,tolerant in Stage 4,and independent in Stage 5.,第8页/共22页,The interactional view of lang,8,Approach:Theory of learning,Currans counseling experience is applied to learning in general and to language teaching in particular.,CLL advocates,a holistic approach,to language learning since true human learning is both cognitive and affective,thus called whole person learning.Such learning takes place in a communication situation where teachers and learners are experiencing a sense of their own wholeness.,第9页/共22页,Approach:Theory of learningC,9,The process is divided into,5 stages,com