Transcript 幻灯片 1

The College of Int’l Studies
Yangzhou
University
Lecture
One
解读英语基础教育：理论与实践
Some Issues on EEL Teaching &
Education in China
Dr. Hongliang YU
[email protected]
2015/7/17
School of Foreign Studies
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0. Outline
1. Brainstorming: Humanistic requirements for
a professional?
2. Problems: EFL teaching or education?
3. Solutions: Theoretical and practical
4. Teacher professional development:
Intrinsically driven and extrinsically affected
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I. Brainstorming
 人文素养: 基本品质和基本态度
 人文素养教育: 人生存目的的教育，即教会学
生“如何做人”
 人文精神:
 对人类生存意义和价值的关怀
 科学精神、艺术精神和道德精神
 教育的人文要求：
 担当? 使命? 精神?
 1+1≠2
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II. Problems identified
 关于外语教育理念
 关于教育的本质与外语教育的本质
 关于英语基础教育目标与英语教学目标
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问题一：关于外语教育理念
 形而上和形而下：任何教育均隐含着一种
哲学假设和价值取向。
 外语教学争论焦点似乎主要是途径和方法的
问题，很少涉及英语教育目标与政治、文化、
经济等问题的关系，很少讨论英语教育的基
本理念。
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What is ideology, anyway?
 Ideology: a set of concepts, doctrines and beliefs that
forms the basis of a political, educational or
economic system 《朗文语言教学与应用语言学词典》（第三
版）。
 Holliday (2009)：理念是决定人们行为选择的思想系
统。
 Tollefson (2007)：理念在语言教学中是指人们对于
语言的本质、交际的本质与目的以及得体的交际表
现等观念的共识。
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英语教育理念：两个视角
 N-bound perspective
 标准：本族语者的口头语言、价值观念、文化常模
（Sifakis , 2004）。如：

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教学目标：以英语为本族语者的能力水平为标准。

教学内容：以核心英、美文化为参照的常模（Stern,
1992）。

Holliday（2005）: native-speakerism，反映的根深蒂固的思
维定式。语言评价参照本族语的熟练程度。
误区：successful learners vs native speakers; native-like
targeted, but who are the native speakers?
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 C-bound perspective
 标准：以在国际交流的场合，双方相互理解
为标准, 不以英语国家文化为标准; 交流双方共
同的理解基础: 了解对方的背景和文化。
(Sifakis, 2004)
 误区1：Communicative functions
≠communicative effectiveness/success;
 误区2：English taken as international
language, but a moving target (or a
communication tool in the virtual community)
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英语课程理念
 强调学科内容固有价值理念（academic rationalism)
 注重服务社会经济发展理念（social and economic
efficiency )
 以学习者为中心的理念（learner-centeredness)
 “社会重建”理念（social reconstructionism)
 文化多元主义（cultural pluralism) 。
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问题二：关于教育与外语教育的本质
 教育的本质
 学文化、启心智、爱生命（刘润清、韩宝成，2008）
 Change in both teachers and students :
 morally, intellectually, psychologically and
physically
 into critical and independent thinkers
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 外语教育的本质
 教师的观念体系（认知体系或信念体系）：
一种心理定势，左右着教师的教学行为。
 最核心的: 外语教育性质观，统领着全局，决
定着发展方向，
 由此引出的: 目的观、任务观、教材观、内容
观、教学观、测试观等。

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多元化、个性化和国际化的人才观。
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外语教育观念体系
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外语教育的性质
 Attributes：“What is language？”
 “语言是交流的工具。”
 “学外语就是为了和人进行交流”；
 “外语是一门工具性学科，实用性非常重要。”
 “语言是个符号系统。”
 “外语是了解与体验外国文化的桥梁。”
 。。。
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 语言的工具属性?
 语言的认知、社会文化和生物属性?
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语言是交流的工具，但它绝不同于一般的生活工
具或生产工具。
语言是人类才拥有的一套符号体系，是一个民族
认识世界、阐释世界的意义体系和价值体系。
语言也不只是思维的工具，它还能让人的思维活
跃起来，发达起来，让人变得更聪明、更智慧。
人区别于动物，是因为人不只有物质的语言，人
还有情感语言、命题语言和精神语言。
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英语作为外语的属性
 工具性
 人文性
 思想性
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问题三：外语教育目标
 Cook (2007): External goals and internal goals
 外在目标：实用的语言运用目标。
 内在目标：关注学生内心世界等自身的素质 (mental
development)。
 7 internal goals: 培养不同的思维方式；理解不同的文化
和宗教；发展优秀的公民素养；学会不同的学习语言方
式；通过英语学习，学生从不同的角度思考、理解各国
的文化；提高个人素质，成为既有民族特性，又有国际
意识的公民等。
 Multi-competence
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 韩宝成、刘润请 (2008)：外语（英语）基础
教育其目的应该是使学生通过外语（英语）
来学习文化，认识世界，培养心智，为终身
发展打下基础。
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 《国家中长期教育改革和发展规划纲要》
 ……适应国家经济社会对外开放的要求，培养大
批具有国际视野、通晓国际规则、能够参与国际
事务和国际竞争的国际化人才。
 误区 1：外语能力≠国际视野
 误区 2：仅从工具的意义来看语言及其教育是十
分狭隘的观念。人在创造语言世界的同时创造了
人的世界，创造了人的历史，创造了人自己。
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 “取法乎上，仅得其中；取法乎中，仅得其下。”
（《易经》）
 认为英语教育只是教授一门外语的看法正受到国
外学界的强烈质疑 (Pennycook, 1989；Holliday,
1994；McKay, S. 2003；Cummins & Davison, 2007）。
 Ellis（2008）: 一种语言教学课程是以一系列社会
与政治价值体系为基础的，任何课程的设置都要
论述这些价值体系，达成共识，说明以何种价值
体系引导课程的设计。
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
中外各国基础教育课程改革的重要共同点是：
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重视调整教育培养目标，努力使新一代国民
具有适应21世纪社会、科技、经济发展所必
需的全面素质;
强调学生整体发展(all-round development)，
而不仅仅关注学业目标(academic)。
注重多元化、个性化和国际化的人才观。
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America : ETS PPI
ETS PPI：Noncognitive measures for admissions in
higher education. Noncognitive or personal attributes —
sometimes referred to as “soft skills” — are considered
essential for academic success.
 The 6 personal attributes captured by ETS PPI are

Knowledge and Creativity;
 Communication Skills;
 Teamwork;
 Resilience;
 Planning and Organization; and
 Ethics and Integrity.

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China: Course objectives
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III. Solutions: Theoretical and practical
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Theoretical considerations

Language learning: Nature vs. nurture

How much of human language learning derives
from innate predispositions (genetic preprogramming) and how much of it derives from
social and cultural experiences which influence us
as we grow up?
Skinner: Language could be learned primarily by
imitating caretakers’ speech.
 Chomsky: Human language is too complex to be learned.
We must have some innate predisposition to expect
natural languages to be organized in particular ways.

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 Communicative Competence
 The term ‘communicative competence’ was
coined by Dell Hymes (1967), a sociolinguist
who was convinced that Chomsky’s (1965)
notion of competence was too limited.
 In the 1970s, research on communicative
competence distinguished between linguistic
and communicative competence (Hymes 1967)
to highlight the difference between knowledge
‘about’ language forms and knowledge that
enables a person to communicate functionally
and interactively.
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 Michael Canale and Merrill Swain (1980) and later
in Canale’s (1983) : communicative competence
 The construct of communicative competence: four
different components.
 Grammatical competence
 Discourse competence
 Sociolinguistic competence
 Strategic competence
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 The first two subcategories reflect the use of the
linguistic system itself.
 Grammatical competence is that aspect of
communicative competence that we associate with
mastering the linguistic code of a language, the
‘linguistic’ competence of Hymes.
 Discourse competence: it is the ability we have to
connect sentences in stretches of discourse and to form a
meaningful whole out of a series of utterances.
 While grammatical competence focuses on sentencelevel grammar, discourse competence is concerned with
intersentential relationship.
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 The last two subcategories define the more functional
aspects of communication.
 Sociolinguistic competence is the knowledge of the
sociocultural rules of language and of discourse.
 This type of competence ‘requires an
understanding of the social context in which
language is used: the roles of the participants, the
information they share, and the function of the
interaction.
 Only in a full context of this kind can judgments
be made on the appropriateness of a particular
utterance’ (Savignon 1983).
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 Strategic competence: “the verbal and nonverbal
communication strategies that may be called into
action to compensate for breakdowns in
communication due to performance variables or due to
insufficient competence” (Canale and Swain1980).
 It is the competence underlying our ability to make
repairs, to cope with imperfect knowledge, and to
sustain communication through ‘paraphrase,
circumlocution, repetition, hesitation, avoidance, and
guessing, as well as shifts in register and style’ (Savignon
1983).
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 Communicative Language Teaching (CLT)
 CLT: an approach not a method.
 Brown (1993) offers the following four interconnected
characteristics as a definition of CLT:
 Classroom goals are focused on all of the components of
communicative competence and not restricted to
grammatical or linguistic competence.
 Language techniques are designed to engage learners in
the pragmatic, authentic, functional use of language for
meaningful purposes.
 Organizational language forms are not the central focus but
rather aspects of language that enable the learner to
accomplish those purposes.
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 Fluency and accuracy are seen as
complementary principles underlying
communicative techniques. At times fluency
may have to take on more importance than
accuracy in order to keep learners meaningfully
engaged in language use.
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 In the communicative classroom, students
ultimately have to use the language,
productively and receptively, in unrehearsed
contexts.
 Students are given opportunities to focus on
their own learning process through an
understanding of their own styles of learning
and through the development of appropriate
strategies for autonomous learning.
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 The role of the teacher is that of facilitator and guide,
not an all-knowing bestower of knowledge.
 In CLT we pay considerably less attention to the
overt presentation and discussion of grammatical
rules than we traditionally did.
 CLT often makes it difficult for a nonnative speaking
teacher who is not very proficient in the second
language to teach effectively.
 Dialogues, drills, rehearsed exercises, and
discussions of grammatical rues are much simpler for
the average nonnative speaking teacher to contend
with.
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
Socio-cultural Perspectives: Sapir-Whorf
hypothesis (语言与思维的关系)


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The idea that language shapes (rather than
reflect) one’s world view.
The background linguistic system of each
language is not merely a reproducing
instrument for voicing ideas but rather is itself
the shaper of ideas, the program and guide for
the individual’s mental activity, for his analysis
of impressions, for his synthesis of his mental
stock in trade (Whorf, 1956).
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 Schumann’s acculturation model
Acculturation is defined by Brown (1980) as
‘the process of becoming adapted to a new
culture’.
 Linton (1963) described the general process
of acculturation as involving modification
in attitude, knowledge, and behavior.
 The overall process of acculturation
demands both social and psychological
adaptation.

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It is assumed that the more social and
psychological distance there is between the secondlanguage learner and the target-language group,
the lower the learner’s degree of acculturation will
be toward that group.
 Social and psychological distance influence secondlanguage acquisition by determining the amount of
contact learners have with the target language and
the degree to which they are open to the input that
is available.

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 In
a negative social situation, the learner will
receive little input in the second language.
 In a negative psychological situation, the
learner will fail to utilize available input.
 The psychological factors are affective in
nature. They include

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language shock;
culture shock;
motivation; and
ego boundaries.
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 In
Schumann’s model, acculturation is the
causal variable in the second language
learning process.
 He argued that the early stages of second
language acquisition are characterized by
the same processes that are responsible for
the formation of pidgin languages.
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 When
there are hindrances to acculturation –
when social and/or psychological distance is
great – the learner will not progress beyond
the early stages and the language will stay
pidginized.
 Pidginization is characteristic of all early
second language acquisition.
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Practical implications
 Language learner vs language user
 Skills or competence: receptive vs. productive
 More productive than receptive?
 More receptive than productive?
 Forms: linguistic competence (accuracy, fluency and
complexity)
 Meaning: sociolinguistic competence, discourse
competence and strategic competence
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 Comprehension vs production
 Comprehension and production are the two
themes for which various hypotheses are
proposed in second language acquisition (SLA)
research.
 In either case of comprehension and
production strategies, interlanguage
development is seen to be the byproduct of
engaging in meaning-processing.
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 Form-focused or meaning-focused
 Instructional activities, whether
comprehension- or production-based,
emphasize the role of meaning in facilitating
second language learning.
 But
meaning-focused instructional activities
may induce language learners to rely on
communication strategies which result in a
bypassing of the form of language.
 Therefore, the question arises of whether
instruction should be form-focused or meaningfocused .
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To sum up
 Shift from
 Input to output; Receptive to productive
 Skill-based teaching to content-based, or both
 Form-focused instruction to meaning-focused
instruction
 Speaking/writing to interpreting /translation
 Linguistic proficiency to communicative success
 Teacher-centred to learner-centered
 Exam-driven to driven by quality education
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And still more…
 把握语言输入与语言输出的关系
 把握语言形式与意义的关系
 把握语言学习与知识学习的关系
 把握语言的准确性、流利性和复杂性与表达能力的
关系
 把握教学内容与教学预期效果的关系
…
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语言教学内容与学习者不同的水平段
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Modeled after Wen (2011)
本族语变体
非本族语与本土化特征
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IV. Teacher professional development:
Intrinsically driven and extrinsically
affected
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Needs analysis
 Intrinsic needs:
 Learners’ motivation
 Teachers’ professional development
 Extrinsic needs:
 Adaptation to social needs
 Survival of English teachers
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 Challenges:
Craftsman vs professionals
 Tool
of the tools
 Slaves to publications
 Small potatoes
 Institutional loners (face students alone, solve all
the problems by themselves)
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EFL Teaching or education?
 What are the possible differences between teaching
and education? And,
 What are the things that can possibly be shared in
common?

Teaching focuses on textbooks
 Vicious

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circle in ELT: text-oriented learning
Education focuses on students
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Just one question: How much do you
know about learning and learners?

Diversity in learning and learners

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What is learned in acquiring a second language, as
well as how it is learned, is often influenced by
whether the situation involves informal exposure,
or formal instruction in school, and
These learning conditions are often profoundly
influenced by powerful social, cultural, and
economic factors affecting the status of both
languages and learners.
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 The
intriguing question of why some L2
learners are more successful than others
requires us to unpack the broad label
“learners” for some dimensions of
discussion.

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Linguists may distinguish categories of
learners defined by the identity and
relationship of their L1 and L2;
Psycholinguists may make distinctions based
on individual aptitude for L2 learning,
personality factors, types and strength of
motivation, and different learning strategies;
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
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Sociolinguists may distinguish among learners
with regard to social, economic, and political
differences and learner experiences in
negotiated interaction; and
Social psychologists may categorize learners
according to aspects of their group identity
and attitudes toward target language speakers
or toward L2 learning itself.
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教师发展：管理学定位
 Who
am I?
 Where am I?
 Where am I going?
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Personal planning
Teacher or educator?
 Where do you see yourself in 5 yrs? In 10 yrs?
 When to obtain the higher degree?
 When and how to get promoted?
 Your superiority or orientation in:

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Course teaching or course building
Academic research, and furthermore
Disciplinary development and building
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Personal planning
 It is never too late to pursue professional
development.
 学会“大气”：世界上1%的人是吃小亏而占大便
宜，而99%的人是占小便宜吃大亏。大多数成功人
士都源于那1%。
 学会面对：人生的意义不在于拿一手好牌，而在
于准备打好一手坏牌。
 Stay hungry. Stay Foolish. (Steve. P. Jobs,
2005)
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The end
Thank you!
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