《世界语言与文化深度教育：帮助学习者深度学习语言》

l 世界语言与文化深度教育：帮助学习者深度学习语言Dr. Franois Victor TOCHONDr. Franois Victor TOCHON believes that only the acquisition of meaningful language is the fundamental guarantee of language communicative competence. In-depth learning theory requires that teachers create conditions to decide what to learn and how to learn for students in teaching practice. In this learning mode ,the role of teachers is the learning adviser, consultant and promoter of students, providing feedback and learning resources for students.I agree with the theory of in-depth learning. The reasons why I agree with it are as follows:1. Deep learning means that learners can critically learn new facts and ideas, integrate them into the original cognitive structure, connecting many facts and ideas, transfering existing knowledge to new situations, making decisions and solving problems on the basis of understanding finally. 2. In the rapid development of science and technology information era, the multi-modal information storage mode and the massive renewal of resources provide infinite exploration space for in-depth learning. 3. In oral English teaching, students are guided by the theme to explore, not only to cover the subject-related things in breadth, but also to explore in depth, taking into account various information, to have a comprehensive thinking of the problem, to form their own views. In the whole process teachers play a leading role, assisting students to complete the whole inquiry learning and acquire language skills. 4. The theory of in-depth learning helps to develop students conscious, goal-oriented and focused learning attitude, mobilize their language learning ability, and promote ability of learning and working by using the foreign language.l Language two作者Dulay , Burt 与Krashen编著Krashen proposed the sentiment filtering hypothesis that emotion filtering is a psychological barrier that prevents language learners from fully absorbing the comprehensible input. This book further expands the filtering effect of emotional factors on second language acquisition: emotion filter is an internal processing system of language learners, which is based on the learners motivation, needs, attitudes and emotional state (Psychologists call it emotion) subconsciously screening the input language.I dont agree that. Because Krashen did not give a clear explanation about how emotional filters work, nor did he provide convincing evidence that individual differences are related to the strength of emotional filtering. In addition, this hypothesis lacks sufficient linguistic explanation. In the process of constructing the hypothesis, Krashen has not made clear his own view of language from beginning to end. What kind of language input does the so-called partial language in the hypothesis refer to? How can emotional filters recognize the different partial language? What are the characteristics of those partial language that attract priority attention? Many questions can not be answered reasonably from the interpretation of Krashen hypothesis. From the perspective of social psychology in a broad sense, Krashens hypothesis theory simply piles up complex social and psychological factors in an indiscriminate way.l 基于网络书面实时交流的大学英语口语拓展教学研究作者郑佩芸著This book refers to Longs theory of interaction hypothesis: in oral interaction, the emergence of communication barriers and the negotiation around them can promote acquisition. The post-development interaction hypothesis emphasizes comprehensible input as well as the role of negative evidence and output adjustment. It holds that interaction plays a role by connecting input with learners internal mechanism and output through selective attention.I dont fully agree with this theory ,because of the limitations. First of all, it is difficult to distinguish the different forms of meaning negotiation for independent research. Secondly, meaning negotiation is only a small part of all the interactive activities that learners experience. Language acquisition theory based on such a single interactive behavior does not seem to be universal. Finally, there is an individual difference problem. There is a great gap between learners negotiation ability and willingness to negotiate. Age, motivation, personality and knowledge level will influence their negotiation behavior.l 经贸口语课程的教学技巧杨苑One of the main methods used in this paper is the task method. Task approach guides and maintains students interest and motivation in the form of exploring problems. It enables students to actively discover and solve problems by accumulating, analyzing, processing and using information, for cultivating students ability to acquire knowledge and innovate.I agree with this teaching method. Task-based teaching method has outstanding advantages: Firstly, it emphasizes authenticity. Task-based teaching model often introduces real language materials into the learning environment, so that in the learning process students can participate by completing assigned tasks. Secondly, the task method is always student-centered. Under the guidance of tasks ,it promotes the dialogue process to become a good interactive process among the learners, invisibly making students in a positive learning state in the classroom. So that learners in the process of completing tasks naturally learn to understand and use the language knowledge they have learned, which creates an environment conducive to language learning. Thirdly, task approach highlights a heuristic concept of using language. It emphasizes that teachers should try to avoid the simple teaching method, and that students should use the known vocabulary to accomplish something, so as to improve their abilities of language, thinking and cooperation in the process, and the comprehensive ability of language.l 研究生英语口语教学的特殊性与技巧李丽芳柯建华There are three points in this paper. The first one is “the application of turn-taking”. The second one is diversified forms of classroom teaching. The last on is Classroom teaching and after-class reading are combined.I agree with the theories of oral English teaching skills. The reasons are as follows. The first reason is that skilled turn-taking is one of communicative competence, which requires a person to judge the opportunity to get a voice while observing the turn-taking, and also to consider how to say once he gets a voice. Without this ability, he cant effectively use the foreign languages for natural conversation. The second reason is that learning motivation plays a great role in improving learning efficiency and level in different learning individuals. Different teaching methods can mobilize more students enthusiasm to learn spoken English and communicate with English, so that students can successfully understand and use the language in the appropriate context, which help teachers achieve their teaching goals. The third reason is that the extensive study of English reading materials can not only broaden learners horizons and knowledge, but also constantly consolidate the vocabulary and grammar structures they have learned, which help students keep in touch with new words and new expressions. The seemingly silent reading is actually the key factor for the improvement of oral English.l 试论新时期下高中英语口语教学技巧张伟利The contents mentioned in this paper include the establishment of new teaching objectives and the reform of the traditional English classroom teaching mode. I quite agree with the author. The specific reasons are as follows:Firstly, because the high school English curriculum emphasizes on improving students abilities to acquire information, process information, analyze and solve problems on the basis of further developing students comprehensive language ability. The purpose of oral English teaching is also to improve students abilities of thinking and expressing, to form awareness of cross-cultural communication and the ability of basic cross-cultural communication, to broaden international horizons, to enhance patriotism and national sense of mission, to form sound emotions, attitudes and values, and to lay a good foundation for future development and lifelong learnin. However, the traditional goal of English teaching in senior high schools can no longer adapt to the current sense of the times and the development trend of English teaching.Secondly, because the teaching of spoken English in the classroom is to face all students, it lays the foundation for the lifelong development of the students. Spoken English is the gateway of English as a communication tool. Strengthening oral English ability is the need of the development of the times and an important part of the development of quality education. English courses should focus on developing students ability to access information, process information and convey information in English, the ability to analyze and solve problems, and the ability to think and express in English. Oral English teaching creates conditions that allow students to explore their own interests and solve problems on their own.Finally, in the era of information diversification, oral teaching should use modern educational technology to broaden the channels of learning and using English, and create conditions for students to learn independently.l 小学英语口语教学研究万宗玲This article refers to S. D. Krashens hypothesis. Krashen (1985) argues that foreign language learning is formed through a large number of direct language inputs. He believes that language input must includes the following three aspects,: 1) comprehensible input; 2) contains known language components (i); 3) components slightly higher than the known language level ( i+1). I agree with the intelligibility input and a little higher than the known language level (i+1) in theory.The well-known Wolf-child Story tells us that there is no output without input, then we can say that there is no acquisition without comprehensible input and no development of language ability without i+1. Moreover, language input is understandable on the premise of proper control, and it can be slightly higher than the learners current language proficiency. However, we should not blindly exaggerate the importance of input. Input does not represent the whole or the only way of second language acquisition, because output and interaction also play a vital and indispensable role in second language acquisition.l 口语交际，需用计谈谈口语交际教学的策略和技巧杨 中The oral teaching techniques mentioned in the paper include techniques for selecting oral communication topics, techniques for creating oral communication situations, and techniques for expanding students oral communication channels. I think these skills are very important in oral teaching. The reasons for approval are as follows:1.In oral communication classroom teaching, a good topic means a half of the success in the activity. When teachers choose concise, image, interesting and flexible topics, students are more likely to understand the teachers teaching, to operate easily, mobilizing students accumulation of life, enthusiasm for oral communication and participation, so that students can choose more freely without too much restriction.2. The classroom teaching of oral communication attaches great importance to the creation of situations, because only by creating a strong atmosphere of life can students enthusiasm for communication be stimulated. The methods of creating situations in classroom include organizing activities to create situations, using multimedia to create situations, using language to render situations, etc. Organizing activities can enable all students to take action and practice oral communication in the activities, which forms a series of oral communication opportunities. It is easy to arouse students enthusiasm and desire for oral communication by using multimedia to create situations which are vivid and realistic, so as to achieve perfect oral communication effect.3. Classroom teaching in oral communication plays a leading role. What important is to let students exercise their speaking skills in the life. The channels for students oral communication are often seen in actual teaching as follows. One is to guide students to communicate with relatives and friends in the family. The second one is to encourage students to communicate with others in society. The third one is to continue to organize activities in schools. Students can feel the family feelings by speaking in the family. Students can communicate with strangers in society, exercise their courage, mentality, understand others and the society. There are many activities organized after school hours, such as News conference, discussion of news, hot debates, deep understanding of hot issues in the debate, talking about the world, exchanging their own knowledge, increasing knowledge and so on. Opportunities for oral communication are everywhere. We must enhance our communication awareness and strive to improve the level of oral communication.