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【Abstract】This paper aims to give the general idea of community language learning and the application of it.
【KeyWords】 foreign language； record；community
1.Introduction
Community Language Learning (CLL) is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors.
2. Application
It has also been pointed out that this is a methodology exclusively suitable for adult learners, not for children. Also, the most descriptions of it in action focus on the early stages of learning the new language. What do teachers do after that? As for many methods, it gets more difficult to distinguish between one method and anothermore advanced the learner becomes.
Perhaps the enduring value of CLL has been its emphasis on whole-person learning; the role of a supportive, non-judgmental teacher; the passing of responsibility for learning to the learners (where it belongs); and the abolition of a pre-planned syllabus.
2.1 Working with monolingual or multilingual class
I have used CLL with both monolingual and multilingual classes and found that it works well with both. With the multilingual low-level classes I, as the teacher-counselor, reformulated their English in the same way you might do with higher levels. However, the first few attempts at CLL work better with a monolingual class as the instructions can be given in L1. It's important that the learners understand their and your new roles in the language learning process.
2.2 Working with large classes
For the first lesson it's important to record the conversation as a whole class even though this can limit student-speaking time. It's more practical in terms of giving instructions before you start and for moving from one student to another when they need you to translate or reformulate what they want to say. The next time you use CLL however, you could split the class into two groups. This gives them more speaking time.
Make sure the groups are far enough away from each other for the recording stage but not so far that you can't move freely from one group to another.
A further alternative is that they swap tapes for the transcription stage. The language is obviously less personalized but their listening skills are being challenged in a different way and they still feel part of a whole class community.
3. Conclusion
Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react positively to working in a community. They take exceptionally well to peer-correction and by working together they overcome their fear of speaking. I have also found quieter students able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning. All of which raises our awareness as a teacher and that of our students.
【References】
［1］Communicating Naturally in a Second Language by Wilga M. Rivers CUP 1986
［2］ Language Teaching Methodology by David Nunan Prentice Hall 1998
［3］CLL: A Way Forward Rod Bolitho taken from ELT documents 113 - Humanistic Approaches: An Empirical View The British Council (1982)
［4］Vallerand, R.J. Toward a hierarchical model of intrinsic and extrinsic motivation
［5］[J] 刘新民《外语与外语教学》"英语论文写作规范",1999年第8期
【KeyWords】 foreign language； record；community
1.Introduction
Community Language Learning (CLL) is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors.
2. Application
It has also been pointed out that this is a methodology exclusively suitable for adult learners, not for children. Also, the most descriptions of it in action focus on the early stages of learning the new language. What do teachers do after that? As for many methods, it gets more difficult to distinguish between one method and anothermore advanced the learner becomes.
Perhaps the enduring value of CLL has been its emphasis on whole-person learning; the role of a supportive, non-judgmental teacher; the passing of responsibility for learning to the learners (where it belongs); and the abolition of a pre-planned syllabus.
2.1 Working with monolingual or multilingual class
I have used CLL with both monolingual and multilingual classes and found that it works well with both. With the multilingual low-level classes I, as the teacher-counselor, reformulated their English in the same way you might do with higher levels. However, the first few attempts at CLL work better with a monolingual class as the instructions can be given in L1. It's important that the learners understand their and your new roles in the language learning process.
2.2 Working with large classes
For the first lesson it's important to record the conversation as a whole class even though this can limit student-speaking time. It's more practical in terms of giving instructions before you start and for moving from one student to another when they need you to translate or reformulate what they want to say. The next time you use CLL however, you could split the class into two groups. This gives them more speaking time.
Make sure the groups are far enough away from each other for the recording stage but not so far that you can't move freely from one group to another.
A further alternative is that they swap tapes for the transcription stage. The language is obviously less personalized but their listening skills are being challenged in a different way and they still feel part of a whole class community.
3. Conclusion
Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react positively to working in a community. They take exceptionally well to peer-correction and by working together they overcome their fear of speaking. I have also found quieter students able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning. All of which raises our awareness as a teacher and that of our students.
【References】
［1］Communicating Naturally in a Second Language by Wilga M. Rivers CUP 1986
［2］ Language Teaching Methodology by David Nunan Prentice Hall 1998
［3］CLL: A Way Forward Rod Bolitho taken from ELT documents 113 - Humanistic Approaches: An Empirical View The British Council (1982)
［4］Vallerand, R.J. Toward a hierarchical model of intrinsic and extrinsic motivation
［5］[J] 刘新民《外语与外语教学》"英语论文写作规范",1999年第8期