2013年8月29日 星期四
2013年8月25日 星期日
外語教學的歷史－外語教學原來不是一門專業－－
http://historyofmfl.weebly.com/uploads/1/0/4/5/10456380/the_history_of_teaching_and_learning_modern_languages_1.pdf
http://historyofmfl.weebly.com/index.html
十九世紀的外語學習，有錢人的奢侈作風之一，專門學些特定用法，來炫耀自己的文化素養是“蓋高尚”的。。。（聽來很熟悉吧？鄉下人想學點文化，這種心態，到現在還有）
十九世紀末，發明注解發音系統。。。反省為何外語學習成效不彰？學習方法大變革。。。
20世紀，流行的語言學習理念，用外語學外語，不可用學生的母語。
21世紀，重新檢視母語的角色，尊重多元文化，學生的母語，受到尊重，世界各地的英文口音，被接受，你講的內容 比口音更受到重視。網路的盛行，助長了這個發展。
http://historyofmfl.weebly.com/index.html
十九世紀的外語學習，有錢人的奢侈作風之一，專門學些特定用法，來炫耀自己的文化素養是“蓋高尚”的。。。（聽來很熟悉吧？鄉下人想學點文化，這種心態，到現在還有）
十九世紀末，發明注解發音系統。。。反省為何外語學習成效不彰？學習方法大變革。。。
20世紀，流行的語言學習理念，用外語學外語，不可用學生的母語。
21世紀，重新檢視母語的角色，尊重多元文化，學生的母語，受到尊重，世界各地的英文口音，被接受，你講的內容 比口音更受到重視。網路的盛行，助長了這個發展。
Using the Mother Tongue -- 替使用母語說句公道話，解說上下文－不能少。。
http://languageinstinct.blogspot.tw/2006/11/using-mother-tongue-to-teach-another.html
This is a radical notion, but in many ways it makes great sense. The trick is to use the mother tongue sparingly in class. Offer brief explanations and instructions where necessary, but do not do so randomly; Butzkamm suggests particular techniques to use in the classroom. He adds,
He adds that “interferences, those unwelcome imports from the mother tongue, are avoided by the sandwich technique.” The sandwich technique? This is when the teacher “inserts a translation between repetitions of an unknown phrase, almost as an aside, or with a slight break in the flow of speech to mark it as an ‘intruder’.” In this way the teacher briefly uses the mother tongue, but quickly re-establishes syntax for his students.
Butzkamm’s arguments are often complex, but they fall well within the structure of communicative language teaching. For example, he suggests that using teaching aids in the mother tongue can “promote more authentic, message-oriented communications than might be found in lessons where they are avoided…. (Also,) mother tongue techniques allow teachers to use richer, more authentic texts sooner. This means more comprehensible input and faster acquisition.”
In a comment on this post, Butzkamm pointed out that "my argument stands even if there is no such thing as a universal grammar common to all languages...in the Chomskyansense." He continues,
The mother tongue has a role in explaining vocabulary, Butzkamm says, but we have to me careful about it, as his explanation of the sandwich technique illustrates. In language teaching, other approaches do not work as well, he says, and can even be harmful. As importantly, “we need to associate the new with the old. To exclude mother tongue links would deprive us of our richest source” for building associations with words we already know. In general, he says, “the foreign language learner must build upon existing skills and knowledge acquired in and through the mother tongue.”
Butzkamm is not modest about his ideas. His theory, he says,
Hardly the first linguist to argue against the principle of monolingualism, Butzkamm’s arguments may be the most coherent and compelling. Language teachers – especially those whose students speak a common language – should remember a simple truth: knowing and judiciously using your students’ native language can make you better teachers.
Using the mother tongue, we have learned to think, learned to communicate and acquired an intuitive understanding of grammar. The mother tongue opens the door not only to its own grammar, but to all grammars, inasmuch as it awakens the potential for universal grammar that lies within all of us….For this reason, the mother tongue is the master key to foreignlanguages, the tool which gives us the fastest, surest, most precise, and most complete means of accessing a foreign language.
This is a radical notion, but in many ways it makes great sense. The trick is to use the mother tongue sparingly in class. Offer brief explanations and instructions where necessary, but do not do so randomly; Butzkamm suggests particular techniques to use in the classroom. He adds,
In principle, conveying meaning is not a matter of vocabulary, but concerns the text, i.e. it takes place simultaneously on a lexical, grammatical and pragmatic level. The pupil first wants to understand not what an individual word is saying, but what the text is saying, as accurately and completely as possible. An oral utterance equivalent in the mother tongue is the best and fastest way to fulfill this basic need.
He adds that “interferences, those unwelcome imports from the mother tongue, are avoided by the sandwich technique.” The sandwich technique? This is when the teacher “inserts a translation between repetitions of an unknown phrase, almost as an aside, or with a slight break in the flow of speech to mark it as an ‘intruder’.” In this way the teacher briefly uses the mother tongue, but quickly re-establishes syntax for his students.
Butzkamm’s arguments are often complex, but they fall well within the structure of communicative language teaching. For example, he suggests that using teaching aids in the mother tongue can “promote more authentic, message-oriented communications than might be found in lessons where they are avoided…. (Also,) mother tongue techniques allow teachers to use richer, more authentic texts sooner. This means more comprehensible input and faster acquisition.”
In a comment on this post, Butzkamm pointed out that "my argument stands even if there is no such thing as a universal grammar common to all languages...in the Chomskyansense." He continues,
Mother tongue grammars have paved the way to foreign grammars in as much as they have prepared the learner to expect and understand underlying basic concepts such as possession, number, agent, instrument, cause, condition etc, no matter by what linguistic means they are expressed in a given language. Naturally, if both the target language and the FL have adjectives, relative clauses or the pluperfect tense in common, they need not be taught from scratch, but are directly available for incorporation into the L2 system. However, the path breaking power of L1 grammar is not dependent on the fact that both languages share such grammatical features. One natural language is enough to open the door for the grammars of other languages because all languages are cut from the same conceptual cloth.At first, some of his arguments sound like those of a CL teacher gone mad. Consider the beginning of this argument, for example: “Mother tongue aids make it easier to conduct whole lessons in the foreign language.” This sounds almost surreal until he explains that using such aids enables “pupils to gain in confidence and, paradoxically, become less dependent on their mother tongue.”
The mother tongue has a role in explaining vocabulary, Butzkamm says, but we have to me careful about it, as his explanation of the sandwich technique illustrates. In language teaching, other approaches do not work as well, he says, and can even be harmful. As importantly, “we need to associate the new with the old. To exclude mother tongue links would deprive us of our richest source” for building associations with words we already know. In general, he says, “the foreign language learner must build upon existing skills and knowledge acquired in and through the mother tongue.”
Butzkamm is not modest about his ideas. His theory, he says,
restores the mother tongue to its rightful place as the most important ally a foreign language can have, one which would, at the same time, redeem some 2000 years of documented foreign language teaching, which has always held the mother tongue in high esteem.
Hardly the first linguist to argue against the principle of monolingualism, Butzkamm’s arguments may be the most coherent and compelling. Language teachers – especially those whose students speak a common language – should remember a simple truth: knowing and judiciously using your students’ native language can make you better teachers.
2013年8月23日 星期五
2013年8月16日 星期五
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