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題名 | The Study of the Junior College Students' Adjustment in Learning English--The Introduction of the Counseling (Community Language) Learning Approach (CL/CLL)=專科學生英文課程學習適應之研究--談諮商(或社區語言)學習法 |
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作者姓名(中文) | 鄭淑芬; | 書刊名 | 高苑學報 |
卷期 | 6:1 1997.02[民86.02] |
頁次 | 頁427-439 |
分類號 | 525.38051 |
關鍵詞 | 諮商(社區語言)學習法; 社會溝通模式; 非防衛性的學習歷程; Counseling (Community Language) learning approach; Social process model of Communication; A non-defensive process of communication; |
語文 | 英文(English) |
中文摘要 | 語言學習的歷程一直被視為只是一種習慣養成的結果及概念建立的完成。事實上 , 語言學習亦當顧及學習者本身情感流露及意念表達的需要。 作者特就本論文詳加探討 1960 年代的一種語言新教學法 -- 諮商 [ 或社區語言 ] 學習法, 以期補充過去傳統語言 教學法不足之處。本文共分七部分:第一部分介紹語言教學法的簡史;第二部分討論諮商 [ 社區語言 ] 學習法的三點基本概念,如諮商關係, 語言的功能是一種個人式的溝通及社會 化交流的過程。諮商學習法是一種非防衛性的學習歷程;第三部分探討諮商學習法的教學歷 程;第四部分推薦諮商學習法十項典型的活動;第五部分討論諮商學習法合乎現代教學原則 的六大特色;第六部分綜合評估諮商學習法的優缺點;第七部分就目前臺灣語言教學的趨勢 ,建議諮商學習法可行之處。總結中,作者不免再次強調教師與學生之間合諧關係以及學生 同儕之間互助合作的重要性,同時益加肯定諮商學習法對語言教學不可忽視的貢獻。最後, 作者期盼本文可提供其他語言教師一些有關課程設計及實際教學之參考。 |
英文摘要 | To learn a new language is always considered as a kind of behavioral formation and a process of cognitive training. In fact, speaking a new language is also a way for the learners to express their feelings and communicate their ideas with others. In this paper, the author would like to introduce a new teaching approach, the Counseling [Community Language] Learning Approach, which was introduced in the 1960s, because she really believes that this approach can make up some shortcomings in the traditional language teaching methods or approaches. There are seven sections in this paper: the first is to introduce the brief history of language teaching methods or approaches; the second is to discuss the three main concepts of the CL/CLL approach, such as counseling relationship, the function of language as a kind of personal communication and a social process model of communication, and CL/CLL is a non-defensive process of communication; the third is to investigate the CL/CLL teaching/learning process; the fourth is to recommend the ten typical CL/CLL teaching activities; the fifth is to propose the six qualities, which demonstrate the CL/CLL approach as a model of language teaching recently; the sixth is to evaluate the strengths and weaknesses of the CL/CLL approach; the seventh is to suggest how CL/CLL can be applied to teach EFL (English as a Foreign Language) in Taiwan. In conclusion, the author cannot but highlight the importance of two factors in the class: the harmonious Teacher-Student relationship and the cooperative Student-Student interaction. Meanwhile, she strongly recommends the potential contribution of the CL/CLL approach to the EFL teaching in Taiwan. In the end, she hopes that this paper can offer some practical references and inspiration to other EFL teachers about the curriculum designs as well as the teaching procedures. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。