CommunityLanguageLearning
大学思辨英语教程 精读1课件Unit 4 Language Learning
• Understand the effects of cultural differences on communication and language learning
Critical Thinking
Reading Skills
Learning Objectives
• Reading Skills
• Summarize the main idea of each paragraph • Identify topic sentences and key words • Identify supporting details
• At various times her house and yard have been filled with dogs, cats, birds, and rabbits. For thirteen years she had a cat named Taxi, and liked to go outside and call, "Taxi!" to make the neighbors wonder.
• Communicative Competence
• Illustrate your points with appropriate examples • Use topic sentences and supporting sentences to organize
your presentation/essay • Use euphemisms for possibly impolite expressions
English and English Community 英语与英语群体
English and English Community 英语与英语群体否认1There is no denying that1 English is a useful language. The people who speak English社区除了…以外today make up the largest speech community in the world with the exception of speakers最初部落北欧迁入of Chinese. Originally they were small tribes of people from northern Europe who settled in相似最后England. Their languages became more and more similar to each other. Finally, the均匀性language had enough uniformity2 to be used by all speakers in England. The people were united into a speech community through their shared language.2 A speech community is similar to other kinds of communities. The people who make并肩up the community share a common language. Often they live side by side, as they do in四邻构成完整的aneighborhood, a village, or a city. More often they form a whole country. National边界boundaries, however, are not always the same as the boundaries of a speech community. A speech community is any group of people who speak the same language no matter where they happen to live. 3We may say that anyone who speaks English belongs to the English speech为了方便起见分类community. For convenience3, we may classify the speakers into two groups: one in which the speakers use English as their native language, the other in which the speakers learn为了…目的贸易等等English as a second language for the purpose of education, commerce, and so on.担任…交替的活动4English serves as an alternative language in several areas of public activity for the 使用many nations of the world which employ it as an international second language.4 English采用贸易has been adoptedas the language of air traffic, commerce, as well as international外交而且…大多数出版材料diplomacy. Moreover, English is the language of the majority of published materials in the依靠沉重地world so that education has come to rely heavily on an understanding of English.扩充视力扩大5Learning a second language extends one's vision and expands the mind. The history 文学and literature of a second language record the real and fictional lives of people and their文化culture;5 a knowledge of them adds to our ability to understand and to feel as they feel.提供通信手段Learning English as a second language provides another means of communication through遗产which the window of the entire English speech community becomes a part of our heritage.2014年职称英语教材综合类概括大意与完成句子第三篇：English and English Community答案与题解：1. F 此段解释何为语言群体，最后一句话是关键，可以看做是语言群体的定义。
languagelearning
I. Linguistics theories and approachesGenerally linguistic has experienced 3 stages: prescriptive（规定性的）, descriptive（描写性的）, explanatory（解释性的）. Ancient Greek grammar to linguistics in the 18th century belonged to traditional grammar and were prescriptive and based on Latin grammar and classic works of the masters.In terms of the study of form and meaning, 3 stages can be divided into: traditional grammar is from meaning, structurlism is from form, while Halliday tries to combine form and meaning.I. Traditional grammar1. Ancient Greek grammar eg: Plato, Aristotle etc.2. Ancient Roman grammar3. Grammar in the Middles Ages4. Linguistics from the Renaissance to the 18th century5. Linguistics of ancient India ---SanskritFeatures: prescriptive, based on Latin grammar and classic works of the masters Before the 19th century, prescriptive, diachronicNormative grammarA grammar which contains rules for what is considered to be corrector appropriate usage. The rules may be based on classical literary works or the speech of those people who are considered as models for others to copy. In a nation in which many different dialects are spoken, a national language may be developed and a normative grammar and dictionary produced.II. 19th century and historical linguistics十九世纪有着划时代的意义。
【高中英语 外刊拓展】专题 32 Language-learning apps 用语言学习应用软件学
专题32 Language-learning apps 用语言学习应用软件学外语备战2021年高考英语外刊精读与练习（教师版）语篇导读：有些人觉得学习另一种语言既有用又有趣。
智能手机应用程序的兴起让学习语言变得更容易、更方便。
惯来对语言学习热情不高的英国人似乎也充分利用了这种学习方法，开始学习外语。
本文讨论为什么在英国有越来越多的人使用手机应用软件学外语。
Step 1 Vocabulary词汇表get to grips with something 认真理解并学习master 掌握，精通grasp 理解，掌握convenient 方便的，省事的access 使用，访问smartphone 智能手机evening class 夜校课程bilingual 能用两种语言的communicate 交流enthusiasm 热情，热忱shoot up 猛增，暴涨double 两倍的try one’s hand 试试手，尝试motivate 激发…的积极性progress 进度brain training 头脑训练，智力开发productive 富有成效的polyglot 通晓多种语言的人Step 2 Reading and understandingAre you learning another language? Maybe you’re trying to get to grips with it for work or study, or maybe you’re trying to master it just for the fun of it? Language learning is nothing new, of course, but technology has made it easier than ever to grasp.The popularity of language-learning apps in particular has boomed around the world, especially as more people are working or studying at home. They are usually easy and convenient to use because you can access them on your smartphone. And apps can offer languages not popular enough to be taught at evening classes or schools or universities.Many of us are aiming to be bilingual to enable us to communicate with people around the world. But, maybe surprisingly, it’s the British, who are not renowned for their enthusiasm for language learning, who are leading the way in the growth of these apps. US firm Duolingo told the BBC that in 2020 new user numbers globally were up 67% compared with 2019, while in the UK they shot up by 132%, almost double the worldwide average. And London-based Busuu, saw a similar trend for learners based in the UK.But for anyone trying their hand at a new language, what motivates them to carry on learning w hen there isn’t a teacher around to manage their progress? Colin Watkins from Duolingo told the BBC that for UK learners at least, “people are learning because of culture,brain training, family, and relationships, along with school and travel. We want a positive use of our time, and to do something productive on our phones.” The recent lock-downs have given us more time to do this. Certainly, becoming bilingual or a polyglot is a good thing, and it helps us to bring the world a little closer together.测验与练习Task 1 阅读课文并回答问题。
21世纪学习中心：Do The Math与21st Century Community Learni
Do The MathAligns to 21stCentury CommunityLearning Centers CriteriaScholastic EducationPage 1 of 8The purpose of the 21st Century Community Learning Centers (21st CCLC) program is to create community learning center s that provide academic enrichment opportunities for children, particularly students who attend high-poverty and low-performing schools, to meet State andlocal student standards in core academic subjects, to offer students a broad array of enrichment activities that can complement their regular academic programs, and to offer literacy and othereducational services to the families of participating children. The following chart details how Do The Math can support the development of a 21st CCLC program. The criteria are drawn from the federal 21st Century Community Learning Centers Non-Regulatory Guidance .Key Criteria for 21stCCLC ProgramsDo The Math1. Activities that provide remedialeducation and academicenrichment to improve academic achievementFocusing on numbers and operations—the cornerstone of elementary math education—Do The Math helps students in grades 2-8 build a solid foundation in computation, number sense, and problem solving for immediate and long-term learning. The program addresses the diverse needs of all students. Incorporating research-based instructional strategies to specifically meet the needs of students who struggle with math, the program helps students to gain necessary conceptual understanding of addition, subtraction, multiplication, division, and fractions.Do The Math consists of 12 modules that target addition and subtraction, multiplication, division, and fractions. Each module includes a series of thirty, 30-minute step-by-step lessons. The proven instructional strategies include:Well organized, manageable lessons that help studentsbuild a solid foundation of understandingExplicit, intentional instruction based on teaching forunderstandingMultiple strategies used for developing concepts andskillsFour-phase pedagogy built on gradual release thatprepares students for individual successStudent interaction that deepens the connectionsstudents make to the skills and strategiesMotivating practice that provides students theopportunity to strengthen and extend their learningVocabulary instruction that helps students developeffective communication and understanding about mathOngoing assessment that allows teachers todifferentiate instruction21st CCLC Programs2. Activities for limited Englishproficient students thatemphasize language skills andacademic achievement Do The Math is an intervention program for Grades 2-8 that can be used with any core math curriculum. The program is intended to help struggling students catch up and keep up with grade-level math skills and standards by helping students develop number sense, computation, and problem solving skills. The twelve modules target Addition & Subtraction, Multiplication, Division, and Fractions.English-Language LearnersDo the Math is designed to grant maximum access and success for English-Language Learners, with an emphasis on language development, the incorporation of visual representations and directions, and consistency across all instructional routines.The four-phase gradual release model prepares students for individual success and ensures that they are prepared to complete their work independently.Routines are will established so English-Language Learners can focus on the content and not the process of the assignment.Numerous structured opportunities for students to engage in meaningful conversations about math are embedded throughout the program to support intentional vocabulary and language development, while increasing access to content. Working in pairs allows for English-Language Learners to speak in their first language in order to understand the task at hand before practicing articulating their solution in English when they share with the larger group.“Built-in-Differentiation” notes on each planner page summarize for teachers some of the important key practices use din each lesson that support English-Language Learners.Visual tools, such as visual representations of mathematical concepts, visual directions in the student WorkSpace, visual representations of manipulatives, and the visual connections to mathematics in children’s literature all support students who second language is English.Math vocabulary is explicitly taught using a consistent routine. Every lesson includes a sidebar that highlights the key math and academic vocabulary used in each lesson along with the Spanish translation of each word or phrase. Language Development boxes provide further explanation and additional support.21st CCLC Programs3. Activities involvingtelecommunications andtechnology education programs The Do The Math Interactive Whiteboard Tools provide all the demonstration tools and WorkSpace pages that teachers need to teach the lesson in the program. The easy-to-use tools work on all interactive whiteboards and are designed to use with large groups of students or with the whole class. Students can easily view the Do The Math Interactive Whiteboard Tools no matter where they are sitting in the classroom. While the tools do not replace the hands-on manipulatives, teachers can use them in a similar way on a whiteboard.4. Activities to promote parentalinvolvement and family literacy Do The Math offers a Community Newsletter, available in English and Spanish that is sent home after every fifth lesson. Through this ongoing communication, parents are informed of the topics and concepts that have been presented in the classroom. The newsletter also includes suggested activities and practice games for students to try at home. In addition, teachers can share WorkSpace pages and assessment results with parents.5. Programs that provide assistanceto students who have been truant,suspended, or expelled to allowthe students to improve theiracademic achievement In Do The Math explicit instruction utilizes scaffolded content and is designed to support students’ learning as they see visual models, connect those models and concepts to their mathematical representations, and while they learn appropriate mathematical and academic language. Do The Math lessons engage students with concepts and skills using concrete manipulative materials, games that reinforce and provide practice, selected children’s literature that provides a context for mathematical concepts and skills, and visual representations to help students represent their thinking.21st CCLC Programs6. Programs and activities thatfollow principles of effectivenessby being based on:Assessment of objective data regarding need for before-and after-school programs Established set ofperformance measures aimedat ensuring the availability ofhigh-quality academicenrichment opportunities If appropriate, scientificallybased research that providesevidence that the program oractivity will help studentsmeet state and localachievement standards The most recent National Assessment of Education Progress (NAEP) data indicates that two-thirds of students are scoring at or below basic as measured by the NAEP Mathematics test. Furthermore, the gap in performance between AYP subgroups continues and in some grade levels widens significantly. Do The Math is a research-based math intervention program designed to support students who are struggling with elementary arithmetic. The program was developed to address the growing national concern regarding mathematics performance as evidenced by the NAEP results.The National Mathematics Advisory Panel’s Final Report (2008) states that to “prepare students for algebra, the curriculum must simultaneously develop conceptual understanding, computational fluency, and problem-solving skills.” With a focus on Number and Operations, the cornerstone of elementary Math education and a critical foundation of Algebra, Do The Math supports students in building a strong foundation in computation, number sense, and problem solving. Do The Math is based on these eight proven instructional strategies—scaffolded content, explicit instruction, multiple strategies, gradual release, student interaction, meaningful practice, systematic vocabulary and language development, and effective assessment and differentiation.Do The Math—Arithmetic Intervention by Marilyn Burns,A Summary of the Research provides specificinformation regarding the research foundation for the program.Do The Math includes processes and materials that scientifically-based research has shown to be effective in increasing academic achievement. The program, which reflects National Council of Mathematics (NCTM) standards, teaches essential Numbers and Operations math skills that integrate with a core math curriculum. Step-by-step lessons help students develop understanding, learn skills, see relationships, and make connections. Students develop the skills they need to compute with accuracy and efficiency, the number sense they need to reason, and the ability to apply their skills and reasoning to solve problems. Learning experiences link concepts and skills to their mathematical representations and language.(Continued)21st CCLC ProgramsPrograms and activities that follow principles of effectiveness Continued A four-phase pedagogy built on gradual release prepares students for individual success.1. Phase One—The teacher models and records themathematical representation on the board.2. Phase Two—The teacher models again, now elicitingresponses from students, and again records on theboard.3. Phase Three—Students work in pairs to do themathematics and then the teacher, once again, recordson the board.4. Phase Four—Students work independently, monitoredand supported by the teacher.Multiple strategies for developing concepts and skills support student learning. Lessons engage students with each concept and skill in several ways, deepening their mathematics knowledge. Manipulative materials provide students concrete experiences with abstract ideas. Games offer engaging situations where mathematical understandings and skills are reinforced. Children’s literature provides a springboard for instruction. Contexts make abstract mathematical ideas accessible.7. The eligible entity has experienceor promise of success in providingeducational and related activitiesthat will complement and enhancethe academic performance,achievement, and positive youthdevelopment of the students. Do The Math was developed in collaboration with schools across the country and represents Marilyn Burns’ and her professional development company’s, Math Solutions, life work regarding the tools teachers need to be effective and the foundation in math that students need to be successful. From 2005 to 2006, Marilyn and a team of Math Solutions Master Classroom Teachers spent over two years drafting, testing, debating, and refining the lessons in the program within classrooms across the country. In 2007-2008, Scholastic published Do The Math and entered into several partnerships with large districts to document the efficacy of the program.Over the course of the spring of 2008 (from January 30th-June 15th), research was conducted on the implementation and impact of Do The Math in six schools in New York City. Scholastic partnered with the New York City Department of Education (NY DOE) to select schools where the city’s diverse student population would be represented and where the program could be implemented with fidelity. Half were general education elementary schools, and half were within District 75 schools, a district that serves students with special needs. In whole class or small groups, students were instructed using one or two of the Do The Math multiplication modules.(Continued21st CCLC ProgramsThe eligible entity has experience or promise of success in providing educational and related activities that will complement and enhance the academic performance, achievement, and positive youth development of the students.Continued) The Do The Math research study reveals positive results for students who struggle with elementary math, as well as for the schools and teachers that are working with them. The four-month-long study showed that diverse populations of students in grades three through six who received instruction in one of the Multiplication modules (either A or B), including students with special needs, English-Language Learners, and General Elementary school students identified as at-risk, made statistically significant gains on the program’s End-of-Module Assessment, and acquired the key math vocabulary presented in the program. In addition, it showed that students’ confidence in themselves as math learners improved from the time when they began the program until they finished it.The Do The Math—Math Intervention in New York City Schools Impact Study is available upon request.8. To sustain a quality program, staffdelivering academic support andenrichment services should beprovided ongoing training andlearning opportunities. Do the Math offers a variety of professional development solutions:Do The Math Implementation TrainingThis half-day training helps teachers to successfully get started using the program in their classrooms. They will learn how to effectively use the program, including:Navigating the program materials and exploring how they address current issues in math interventionExperiencing the pace of a Do The Math module with tips for implementing instructional strategiesAssessing student progress and learning how to differentiate instructionReviewing ongoing math professional development opportunitiesEmbedded Professional DevelopmentThe Teacher Guide provided for each module of the program provides step-by-step teaching instructions, clear models, modified scripting, and guidance for monitoring student progress. Supporting Instruction, Language Development, and Mathematical Background boxes at point-of-use provide professional information that helps prevent learning, and well as teaching stumbling blocks.21st CCLC Programs9. Academic activities are alignedwith the school’s curriculum in thecore subject areas. Do The Math focuses on the most essential topics in Number and Operations, all of which are sequenced, paced appropriately, and presented in ways that are accessible for struggling students. Unlike most textbooks, which cover a broad range of topics and treat all equally, Do The Math focuses on core concepts and skills that are essential to long-term success. Do The Math consists of twelve modules that cover addition, subtraction, multiplication, division, and fractions. Students receive instruction in the topic that aligns to their grade level, their performance, or the goals of their Individualized Education Plans (IEPs).10. Program was developed and willbe carried out in activecollaboration with the schools thestudents attend. Do The Math provides various opportunities for teachers to collect and use data to inform and target their instruction in order to meet all of their students’ diverse needs. Teachers record students’ progress monitoring results on a copy of the Objectives Tracker found at the back of each module’s Teacher Guide. The tracker is provided so that teachers may document students’ progress at meeting each module objective by recording the date when the student consistently performed the objective with accuracy. Students complete a Beginning-of-Module Assessment as a pre-module snapshot of what they know. Upon completion of the module, administering the End-of-Module Assessment provides the teacher with documentation for mathematical growth in skill and understanding demonstrated by each student.11. The program includes a plan forhow the community learningcenter will continue after fundingunder this part ends. Do The Math can be integrated with funds from state, local, and other sources. The federal funding programs for which it qualifies include:Title IA—Improving Basic ProgramsTitle IA—Supplemental Educational ServicesTitle III—English Language Acquisition21st Century Community Learning CentersIDEA, Part BIDEA, Response to Intervention12. The program or activity shallundergo a periodic evaluation toassess its progress towardachieving its goal of providinghigh-quality opportunities foracademic enrichment. Do the Math has a Beginning-of-Module Assessment for each of its twelve modules. The Beginning-of-Module Assessment, administered prior to instruction, is given to students that the teacher has identified as needing instruction on that particular topic. The assessment will reveal what students know in regard to the topic content for that module. The first few questions on the assessment will inform whether the student has the prerequisite skills for that module. If not, the student will need additional support before beginning that module.(Continued)21st CCLC ProgramsThe program or activity shall undergo a periodic evaluation to assess its progress toward achieving its goal of providing high-quality opportunities for academic enrichment.Continued Additional support may mean moving the student into another module. Each module also includes an End-of-Module Assessment with questions similar to the Beginning-of-Module Assessment so that the teacher can measure student growth.Do the Math also includes several periodic assessments that check student progress and help teachers adjust instruction accordingly. Progress monitoring in the form ofa written formative assessment occurs after every fifth lesson so teachers can quickly identify and provide immediate support. During every fifth lesson, students independently complete a written assessment which mirrors what they have been working on in the previous four lessons. Teachers then use the results to select and implement the suggestions for differentiation included in the program and make decisions about targeting instruction according to each student’s needs.Formative Assessment through daily observations is built into the program so students receive the proper attention and differentiation required to enable them to develop conceptual understanding and skills successfully. Supporting instruction boxes appear frequently to highlight opportunities for teachers to observe student understanding and provide additional support.。
雅思口语话题：Language Learning-小马留学网
智课网IELTS备考资料雅思口语话题：Language Learning-小马留学网分享到：摘要： Language Learning： 1.Why do you learn English? A: Well, this is required by our educational system, and its one of the subjects that students must learn at schools. Tip: 1)popular 2)trend in China 3)communication 4)be required at schoolsLanguage Learning：1.Why do you learn English?A: Well, this is required by our educational system, and it’s one of the subjects that students must learn at schools.Tip: 1)popular 2)trend in China 3)communication 4)be required at schools2.Is it necessary to have an international language?A: Yes. Cooperation between countries is increasing and if there is no barrier of language, both technology and society is going to be develop faster.Tip: 1)句型n.(pl.) between n.(pl.)，“…之间的…”，n.可以被替换，如：conflicts between families are…。
2) 注意“…障碍”的表达用barrier of n.，如：barrier of culture/trade/custom,psychological barrier（心理障碍）。
语言学习环境英语作文
Language learning is not just about vocabulary and grammar; it also involves understanding the culture associated with the language. Creating a language learning environment that includes cultural exposure through activities, events, and discussions about English-speaking countries can provide learners with a deeper understanding and appreciation of the language they are learning.
7. Continuous Assessment and Feedback
In a successful language learning environment, learners should receive continuous assessment and feedback on their language skills. This can be in the form of regular tests, language proficiency evaluations, or informal feedback from instructors and peers. Continuous assessment helps learneeas for improvement, while feedback provides guidance for further development.
【英语教学法课件】Unit1Languageandlanguagelearning
4. Howatt, A.P.R. A History of English Language Teaching第十.五页(，共《78页。 英语语言教学(jiāo
Audiolingualism
第二十五页，共78页。
听说法 (shuōf ǎ)
Audio-Lingual Method
❖ ‘Listen and repeat’ drilling activities are the most important classroom activities.
❖ Mistakes are immediately corrected and correct utterances are immediately praised.
❖ Functional view– communicative categories, communicative ability (to be able to communicate)
❖ Interactional view– to communicate appropriately (communicative strategies, cultural awareness, etc.)
❖ Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced
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Community Language Learning
社团学习法(Community Language Learning, 简称 CLL) , 又称咨询法
( Counseling Learning) , 产生于 60年代初期的美国, 是由美国芝加哥 Loyla
大学的心理学教授 Charles A.Curran 提出的一种外语教学法。
社团学习法吸取了
心理学中的心理咨询( counseling)的一些理论和实践方法, 把教师看作是教室里
的咨询医生( counselor) , 把学生看作是病人( client)。
(刘泽海,2008)
其基本程序是: 一群学生在教室里围坐成一个圆圈, 教师站在圈外; 其中一
个学生用母语轻声传达一个信息; 教师将此译成外语; 学生用外语重复一遍并用录
音机录下; 学生在教师的帮助下用外语传达更多的信息; 学生然后对自己的感觉进
行反思。
CLL被称为是人性化的教学技巧(Humanistic Techniques) ,因其增进彼
此的信赖,协助学生完成自我接
纳, 以自我为荣, 并在外语学习的课堂上培养彼此照应和分享的气氛。
(同上)
社团语言学习法是查理斯A. 柯伦( Char lesA. Cu r ran)和他的助手发明
的一种语言教学法。
柯伦是美国芝加哥洛佑那(Loyo la)大学的心理学教授, 是咨
询教学方面的专家。
社团语言学习正是应用咨询- 学习理论来学习语言的代表方
法, 注重统一学生的感情, 思考和了解学生在目标语言中学习些什么, 帮助
学生认识他们自己, 接受他们自己, 并为自己
感到自豪, 帮助鼓励学生养成一种关心班级、爱护班组的习惯, 形成一种个
人和集体相互促进的学习气氛, 老师和同学们一起分享学习外语的乐趣。
社团语言
学习法无论在语言理论还是在语言学习理论上,都推崇全人的教育 (whole-person education)。
(陈梅松,2004)
柯伦相信, 课堂学习气氛是一个决定性因素。
他的方法侧重于改善学生的学
习情绪, 尽可能的减轻学生的学习压力和课堂上担惊受怕的心情。
为了成功的学习, 在一开始便有师生之间一个协议, 并有一些心理学上的要求,即SARD。
其中
S 代表安全,。
A 代表注意和参与,R代表记忆和反映,D 表示辨别。
(同上)
社团语言学习法从创立之初, 就有着深厚的心理学根基,对教学过程中心理、
情感各因素的关照是不言而喻的。
采用这种教学方式的课堂, 学生往往坐成一圈, 教师游动于圈外。
学生用母语说出自己想学的内容, 由老师译成目的语, 学生则通过学习这些被翻译过来的句子完成语言学习的全过程。
CLL 追求学习内容与学生生活的密切结合, 注重了解学生的需要, 帮助学生认识、接受自己, 并为自己感到自豪; 它鼓励个人和集体相互促进的学习氛围的形成, 倡导师生同享学习乐趣。
(李卉)
社团学习法的教学理念(杨存娥,2009):
柯仑有关咨询的经历,使他意识到咨询的一些技巧可用在学习上,特别是语言
学习方面,类似于心理学中的人本主义,社团学习法强调整体的语言学习方法,认为“真正的
人”(Jack C. Richards &Theodore S. Rodgers,117)的学习,既是情感的又
是认知的,学习者的学习水平从一个阶段发展到另一个阶段,不是很简单或者很自然就能实现的,而是经历了五个阶段,这五个阶段就如同人的成长史,会有一系列的情
感和认知的变化。
社团学习法的五个阶段(杨存娥,2009)
第一阶段,学生如同婴儿,完全依赖于教师,教师把学生想说的话译成目的语,
学生重复目的语。
同时,学生还可以听到其他学生和教师之间这种类似过程传递出
的信息。
第二阶段,类似于婴孩从父母那里得到独立,学生使用一些先前听到的简单描述和短语来取得独立、建立起自己的价值。
第三阶段,这个阶段又称“分离——存在”阶段,在这一阶段,学生直接用目的语了解他人的谈话,并且对教师的某些不必要帮助表示出怨恨。
第四阶段类似于成长过程中的青春期,尽管学生的外语知识还只处在一个入门阶段,但已经能在某种程度上独立地使用目的语交流。
在这个阶段,“心理理解”的角色已经由教
师转移到了学生身上,因为学生必须从教师那里获得更高层次的知识。
第五个阶段是独立阶段,在这个阶段,学生各方面的知识都达到了一个高度,虽然还可能存在一些不足,但已经可以作为初学者的老师了。