Proficiency Approach in Teaching Chinese Dr. Yu-Lan Lin Boston Public Schools ylin@boston.k12.ma.us

Historical View of Language Teaching Grammar-Translation Method Direct Method Audio-Lingual Method Cognitive Approach Proficiency Approach Standards-based Approach

Krashen’s Input Hypothesis The acquisition-learning hypothesis The monitor hypothesis The Natural order hypothesis The input hypothesis The affective filter hypothesis

The Interlanguage Theory Interference from the native language Effect of instruction Overgeneralization of rules Strategies in L2 learning Strategies in L2 communication

Vygotsky’s Zone of Proximal Development Learning precedes and contributes to maturation The ‘actual’ and ‘ potential’ development The learner’s Zone of Proximal Development Interaction with others and expansion of cognitive abilities

Implications of Research Comprehensible input Interactive environment Opportunities to negotiate meaning Communicate in the target language Purposeful and meaningful activities Nurturing environment for self-expression

Proficiency-based Instruction Functions: Context Content Accuracy

Standards for FL Learning The Five C goals The Content Standards The Progress Indicators The Learning Scenarios

Traditional View of Teaching Chinese Teaching of Vocabulary Teaching of Grammar Emphasis on the ‘product’ Emphasis on accuracy

Traditional Teaching of Language Aspects Vocabulary list Sentence patterns Explanatory notes Grammar usage Syntactic rules

Traditional Chinese Textbooks Out of communicative contexts Repetitive exercises Manipulations of grammar structures Making sentences based on patterns Fill in the blanks Matching words Memorize vocabulary list

Why Traditional Method Doesn’t Work Language always occurs in context Vocabulary does not lead to conversation Grammar does not guarantee realistic communication Rules of language use are not taught

Traditional Methods of Teaching Structural-behaviorist approach Supply translation One-directional transmission Learners as passive learners Teacher as the authoritative source of knowledge Control external agent for learning

Traditional Understanding of What to be Learned Vocabulary Grammar Four separate skills Learn out of the contexts of language use

Traditional Ways of Viewing Learning Habit formation Memorization Repetitive practice Decontextualized grammatical structures Vocabulary reinforcement Teacher-centered Product of learning

Reasons of Traditional Ways of Teaching Lack of pedagogical training Teaching according to intuition Teaching according to traditional methods Teaching according to how oneself was taught Teaching according to some authority Teaching according to commercially popularized “new” methods

Cognitive Approach in Teaching Focus on creating learning contexts Active use of language Creative use of language Purposeful communication Negotiation of meaning

Cognitive Learning Focus Function Process Meaning Grammar is embedded in learning Design tasks-based learning Content-rich instruction Learners and learning centered Active learning

Compare Behavioral and Cognitive Approaches Communicative Students talk Structure taught functionally Use words meaningfully Use sentences purposefully Non-Communicative T talks T explains voc T analyzes grammar Voc memorization Pattern repetition

In Proficiency-based Instruction T Facilitates students’ learning T provides opportunities for active learning T enables learners to use cognitive strategies T teaches students how to learn T focuses on meaning not on form T starts from text, not voc and grammar

Text Selection in Proficiency-based Instruction Text: authentic, high interest, age-appropriate Logical sequencing of information Identifiable structure: letter, narration, report, editorial, etc. Identifiable structural features that carry meaning Pose reasonable cognitive/linguistic challenges

How to Teach Written Texts On content: main idea, details On the author: what is the author’s purpose of writing On textual features: what is the meaning in each paragraph? Are they related? On context: What context is the text likely to occur?

Communicative Competence Linguistic competence Socio-cultural competence Discourse competence Strategic competence