The Nature Of Language And Language Learning And Its Methodological Implications For College English Classroom

The views to the nature of language and language learning play an important role in designing a teaching syllabus and textbooks, and in shaping and selecting a certain teaching method. In turn, the syllabus, textbooks and the teaching methods will, to a large extent, reflect the views to the nature of language and language learning upon which they are written and established. Richards and Rodgers (1986) point out that every approach is based on a theory of language and a theory of learning. Richard et al. (1985: 5) state, different theories about the nature of language and how languages are learned (the approach) imply different ways of teaching language (the method), and different methods make use of different kinds of classroom activity (the technique)? The latest college English syllabus for English majors (2000) has, from one aspect or another reflected the achievement on the study of language and language learning. One of the principles in this syllabus, for example, stresses the training of students?cross- cultural communicative competence and creative ability. In classroom teaching the syllabus advocates a shift from a teacher-centered to student-centered class through various task-based activities so that students are able to develop their abilities of learning and research. The theory of language and language learning is the base for a teaching method. The more we know about language and how language are learned, a better teaching method we are likely to build up. On the other hand, a teaching method is like a mirror through which we are able to disclose the theory of language and language learning behind it. What is more, we can discover the nature of language and language learning through efficient teaching methodologies. The relationship between a theory of language and learning and a teaching method can be illustrated in the following scheme: Language Theory Learning Theory Teaching Method This scheme also implies that we can use the theories of language and language learning to evaluate or to establish a teaching method. But the question is: What is really the nature of language? What is the nature of language learning? These two questions bring us to the exploration at the nature of language and language learning. On the base of our exploration, we make a critical analysis of the teaching methods being applied in colleges in Chinese context. It is also on the basis of our understanding about the nature of language and language learning that we propose the current teaching methodology, in the hope that more effective and practical teaching can be carried out in college English classrooms. This dissertation consists of seven chapters. Chapter 1 is an introduction. Chapter 2 deals with four linguistic theories and their descriptions about the nature of language, which had and have great impact on the shaping of teaching methodologies. Chapter 3 is a summary of the nature of language derived from various linguistic theories. The nature of language includes: 1) Language is a system. 2) Language is a means of communication. 3) Language is a tool of thought and a carrier of culture. 4) Language is both knowledge and skill. 5) Language is a natural activity.