词条 | Growing Participator Approach | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
释义 |
The Growing Participator Approach (GPA) is an alternative paradigm for second language acquisition created by Greg Thomson.[1] In GPA, the goal is not language acquisition, but participation in the life of a new community, which is constantly growing over time. Thus, GPA uses the terminology of a 'growing participator' instead of a language learner, and a 'nurturer' instead of a teacher. Theoretically, GPA draws upon Lev Vygotsky's Sociocultural Theory, especially as interpreted by James Wertsch. This includes in particular the mediated nature of human mental life, and the zone of proximal development, relabeled as the growth zone. A second influence is the psycholinguistic study of speech comprehension and production. A third influence is usage-based linguistics. Various areas related to linguistic anthropology (identity theory, politeness theory, discourse analysis, communities of practice, figured worlds, etc.) also play roles [2] In the language of pedagogy, GPA involves an approach, a method, and techniques. ApproachThomson suggests three dimensions of language learning (or participation) which are important for GPA. Sociocultural DimensionGPA supports Michael Agar's effort to erase the circle scholars attempted to draw separating language and culture. Essentialization or reification of "culture "are also resisted. One of the GPA slogans is "We don't do language; we do people (and people talk [a lot])". Rather than "cultures" the GPA sees groups of people joined by their shared practices. As those shared practices are mediated by tools and signs that differ greatly from group to group, they are referred to as "languacultural worlds".[3] Thus, instead of viewing "language learning" as a private achievement of individual human brains, the goal is to enter and grow within a "host langucultural world," by appropriating more and more of its practices over time through participation in life with concrete host people. Hence, GPA uses the terminology of "growing participators" rather than "language learners".[4] Growing participation happens most effectively when host people interact with the growing participators within their growth zone (ZPD). Cognitive DimensionDrawing on fields of psycholinguistics and usage-based grammar, and noting that good comprehension of English speech requires a listening vocabulary of over 10,000 words, GPA emphasizes "massive comprehension vocabulary." However, instead of rote memorization, GPA advocates strong initial encounters with new words, followed by natural "strengthening encounters" in new contexts that make them meaningful. The strengthening encounters will occur in line line with the frequency of the words (local frequency by discourse, or global frequency). As new words are encountered and understood, their form is at first attached to the growing participator's home-world lexical concepts (fast mapping). Ultimately, the growing participator doesn't know words in a piecemeal way, but comes to understand them in connection with discourses in which they play a role, as the growing participator becomes party more and more to host-world discourses in which those words play a role (with situated meanings). The development of a healthy mental (comprehension) lexicon will require "encountering a massive amount of understandable speech over a long period of time".[4] Thus, GPA emphasises comprehension and listening as the natural pathway toward speaking ability in the host language. These principles apply not only to words, but to recurring word combinations and patterns of words. As noted, the bigger picture includes the sociocultural processes that the cognitive processes reflect. Temporal DimensionAll language programs emphasize time, but in GPA the focus is both on quantity of time, and on quality. "Host world time" is divided into "lifestyle growing participation time" (naturalistic immersion) and "Special growth participation time" In general, "Host world time" is time when the GP is interacting with host people using host words, and attempting to follow host ways. GPA aims for 20 hours/week during which "people interact with me in my growth zone in their languacultural world."[4] As a result, because a beginning growing participator's growth is so limited, early growth requires that a dedicated host person be recruited as a special nurturer. "Language Acquisition" in GPA TermsBased on these three dimensions, GPA's approach can be summarised as follows:
MethodThe Six-Phase Program (SPP), created by Thomson, is "an idealised program to guide a growing participator into deep involvement with a community."[6] It involves 1,500 hours of special-growth activities, assisted (initially) by a dedicated native speaker —a nurturer, who is most often not a career teacher. It is "structured in such a way that the activities become increasingly advanced as the user grows, and the activities are "keyed to the sociocultural/human-relationship changes and cognitive changes that the growing participator (GP) undergoes."[4] Overview of the Six-Phase Program
TechniquesGPA and the SPP utilise a wide array of techniques, such as TPR activities (in silence for the first 30-40 hrs), back and forth storytelling, wordless picture books, discussing speech acts with the use of resources such as Lexicarry, input/output flooding, ethnographic interviews, and extensive recording and playback for revision. References1. ^{{Cite web|url=https://growingparticipatorapproach.blogspot.com|title=Growing Participator Approach to a host world (An Alternative to "Second Language Acquisition")|website=growingparticipatorapproach.blogspot.com|access-date=2018-10-13}} 2. ^{{Cite thesis|last=Andrew|first=Sawin, Thor|title=Second Language Learnerhood Among Cross-Cultural Field Workers|date=2013|publisher=University of South Carolina|url=http://scholarcommons.sc.edu/etd/1534|language=en}}p.149. 3. ^{{Cite journal|last=Mas, Roser Noguera and Baiguatova, Gulnara|date=2015-04-10|title=Growing Participator Approach: Our Experience as Amharic Students and Teachers of Spanish and Russian Languages|url=https://www.sciencedirect.com/science/article/pii/S1877042815019680|journal=Procedia - Social and Behavioral Sciences|language=en|volume=178|pages=169–174|doi=10.1016/j.sbspro.2015.03.175|issn=1877-0428|via=}} 4. ^1 2 3 {{Cite news|url=https://growingparticipatorapproach.wordpress.com/the-growing-participator-approach-gpa-a-brief-state-of-the-art-and-some-practical-illustrations/|title=The Growing Participator Approach (GPA): A Brief State of the Art and Some Practical Illustrations|last=Thomson|first=Greg|date=2012|work=Growing Participator Approach|access-date=2018-10-13|language=en-US}} 5. ^Cassi, Heidi (2005). The Thomson method of study for second language acquisition: A diary study. (Thesis). St. Paul, MN: Hamline University, p.23. 6. ^{{Cite news|url=https://growingparticipatorapproach.wordpress.com/an-idealized-program-six-phases-of-super-charged-activities/|title=An Idealized Program ~ Six Phases of Super-Charged Activities|date=2013-01-17|work=Growing Participator Approach|access-date=2018-10-13|language=en-US}} 1 : Language acquisition |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
随便看 |
|
开放百科全书收录14589846条英语、德语、日语等多语种百科知识,基本涵盖了大多数领域的百科知识,是一部内容自由、开放的电子版国际百科全书。