英语语言学重点知识.docx

英语语言学重点知识.docx

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英语语言学重点知识

语言教学设计

Lecture1

LanguageandLearning

Unit1LanguageandLearning

Mainconcerns:

⏹Viewsonlanguage

⏹Viewsonlanguagelearning

⏹Whatisagoodlanguageteacher,andhowcanonebecomesuch?

1.1Howdowelearnlanguage?

Task1onpp.1-2

⏹Howmanyforeignlanguagescanyouspeak?

⏹Didyoufindlearningaforeignlanguageeasy?

⏹Whatdifficultiesdidyouexperience?

Why?

⏹Whichskilldidyoufindmoredifficulttolearn?

⏹Didyoufocusonknowledgeorskills?

Why?

⏹Whydidyoulearntheforeignlanguage（s）?

⏹Didyoufinditinterestingtolearntheforeignlanguage（s）?

⏹Whatwereyourmostcommonlearningactivities?

⏹Didyoulikethewayyoulearnedtheforeignlanguage（s）?

Conclusionsofthetask

⏹Peoplelearnaforeignlanguagefordifferentreasons;

⏹Peoplelearnlanguagesindifferentways;

⏹Peoplehavedifferentunderstandingsaboutlanguagelearning;and

⏹Peoplehavedifferentcapabilitiesinlanguagelearning.

1.2Viewsonlanguage

Theanswertothequestion‘Whatislanguage?

’isthebasisfor:

syllabusdesign,

teachingmethods,

teachingprocedures,andteachingtechniques.

Adefinitionoflanguageisalways,

implicitlyorexplicitly,adefinitionof

humanbeingsintheworld.RaymondWilliams

Languageisapurelyhumanand

non-instinctivemethodofcommunicating

ideas,emotionanddesiresbymeansof

voluntarilyproducedsymbols.EdwardSapir

⏹Aset（finiteorinfinite）ofsentences,

eachfiniteinlengthandconstructedoutof

afinitesetofelements.NoamChomsky

Theinstitutionwherebyhumans

communicateandinteractwitheachother

bymeansofhabituallyused

oral-auditoryarbitrarysymbols.R.A.Hall

⏹DavidCrystal:

Thesystematic,conventionaluseof

sounds,signs,orwrittensymbols

inahumansociety

forcommunicationandself-expression.

Task2（p.2）

Whatislanguage?

Sampledefinitionsof“language”（p.177）

Language:

⏹isasystem/setofsymbols;

⏹is（primarily）vocal;

⏹isarbitraryandconventional;

⏹consistsofasetofrules（andisrule-governed）;

⏹isrelatedtoculture;

⏹isusedforhumancommunicationorinteraction.

Itcanbedefinedinthreeways:

⏹itisafinitesystemofsoundunitswhicharecombinedaccordingtoacertainorder（asyntax）inordertoformaninfiniteamountofinformation;

itisanarbitrarysystemofsymbols;awordisarbitrarilylinkedtoanobject;

itisasystemthatletsusexpresscurrenteventsaswellasrealandimaginaryonesbetheyinthepast,presentorfuture

Threedifferentviews

oflanguage

⏹Thestructuralview,

⏹Thefunctionalview,

⏹Theinteractionalview

Thestructuralview

Thestructuralviewseeslanguageasalinguisticsystem.

Thesystemoflanguage=thesystemofsounds+thesystemofwords+thesystemofgrammar

Thestructuralview

System

of

Language

3sub-systems

Thestructuralview

Thestructuralview

Thefunctionalview

（Thefunctional-notionalview）

Thefunctionalviewseeslanguageas

alinguisticsystem

andas

ameansfordoingthings.

Functionsoflanguage

e.g.

⏹offering,

⏹suggestion,

⏹advising,

⏹apologizing,

⏹etc.

Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.

Notions

e.g.

⏹presenttime,pasttime,andfuturetime;

⏹certaintyandpossibility;

⏹agentandinstrument;

⏹relationshipbetweenpeopleandobjects

Theinteractionalview

Theinteractionalviewseeslanguageas

acommunicativetool

（tobuildupandmaintainrelationsbetweenpeople）.

Twothingsareneededforcommunication:

⏹Rulesoflanguageform（grammar&vocabulary）

⏹Rulesoflanguageuseinacontext（Isitappropriatetousethislanguageiteminthiscontext?

）

Viewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson.

1.3Viewsonlanguagelearning

Viewsonlanguagelearninginvolvetwoquestions:

⏹Whatarethepsycholinguisticandcognitiveprocessesoflanguagelearning?

⏹Whataretheconditionsforthelearningprocessestobeactivated?

⏹TheProcess-orientedtheoriesand

⏹TheCondition-orientedtheories

TheProcess-orientedtheories

TheProcess-orientedtheoriesconcernhowthemindprocessesnewinformation.

e.g.

⏹habitformation,

⏹induction,

⏹makinginference,

⏹hypothesistesting,

⏹generalization

TheCondition-orientedtheories

TheCondition-orientedtheoriesconcernthenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.

e.g.

⏹numberofstudents,

⏹whatkindofinputlearnersreceive,

⏹learningatmosphere

TheBehaviouristtheory

and

TheCognitivetheory

TheBehaviouristtheory

⏹WatsonanRaynor:

astimulus-responsetheoryofpsychology

TheBehaviouristtheory

Accordingtothetheory:

Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.

TheBehaviouristtheory

⏹“Youcantrainananimaltodoanything（withinreason）ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”

（Harmer.1983:

30）

TheBehaviouristtheory

TheBehaviouristtheory

⏹Skinner:

Languageisalsoaformofbehaviour.

⏹USA:

TheAudio-LingualMethod（the“listen-and-repeat”drillingactivities）.Mistakeswereimmediatelycorrected.

TheCognitivetheory

Chomsky’squestion:

Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?

e.g.

五岁女孩：

“中国队加油！

外国队漏油！

”（2005.05.05晚上9:

30）

TheimpactofChomsky’stheoryonlanguageteaching

ØOneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.

ØThisideaisclearlyinoppositiontotheAudio-LingualMethod.

1.4Whatis

agoodlanguageteacher?

kind,dynamic,authoritative,speakingclearly,creative,patient,well-informed,hardworking,resourceful（havingtheabilitytofindawayroundthedifficulty）,attentive,warm-heartedwell-prepared,flexible,intuitive,accurate,enthusiastic,humourous,caring,disciplined,professionally-trained（Parrot.1993）

1.5Howcanonebecomeagoodlanguageteacher?

Teaching:

isitacraft,orisitanappliedscience?

⏹Ifwetaketeachingasacraft,thenwewouldbelievethatanoviceteachercanlearntheprofessionbyimitatingtheexperts’techniques,justlikeanapprentice.

⏹Ifwetaketeachingasanappliedscience,thenwewouldbelievethatknowledgeandexperimentationarenecessary.

AcompromisebetweenthetwoviewsbyWallace（1991）

⏹Stage1:

Languagetraining

⏹Stage2:

3sub-stages:

1）learning;2）practice;3）reflection

⏹Stage3:

Goal（professionalcompetence）

⏹WhatdoesthedoublearrowbetweenStage1andStage2mean?

⏹Inwhichstagedoesthiscoursetakeplace?

⏹WhyarePracticeandReflectionconnectedbyacircle?

SummaryofUnit1

⏹Viewsonlanguage

⏹Thestructuralview,thefunctionalview,andtheinteractionalview

⏹Viewsonlanguagelearning

⏹TheProcess-orientedtheoriesandtheCondition-orientedtheories

⏹TheBehaviouristtheoryandtheCognitivetheory

⏹Qualitiesofagoodlanguageteacher

⏹Ethicdevotion,professionalquality,andpersonalstyle

⏹Thethreestagesofbecomingagoodlanguageteacher

EndofUnit1

Thankyou!

Communicative

PrinciplesandActivities

CommunicativeLanguageTeaching（CLT）

Frameworkofthislecture:

ØLanguageuseinreallifev.s.traditionalpedagogy;

ØCommunicativecompetence;

ØTheimplementationoflanguageskills;

ØCommunicativeactivities.

2.1Languageuseinreallife

vs.

traditionalpedagogy

⏹Theultimategoalofforeignlanguageteachingis:

toenablethelearnerstousetheforeignlanguageinworkorlife

⏹Therefore,weshouldteach:

thatpartofthelanguagethatwillbeused;inthewaythatisusedintherealworld.

Gapsbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguageteachingpedagogy:

（pp.14-15）

⏹Inreallife:

?

⏹Thetraditionalpedagogy:

?

⏹Theconsequence:

?

⏹Task1.

⏹Inreallife:

Languageisusedtoperformcertaincommunicativefunctions.

⏹Thetraditionalpedagogy:

focusesonformsratherthanonfunctions.

⏹Theconsequence:

Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.

⏹Inreallife:

Weuseallskills,includingthereceptiveskillsandtheproductiveskills.

⏹Thetraditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.

⏹Theconsequence:

Thelearnerscannotusethelanguageinanintegratedway.

⏹Inreallife:

Languageisalwaysusedinacertaincontext.

⏹Thetraditionalpedagogytendstoisolatelanguagefromitscontext.e.g.thepassive

⏹Theconsequence:

Thestudentsarepuzzledabouthowtousethelanguageinaparticularcontext.

2.2Fosteringcommunicativecompetence

ThegoalofCLTistodevelopstudents’

communicativecompetence.

CommunicativeCompetencevs.LinguisticCompetence

⏹LinguisticCompetence=

grammaticalknowledgeor

knowledgeaboutthelanguageform

⏹CommunicativeCompetence=

Knowledge&abilityfor:

rulesofform/grammar+rulesofuse

Languagecompetenceandcommunicativecompetence

a.Chomsky’stheory:

competencesimplymeansknowledgeofthelanguagesystem:

grammaticalknowledgeinotherwords

b.Hymes’stheory:

“thereare“rulesofusewithoutwhichtherulesofgrammarwouldbeuseless”.Besidesgrammaticalrules,languageuseisgovernedbyrulesofuse,whichensurethatthedesiredorintendedfunctionsareperformedandthelanguageusedisappropriatetothecontext.

AccordingtoHymes（1979）,communicativecompetenceincludesfouraspects:

（pp.15-16）

⏹knowingwhetherornotsomethingisformallypossible（grammaticality:

grammaticallyacceptable）;知道形式上是否可能

⏹know