CHAPTER 11 语言学和英语教学.docx

CHAPTER 11 语言学和英语教学.docx

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CHAPTER11语言学和英语教学

Chapter8：

LinguisticsandForeignLanguageTeaching

1.Therelationoflinguisticstoforeignlanguageteaching

SinceLinguisticsisdefinedasthescientific/systematicstudyoflanguage,itseemsobviousthatsuchastudywouldhelpalotinlanguageteachingandlearning,whichaimsatitsultimatemastery,althoughtherearemanydifferencesbetweenthemintheirattitudestowardslanguage,theirgoals,andtheirmethods.Logicallyspeaking,L2teachersteachwhatlinguistshavedescribed.

Languageisviewedasasystemofformsinlinguistics,butitisregardedasasetofskillsinthefieldoflanguageteaching.Linguisticresearchisconcernedwiththeestablishmentoftheorieswhichexplainsthephenomenaoflanguage,whereaslanguageteachingaimsatthelearner’smasteryoflanguage.

Tobridgethegapbetweenthetheoriesoflinguisticsandthepracticeofforeignlanguageteaching,APPLIEDLINGUISTICSservesasamediatingareawhichinterpretstheresultsoflinguistictheoriesandmakesthemuser-friendlytothelanguageteacherandlearner.

Appliedlinguisticsisconductivetoforeignlanguageteachingintwomajoraspects:

Firstly,appliedlinguisticsextendstheoreticallinguisticsinthedirectionoflanguagelearningandteaching,sothattheteacherisenabledtomakebetterdecisionsonthegoalandcontentoftheteaching.Whenfacedwiththetaskofdesigningasyllabus,theteacherhasanumberofchoices.Shouldhesetouttoteachthelanguageusedinliteraryworks,orthatindailycommunication?

Shouldheteachthegeneralsystemofthelanguage,orapartofthissystem?

Whataretheprinciplesofcompilingorchoosingtextbook?

Whatkindofexercisesaremostsuitable?

Toanswerthesequestions,theteacherisconsciouslyorunconsciouslyusinghisunderstandingofthenatureoflanguagelearning.Appliedlinguisticsprovidestheteacherwithaformalknowledgeofthenatureoflanguageandlanguagesystem,andthusincreaseshisunderstandingofthenatureoflanguagelearning.Asaresult,theteachercanmakemoreinformeddecisionsonwhatapproachtotake,hencewhattoteach.

Secondly,appliedlinguisticsstatestheinsightsandimplicationsthatlinguistictheorieshaveonthelanguageteachingmethodology.Oncethegoalandcontentoftheteachingaresettled,theteacherhastoconsiderquestionsofhowtoteach.Shouldtheteaching-learningprocessbeteacher-centred,textbook-centred,orlearner-centred?

Howshouldthelearner’serrorsbetreated?

Whattechniquesshouldbeadoptedintheclassroom?

Sinceappliedlinguisticsdefinesthenatureoflanguagelearninginconnectionwithvariouslinguistictheories,ithelpstheteachertochooseteachingmethodsandtechniques.

However,theirrelationshavevariedalongwiththedevelopmentoflinguisticsandL2teachinginthepast120years.

Appliedlinguistics,initsnarrowsense,referstothestudyofsecondandforeignlanguagelearningandteaching.Initsbroadersense,itreferstothestudyoflanguageandlinguisticsinrelationtopracticalproblems,suchaslexicography,translation,speechpathology,ect.Appliedlinguisticsusesinformationfromsociology,psychology,anthropology,andinformationtheoryaswellasfromlinguisticsinordertodevelopitsowntheoreticalmodelsoflanguageandlanguageuse,andthenusesthisinformationandtheoryinpracticalareassuchassyllabusdesign,speechtherapy,languageplanning,stylistics,ect.

2.Variouslinguisticviewsandtheirsignificancein（relationwith）languagelearningandteaching

2.1StageI（1880-1940）:

implicitinfluence

Itiscustomarytoassigngrammarsbeforethebeginningofmodernlinguisticsin1916,generallyconsideredtobemarkedbythepublicationofCourseinGeneralLinguisticsbySaussure,the“fatherofmodernlinguistics.LinguisticswasfullyacknowledgedasascienceafterWorldWarII（Stern,1983）.However,modernL2hasahistoryofmorethan100years,longbeforelinguisticsobtaineditsscientificstatus.Logicallyspeaking,linguistictheoriescouldnotbesystematicallyappliedtoL2teachingwhenitwasnotascienceitself.Therefore,beforethe1940s,L2teachingwasprimarilybasedonintuitionofteachersaboutwhatwasbestforlanguageteaching.Traditionalgrammarprevailedduringthisperiod.TheoreticallinguisticsdidnotexertanexplicitandsystematicinfluenceonL2teaching.

ATRADITIONALGRAMMARisapre-20thcenturylanguagedescriptionwhichisbasedonearliergrammarsofGreekorLatin.Asaproductofthepre-linguisticera,itlaysemphasisoncorrectness,literaryexcellence,theuseofLatinmodels,andthepriorityofthewrittenlanguage.

Inlanguageteaching,textbooksbasedontraditionalgrammarstakeprominentwritersofthepreviouscenturiesaslanguagemodels.Theyfavorthepast“purest”languageformratherthanthepresent“degenerated”form;theypreferthewrittenlanguagetospokenlanguage;theyconcentrateondetailedpointsinsteadoftheconstructionofthewholetext.Undertraditionallanguageteaching,studentslearntoknowmanytaboos.Forexample,inEnglishonecannotuse“splitinfinitives”orendsentenceswithprepositions,becausethesearenotallowedinLatingrammar.Thetraditionalapproachtolanguageteachinginvolvesthepresentationofnumerousdefinitions,rulesandexplanations,anditadoptsateacher-centeredgrammar-translationmethod,i.e.themainteachingandlearningactivitiesaregrammarandtranslationstudy.Intheviewofmanymodernlinguists,suchanapproachisdamagingtolanguagelearning.Theyarguethatoneshouldteachthelanguage,notteachaboutthelanguage.Incommunication,oneshouldlearnfirstto“speak”thelanguage,notto“read”thelanguage.

Doyouknowthefollowingsentencesareincorrectaccordingtotraditionalgrammarandhowtocorrectthem?

⑴Whoareyoutalkingwith?

⑵Noneofthemwereabletocome.

⑶Willwegetananswersoon?

⑷Thetwomenlookedatoneanotherinsurprise.

⑸Wouldyoumindmesittinghere?

⑹Itismehere.

⑺Galileosaidthattheearthtravelsroundthesun.

⑻SwitzerlandisbetweenFrance,Germany,AustraliaandItaly.

⑼Thefieldsturngreener.

⑽Thecityisveryfulloflife.

⑾IwanttovisitwithTom.

However,agroupofscholarsdidshowgreatinterestinlanguageteaching.Sometriedouttheirinsightfulideasinpracticesuccessfully,otherslargelycarriedouttheirdiscussionsinwordsHerearesomesuchscholarsandtheireffortsintheuselinguistictheoryinL2teaching.

2.2.1FrancoisGouin’sinitialattempt

FrancoisGouin,aFrenchteacherofLatin,bycontrastinghisownunsuccessfulexperiencesoflearningGermanwithhis3-year-oldnephew’ssuccessfulexperiencesoflearningFrench,madeacloseexaminationofthesecretoflanguagelearninganddiscoveredthat⑴utterancesandthoughtsarerelatedtoeachother.Inotherwords,averbalexpressionisusedtoexpresswhatapersonhasbeenthinking.Sincethoughtsoccurinsequence,sentencesspokencouldalsobeinaseries.⑵Thekeyelementinasentenceistheverbratherthanthenoun.Hisremarkablediscoverieseventuallyresultedinanewteachingmethodentitled“SeriesMethod”or“DIRECTMETHOD”

Directmethodisamethodofforeignorsecondlanguageteachingwhichhasthefollowingfeatures:

⑴Onlythetargetlanguageshouldbeusedinclass

⑵Meaningshouldbecommunicateddirectly（hencethenameofthemethod）byassociatingspeechformswithactions,objects,mime,gestures,andsituations.

⑶Readingandwritingshouldbetaughtonlyafterspeaking.

⑷Grammarshouldonlybetaughtinductively,i.e.grammarrulesshouldnotbetaughttothelearners

Thedirectmethodwasdevelopedinthelate19thcenturyasareactionagainsttheGRAMMARTRANSLATIONMETHOD.

2.1.2HenrySweet’slinguisticapproach

UnlikeGouin,HenrySweet（1845-1912）begunwithlinguisticthoughtsandthenappliedlinguistictheorytoL2teaching.HerearehisprinciplesofL2teaching,resultedfromascientificanalysisoflanguageandastudyofpsychology.

Carefulselectionofwhattobetaught

Imposinglimitsonwhatistobetaught

Arrangeteachingcontentintermsoffourskillsoflistening,speaking,readingandwriting

Gradingmaterialsfromsimpletocomplex.

2.1.3HaroldPalmerasFatherofBritishappliedlinguistics

Palmer（1877-1949）isoftenregardedasthefatherofBritishappliedlinguisticssinceheisthefirstpersontoexplicitlymadesystematicandconvincingargumentsontheimportanceoflinguisticsinL2learning.

Accordingtohistheory,languagelearningistolearnsounds,phonemes,letters,theoriginofword,semanticmeaningsandsyntacticalunits.Followingwhatshouldbelearnedbythestudents,teachersshouldhaveasetofcorrespondingtechniquestoteachthesedifferentunits.

2.2StageII（1940-1960）:

positiveandpowerful

Theperiodform1940to1960witnessedexplicit,extensiveandpowerfulinfluenceoflinguisticsonL2teachingduetotherapidgrowthofstructurallinguisticsinAmericaandtheurgentneedsofL2teachingduringtheSecondWorldWar.

Structuralistlinguisticsdescribeslinguisticfeaturesintermsofsystemsorstructures.Dissatisfiedwithtraditionalgrammars,structuralistgrammarsetsouttodescribethecurrentspokenlanguagewhichpeopleuseincommunication.Forthefirsttime,structuralistgrammarprovidesdescriptionofphonologicalsystemswhichaidsthesystematicteachingofpronunciation.However,liketraditionalgrammars,thefocusofstructuratistgrammarisstillonthegrammaticalstructuresofalanguage.Structuralistteachingmaterialsarearrangedonabasisofunderlyinggrammaticalpatternsandstructures,andorderedinawaysupposedtobesuitableforteachi