语言学概论教案.docx
《语言学概论教案.docx》由会员分享，可在线阅读，更多相关《语言学概论教案.docx（59页珍藏版）》请在冰点文库上搜索。
语言学概论教案
XXXXX学院语言学概论
教案（或讲义）
（XX—XX年学年度第X学期）
教师姓名：
XXXXXXXXX
授课班级：
XXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXX学院
二○一X年XX月
XXXXXXX学院《语言学概论》课程教案首页
课程编号
XX
课程名称
语言学概论
（一）
任课教师
XX
职称
XX
所在学院
XXXXXXXX
总学时
XX
理论学时
XX
实践学时
X
课程学分
X
课程性质
XXXXXXXX（公共基础课/学科基础课/专业课/专业选修课）
授课地点
XXXXXXXX（普通教室/语音室/多媒体教师/实验室等）
授课班级
XXXXXX
学生人数
XXXX
课程地位与作用
《英语语言学概论》是英语教育专业的一门基础理论课。
语言学是主要研究语言的性质、语言的功能、语言的产生和发展、语言的习得以及语言和人类其它活动关系的学科。
随着对语言研究的不断深入，人们更多地把注意力集中在语言学研究和语言教学研究的关系上。
课程总体
目标
掌握英语语言学的基础知识、以及应用英语从事语言学方面研究促进学生了解英语语言的性质、结构、特征和功能，以及它们与外语教学的关系，从而加强英语语言的学习和英语教学法的研究，提高英语语言水平和英语语言教学能力。
选用教材、
参考书目及
多媒体课件
教材
《新编简明语言学教程》（第二版）
参考书
《语言学概论》（第一版），杨信彰编
《语言学教程》（第四版），胡壮麟编
是否使用多媒体
是
课程总体
设计
（包括章节学时分配、采取何种教学方法等）
第六章语用学（6学时）；第七章语言变迁（6学时）
第八章语言和社会（4学时）；第九章语言与文化（4学时）
第十章语言习得（4学时）；第十一章二语习得（4学时）
采用教师为主导，学生为主题的教学模式，注重培养学生的系统思维能力和实际解决问题的能力，采用启发式、讨论式的教学方法，充分调动学生的积极性，发挥学生的能动性和创造性，并注重语言理论与实践结合起来，引导学生用理论解决学习中的实际问题。
备注：
1、选用教材及参考书须注明书名、出版社、出版年月等版本信息。
2、此页是针对整个课程而言的，放在教案首页。
CourseIntroduction
◆NatureoftheCourse
◆Compulsory:
2creditscores
◆Interestinganddull
◆Useful:
logicalthinkingtraining（theoriesareweapons）
TheRequirementsforthiscourse
◆Thefieldsofstudycoveredbylinguistics
◆Basicconcepts
◆Basictheories
◆Classattendance
◆Classroomdiscussion
◆Fulfillmentoftheassignment
◆Examination
Courseevaluation
◆GeneralPolicy
◆Regularattendance
◆Classparticipation
◆Finalexam
◆*NotetoCoursePolicy
AbsencePenalty:
2-scorepenaltyforeachabsence
ContributionAward:
2-5scoresforclasscontribution
TheGoalsforthisCourse
（whystudylanguage?
）
◆Togetascientificviewonlanguage;
◆Tounderstandsomebasictheoriesonlinguistics;
◆Tounderstandtheapplicationsofthelinguistictheories,especiallyinthefieldsoflanguageteaching&learning（SLAorTEFL）,cross-culturalcommunication…;
◆Toprepareforthefutureresearchwork.
ReferenceBooks:
1.戴炜栋，何兆熊，（2002），《新编简明英语语言学教程》，上海外语教育出版社。
2.胡壮麟，（2001），《语言学教程》，北京大学出版社。
3.刘润清，（1995），《西方语言学流派》，外语教学与研究出版社。
CourseContents:
anoverview
chapter 6 Pragmatics
6.1 Some basic notions
6.1.1 Definition
6.1.2 Pragmatics vs.semantics
6.1.3 Context
6.1.4 Sentence meaning vs.utterance meaning
6.2 speech act theory
6.2.1 Austin's model of speech acts
6.2.2 Searle's classification of speech acts
6.2.3 Indirect speech acts
6.3 Principle of conversation
6.4 Cross-cultural pragmatic failure
Revision exercises
For further reading
chapter 7 Language Change
7.1 Introduction
7.2 Phonological changes
7.3 Morphological and syntactic change
7.3.1 Addition of affixes
7.3.2 Loss of affixes
7.3.3 Change of word order
7.3.4 Change in negation rule
7.4 Lexicaland semantic change
7.4.1 Addition of new words
7.4.2 Loss of words
7.4.3 Semantic changes
7.5 Some recent trends
7.5.1 Moving towards greater informality
7.5.2 The influence of american english
7.5.3 The influence of sci.ence and technology
7.6 The causes of language change
Revision exercises
For further reading
chapter 8 Language and Society
8.1 The scope of sociolinguistics
8.1.1 The relatedness between language and society
8.1.2 Speech community and speech variety
8.1.3 Two approaches to sociolinguistic studies
8.2 Varieties of language
8.2.1 Dialectal varieties
8.2.2 Register
8.2.3Degree of formality
8.3 Standard dialect
8.4 Pidgin and creole
8.5 Bilingualism and diglossia
Revision exercises
For further reading
chapter 9 Language and Culture
9.1 Introduction
9.2 What is culture?
9.3 The relationship between language and culture
9.4 Sapir-whorf hypothesis
9.5 Linguistic evidence of cultural differences
9.5.1 Greetings and terms of address
9.5.2 Gratitude and compliments
9.5.3 Color words
9.5.4 Privacy and taboos
9.5.5 Rounding off numbers
9.5.6 Words and cultural-specific connotations
9.5.7 Cultural-related idioms, proverbs and metaphors
9.6 Culture contact, cultural overlap and diffusion
9.7 The significance of cultural teaching and learning
9.8 Intercultural communication
Revision exercises
For further reading
chapter 10 Language Acquisition
10.1 Introduction
10.2 Theories of child language acquisition
10.2.1 Abehaviourist view of language acquisition
10.2.2 An innatist view of language acquisition
10.2.3 An iriteractionist view of language acquisition
10.3 Cognitive development in child language development
10.4 Language environment and the critical period hypo-thesis
10.5 Stages in child language development
10.5.1 Phonological development
10.5.2 Vocabulary development
10.5.3 Grammatical development
10.5.4 Pragmatic development
10.6 Atypical development
Revision exercises
For further reading
chapter 11 Second Language Acquisition
11.1 Introduction
11.2 Connections between first language acquisition and second language acquisition
11.3 Contrastive analysis
11.4 Error analysis
11.5 Interlanguage
11.6 The role of the native language in second language learning
11.7 Second language learning models and input hypothesis
11.8 Individual differences
11.9 Second language acquisition and its pedagogical implications
Revision exercises
For further reading
《语言学概论》课程章节教案首页
章节
Chapter6Pragmatics
学时
6
班级
XXXXX
时间
XXX
教学目标与
要求
Enablethestudentstohaveabetterunderstandingofpragmaticsanditstwoimportant
theories;
Tohavethegeneralideaaboutpragmatics;
Tohaveabetterunderstandingofpragmaticsanditstwoimportanttheories.
教学重点与
难点
Focalpoints:
Speechacttheory,thetheoryofconversationalimplicature
Teachingdifficulties:
Speechacttheory,thecooperativeprincipleanditsfourmaxims
课堂教学方法
Mediainstruction
CommunicativeMethods:
answering,discussion,presentation,teamwork...
作业与思考题
Whatdoespragmaticsstudy?
Howdoesitdifferfromtraditionalsemantics?
Sentencemeaningandutterancemeaning
AccordingtoAustin,whatarethethreeactsapersonispossiblyperformingwhilemakinganutterance.
WhatarethefivetypesofillocutionaryspeechactsSearlehasspecified?
Conversationalimplicature
WhatarethefourmaximsoftheCP?
注：
1．根据课程教学进度计划表填写章节教案首页；
2．教案或讲义正文附后，手书打印均可。
ChapterSix.Pragmatics
I.TeachingAims
1.Tohavethegeneralideaaboutpragmatics;
2.Tohaveabetterunderstandingofpragmaticsanditstwoimportanttheories.
II.Teachingimportantpoints
1.Speechacttheory;
locutionaryact
illocutionaryact
perlocutionaryact
2.Thetheoryofconversationalimplicature.
III.Teachingdifficultpoints
1.Speechacttheory;
2.Thecooperativeprincipleanditsfourmaxims.
IV.TeachingMethods
Mediainstruction
CommunicativeMethods:
answering,discussion,presentation,teamwork...
V.Teachinghours
6classperiods
VI.TeachingProcedures
I.PresentationwithPPT
（1）Whatdoespragmaticsstudy?
Howdoesitdifferfromtraditionalsemantics?
（2）Sentencemeaningandutterancemeaning
（3）AccordingtoAustin,whatarethethreeactsapersonispossiblyperforming
whilemakinganutterance.
（4）WhatarethefivetypesofillocutionaryspeechactsSearlehasspecified?
（5）Conversationalimplicature
（6）WhatarethefourmaximsoftheCP?
2.Lead-in/Warmingup
语用学是语言学研究中一个比较新的领域,语用学的兴起是语言学,特别是语义学发展和深入的结果。
通过本章的学习，首先要对语用学和传统语义学研究之间的关系，以及诸如语境和话语意义等语用研究中的一些基本概念有所了解。
同时，还要求对语用研究中最重要的理论—言语行为理论，和最主要的一条原则—会话原则有初步的了解，并能用来解释一些语言现象。
Whatdoespragmaticsstudy?
语用学是什么？
Pragmaticsisthestudyofhowspeakersusethesentencesofalanguagetoeffectsuccessfulcommunication.
Thedevelopmentofpragmaticswithinlinguisticsisthenecessaryconsequenceofthedevelopmentoflinguisticstudies,especiallythatofsemantics.Althoughbothpragmaticsandsemanticsbasicallystudymeaning,pragmaticsdiffersfromtraditionalsemanticsinthatitstudiesmeaningnotinisolationbutincontext.
Thestudyoflanguageinuseorthestudyofmeaningoflanguageincontext
Pragmaticsisacomparativelynewbranchofstudyintheareaoflinguistics.Itdevelopedinthe1960sand1970s.
Morrisfirstproposedtheword“pragmatics”inhis“FoundationsoftheTheoryofSigns”.Hesaidthatthestudyofsemioticsincludesthreeparts:
syntax（sign---sign）;semantics（sign---word）;pragmatics（sign---itsuser）.
1977JournalofPragmaticspublishedinHollandsignifiedthestartofpragmatics.
3.语境Context
Thenotionofcontextisessentialtothepragmaticstudyoflanguage,it’sgenerallyconsideredasconstitutedbytheknowledgesharedbythespeakerandthehearer.
Context–theknowledgesharedbythespeakerandhearer.
Johnislikeafish.
Itcanbe1.Johnswimswell（IfitissaidwhenJohnisswimming.）
2.Johncandrinkalotofwine.（ifitissaidataparty.）
3.Johnisascoldasfish.
4.Sentencemeaningvs.utterancemeaning
（1）Utterance–asentencewhatpeopleactuallyutterinthecourseofcommunication.
Sentence
（2）Differencesbetweensentencemeaningandutterancemeaning
a.Sentencemeaningisabstract,anddecontextualized
句子意义Sentencemeaning
Itreferstoasentenceandisagrammaticalconcept,themeaningofasentenceisoftenstudiedastheabstractintrinsicpropertyofthesentenceitselfintermsofpredication.
b.utterancemeaningisbasedonsentencemeaning;itistherealizationoftheabstract
meaningofasentenceinarealsituationofcommunication,orsimplyinacontext.
话语意义Utterancemeaning
Itreferstoasentenceaswhatpeopleactuallyutterinthecourseofcommunication,itbecomesandutteranceanditshouldbeconsideredinthesituationinwhichitisactuallyuttered.
5.Speechacttheory
Atheoryaboutlanguageusedto“dothings”,toperformact.
ThetheoryoriginatedwithBritishphilosopherJohnAustininthe50’softhe20thcenturyanddevelopedbyJ.R.
升级会员 