英语教学理论Word文档下载推荐.docx

英语教学理论Word文档下载推荐.docx

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syntax-independentanddoesnotchangethe 

truthconditionalmeaning 

ofthesentence,andhasasomewhatemptymeaning.[1] 

Examplesofdiscoursemarkersincludethe 

particles 

"

oh"

"

well"

now"

then"

youknow"

and"

Imean"

andthe 

discourseconnectives 

so"

because"

and"

but"

or"

.

4.morphology:

abranchoflinguisticsthatstudiestheinternalstructureofwordsandrulesforwordformation.

5.syntax:

abranchoflinguisticsthatstudieshowwordsarecombinedtoformsentencesandtherulesthatgoverntheformationofsentences.

6.instrumentalmotivation:

learnerswishtoacquireasecondlanguageasameanstoachievecertaingoals.Theindividualhimselfdoesnothavetheinterestortheenvironmenttousehismothertonguefortheinteractionwithothers.

7.integrativemotivation:

learnerswishtoacquireasecondlanguageinordertoidentifywithorbecomeapartofnewsocialorculturalgroup.Theywanttointegratethemselvesintothecultureofthesecondlanguage.

8.intrinsicmotivation:

motivationissomekindofinternaldrivewhichpushessomeonetodothingsinordertoachievesomething.Intrinsicmotivationreferstomotivationthatcomesfrominsideanindividualratherthanfromanyexternaloroutsiderewards,suchasmoneyorgrades.

9.extrinsicmotivation:

iscausedbyanynumberofoutsidefactors,itcomesfromthepleasureonegetsfromthetaskitselforfromthesenseofsatisfactionincompletingorevenworkingonatask.

10.peerapproval:

11.The 

plateaueffect 

isaforceofnaturethatlessenstheeffectivenessofonceeffectivemeasuresovertime.Theplateaueffectisastatethatisexperiencedwhenthehumanbodyfailstorespondtoexercisethathasproveneffectiveinthepast,similartotheconceptof 

diminishingreturns.Apersonentersintoaperiodwherethereisnoimprovementordecreaseinperformance.

12.short-termgoals:

arebynaturemuchclosertothestudents’day-to-dayreality,itmightbethelearningofasmallamountofnewlanguage,thesuccessfulwritingofanessay,theabilitytopartakeinadiscussionorthepassingoftheprogresstestattheendoftheweek.Iftheteachercanhelpstudentsintheachievementofshort-termgoals,thiswillhaveasignificanteffectontheirmotivation.

13.long-termgoals:

mayincludethemasteryofEnglish,thepassingofanexam（attheendoftheyear）,thepossibilityofabetterjobinthefuture,etc.

14.mimeandexpression:

（theteacherasteachingaid）Teachersareusefulwhenusingmimeandgestures,aslanguagemodels,andasprovidersofcomprehensibleinput.Mimeandexpressionprobablyworkbestwhentheyareexaggeratedsincethismakestheirmeaningexplicit.However,gesturesdonotnecessarilyhaveuniversalmeanings,andwhatmightseemacceptableinonesituationorplacewillnotbeappropriateinanother.Weneedtousethemwithcare.

15.theteacher’srapportwiththestudents:

（teachersandstudents）acriticalaspectinthepreventionofproblembehavioristherapportwehavewithourstudents.Thiscanbegreatlyenhancedbymakingsurethatwelistentowhattheysaywithinterest,andthatwelookatthemwhenwetalktothem;

weneedtoensurethatwedonotonlyrespondtothestudentsatthefront—orthemoreextrovertones—butthatwetryandworkwithallofthepeopleintheclass.

16.humanistclassroomlearning:

?

?

humanisticteachinghasagreateracceptanceatthelevelofproceduresandactivities,inwhichstudentsareencouragedtomakeuseoftheirownlivesandfeelingsintheclassroom.Manyactivitiesaredesignedtomakestudentsfeelgoodandrememberhappytimeswhilstatthesametimepracticinggrammaritems.

17.comprehensibe/roughly-tunedinput:

粗加工Ssbeexposedtoitinarelaxedsetting.

18.fine-tunedinput:

精加工specificgradedlanguagehasbeenchosenforconsciouslearning.

19.structure/form;

20.function/notion:

21.topic:

22.pronunciation:

Pronunciation 

isthewayawordoralanguageisspoken,orthemannerinwhichsomeoneuttersaword.

23.intonation:

语调In 

linguistics, 

intonation 

isvariationofspoken 

pitch 

thatisnotusedtodistinguishwords;

insteaditisusedforarangeoffunctionssuchasindicatingtheattitudesandemotionsofthespeaker,signallingthedifferencebetweenstatementsandquestions,andbetweendifferenttypesofquestions,focusingattentiononimportantelementsofthespokenmessageandalsohelpingtoregulateconversationalinteraction.Itcontrastswith 

tone,inwhichpitchvariationinsomelanguagesdistinguisheswords,eitherlexicallyorgrammatically. 

24.phoneme:

音位音素thesmallestvocalunitofalanguage.

25.syllable:

音节aunitofspokenlanguagelargerthanaphoneme,canbeutteredandheardclearly.

26.morpheme:

词素thesmallestmeaningfulunitoflanguage.

27.word:

28.sentence:

29.discourse:

30.rule-governed/based:

31.setting/environment/context/situation:

32.communicativecompetence:

aterminlinguisticswhichreferstoalanguageuser’sgrammaticalknowledgeofsyntax,morphology,phonologyaswellassocialknowledgeabouthowandwhentouseutterancesappropriately.ThetermwascoinedbyDellHymesin1966,reactingagainsttheperceivedinadequacyofNoamChomsky’sdistinctionbetweencompetenceandperformance.

33.linguisticcompetence:

语言能力theinternalizedsystemoflanguagerulesconsistingofphonetics,words,grammar,etcwithanidealspeaker/hearercanunderstandsentencesandmakeutteranceincludingthosehehasneverseenorheardorlearnedbefore,anddistinguishwhichsentencesbelongtohisnativelanguageandwhichdonot.

34.linguisticperformance:

语言运用thepracticaluseofthelanguagewhentheidealspeaker/hearerspeaksorwritesinhomogenouslanguagesituation.

35.LAD:

The 

LanguageAcquisitionDevice 

（LAD）isahypotheticalmoduleofthe 

humanmind 

positedtoaccountforchildren'

sinnatepredispositionfor 

languageacquisition.Firstproposedby 

NoamChomsky 

inthe1960s,theLADconceptisaninstinctivementalcapacitywhichenablesaninfanttoacquireandproducelanguage.Itiscomponentofthe 

nativisttheory 

oflanguage.Thistheoryassertsthathumansarebornwiththeinstinctor"

innatefacility"

foracquiringlanguage.ThemainargumentinfavoroftheLADistheargumentfromthe 

povertyofthestimulus,whicharguesthatunlesschildrenhavesignificantinnateknowledgeofgrammartheywouldbeunabletolearnlanguageasquicklyastheydo,giventhattheyneverhaveaccesstonegativeevidenceandrarelyreceiveddirectinstructionintheirfirstlanguage.

36.sociolinguisticcompetence:

（appropriateness）

37.discoursecompetence:

Discoursecompetenceisgenerallyatermreferringtotheabilitytounderstandandexpressoneselfinagivenlanguage.Expertspointoutthattherearedifferentvarietiesofdiscoursecompetencethatmeasuredifferentaspectsofcommunication. 

Onekindofcompetenceindiscourseisoftencalledtextualcompetence.Thisisbasicallyameasureofhowwellanindividualcanreaddifferenttextsandunderstandthem. 

ndothertypesofwrittencommunications,liketranscriptionsofrecordedconversationsortechnicalmaterials. 

Anotherverycommontypeofcompetencerelatedtodiscourseisrhetoricaloreffectivediscoursecompetence.Thisisoftendefinedashowwellanindividualcancontributetoaconversation. 

38.appropriateness/appropriacy:

39.genre:

40.simulated/authenticcontext:

languagewherenoconcessionsaremadetoforeignspeakers.It’snormal,naturallanguageusedbynativeorcompetentspeakersoflanguage.

41.performreading:

PARTII

1.genre:

（inDISCOURSEANALYSIS）aparticularclassofSPEECHEVENTSwhichareconsideredbytheSPEECHCOMMUNITYasbeingofthesametype.Examplesofgenresare:

prayers,sermons,conversations,songs,speeches,poems,letters,andnovels.Theyhaveparticularanddistinctivecharacteristics.Agroupofseveralgenresmaybecalledacomplexgenre,forexample,achurchservice,whichcontainshymns,psalms,prayers,andasermon.

2.inter-language:

thetypeoflanguageproducedbysecond-andforeign-languagelearnerswhoareintheprocessoflearningalanguage.Inlanguagelearning,learners'

errorsarecausedbyseveraldifferentprocesses.Theseinclude:

aborrowingpatternsfromthemothertongue（seeLANGUAGETRANSFER）

bextendingpatternsfromthetargetlanguage,e.g.byanalogy（seeOVERGENERALIZATION）

cexpressingmeaningsusingthewordsandgrammarwhicharealreadyknown（seeCOMMUNICATIONSTRATEGY）

SincethelanguagewhichthelearnerproducesusingtheseprocessesdiffersfromboththemothertongueandtheTARGETLANGUAGE,itissometimescalledaninterlanguage,orissaidtoresultfromthelearner’sinterlanguagesystemorapproximat