王海啸教授：从语言的系统性看大学英语教学资料

1、从语言(yyn)的系统性看大学英语教学南京大学(nn jn d xu) 王海啸2013 西安共三十八页目 录从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究(ynji)对外语教学与测试的启示共三十八页从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究(ynji)对外语教学与测试的启示共三十八页语言维度语音、语调(ydio)、词法、句法 技能维度听、说、读、写基于知识(zh shi)与技能的语言能力界定Carroll关于“语言能力”共三十八页组织能力（Organizational competence）：语法能力（Grammatical competence）语篇能力（Te

2、xtual competence）语用能力（Pragmatic competence）施为能力（llocutionary competence） 社会(shhu)语言能力（Sociolinguistic competence）语言交际能力(nngl)的界定Bachman (1990) 的 “语言交际能力”中的“语言能力” 共三十八页Bachman的 “语言(yyn)交际能力” 知识结构关于世界(shji)的知识语言能力关于语言的知识策略能力心理生理运动机制语境语言交际能力的界定共三十八页从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究(ynji)对外语教学与测试的启示共三十八页输入

3、(shr)输出(shch)接受性技能产出性技能共三十八页听的能力(nngl)Phonetic and phonological perceptionVocabulary and Morphological perceptionSyntactic perceptionDiscourse and style/register perception作为接受(jishu)性技能共三十八页说的能力(nngl)Phonetic and phonological productionVocabulary and Morphological productionSyntactic productionDisc

4、ourse and style/register production作为(zuwi)产出性技能共三十八页读的能力(nngl)Graphemic perceptionVocabulary and Morphological perceptionSyntactic perceptionDiscourse and style/register perception作为(zuwi)接受性技能共三十八页写的能力(nngl)Graphemic productionVocabulary and Morphological productionSyntactic productionDiscourse an

5、d style/register production作为(zuwi)产出性技能共三十八页写的能力(nngl)Traditional conceptions of writing expertise are based on the view that good writing is good writing, regardless of audience, purpose or context. This reflects the notion of autonomous texts, , that suggests a text can mean the same thing to all

6、 people because all the assumptions needed to understand it are fully explicit and recoverable from its pages. Writing expertise here is the ability to adhere to style-guide prescriptions concerning grammar, arrangement and punctuation.Hyland, 2005:59作为(zuwi)产出性技能共三十八页输入(shr)输出(shch)接受性技能产出性技能从交际能力的

7、角度看：共三十八页听的能力(nngl)In any intentional or goal-directed communication, the participants success or failure depends upon a number of factors:the understanding each has of the situationthe clarity of their goalstheir perception of and sensitivity to one anothers needsthe strategic choices they makethei

8、r ability to put their choices into actiontheir ability to monitor their progress toward the goalstheir ability to provide feedback about their perceived progressRost, 2005:55-56从交际(jioj)能力的角度看共三十八页听的能力(nngl)To improve listening at the receiving stageTo improve listening at the interpreting stageTo

9、improve listening at the recalling stageTo improve listening at the evaluating stageTo improve listening at the responding stageCommunication in the Real World: An Introduction to Communication Studies从交际(jioj)能力的角度看共三十八页听的能力(nngl)Form and content of input shaped by outputSelection of input determin

10、ed by output task从交际(jioj)能力的角度看共三十八页说的能力(nngl)Output relevant to inputForm and content shaped by inputOutput helps to generate relevant and comprehensible inputSensitivity to addressee and environment从交际(jioj)能力的角度看共三十八页说的能力(nngl)A further complicating factor is that when the spoken language is the

11、 focus of classroom activity there are often other aims which the teacher might have: for instance, helping the student to gain awareness of or to practice some aspect of linguistic knowledge , or to develop production skills , or to raise awareness of some socio-linguistic or pragmatic point .Hughe

12、s, 2005:6从交际(jioj)能力的角度看共三十八页读的能力(nngl)Purposes for readingReading to search for simple informationReading to skim quicklyReading to learn from textsReading to integrate informationReading to write (or search for information needed for writing)Reading to critique textsReading for general comprehensi

13、onGrabe & Stoller, 2005:13从交际(jioj)能力的角度看共三十八页读的能力(nngl)Reading comprehension is an extraordinary feat of balancing and coordinating many abilities in a very complex and rapid set of routines that makes comprehension a seemingly effortless and enjoyable activity for fluent readers.Grabe & Stoller, 2

14、005:29从交际(jioj)能力的角度看共三十八页写的能力(nngl)Writing as a cognitive process, as is suggested by Flower and Hayes (1981) model thatwriters have goalsthey plan extensivelyall work can be reviewed, evaluated and revised, planning, drafting, revising and editing are recursive, interactive and potentially simulta

15、neousplans and text are constantly evaluated in a feedback loopCited in Hyland, 2005:25从交际(jioj)能力的角度看共三十八页写的能力(nngl)Writing as a situated act this perspective gives greater emphasis to the actual performance of writing in a particular context. Writing is seen as a social act that can only occur wit

16、hin a specific situation. It is therefore influenced both by the personal attitudes and social experiences that the writer brings to the writing and the impact of particular political and institutional contexts in which it takes place.Hyland, 2005:30从交际(jioj)能力的角度看共三十八页从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究

17、(ynji)对外语教学与测试的启示共三十八页外语(wiy)能力发展研究听说读写是互动(h dn)的，如：Implicit vs. explicit vocabulary learningInaccuracy in production related to inability of perceptionTask type effectMultiple sources of learning (e.g., vocabulary acquisition studies)从微观上看共三十八页外语(wiy)能力发展研究语言能力是通过(tnggu)语言使用发展的语言技能使用的综合性语言使用的目的性语言使

18、用的情感因素从中观上看共三十八页从宏观(hnggun)上看：一个关于中介语的比喻外语(wiy)能力发展研究共三十八页从宏观(hnggun)上看：一个关于中介语的比喻外语(wiy)能力发展研究共三十八页从语言(yyn)知识与技能到语言(yyn)交际能力语言技能的内涵外语能力发展研究对外语教学与测试的启示共三十八页应用性，创造性整体性，综合性、过程的非线性智力因素(yn s)、情感因素(yn s)以学习者为中心，个体性学习者、教师、学习内容的互动Problem, Participation, Progress语言(yyn)的系统性要求英语教学的对外语教学与测试的启示共三十八页对外语教学与测试(csh)的启示综合(zngh)技能培养教学目标课型设置综合课、单项技能课教学设计Task-based, project-based, content-based共三十八页对外语教学与测试(csh)的启示语言与非语言