语言教学基本概念复习题.doc

语言教学基本概念复习题Fill in the gap to complete the sentences.1. Most of the early investigations in child psychology between 1870 and 1900 contained remarkably acute observations and sophisticated theoretical discussions on the development of _ in early childhood. (Speech 295)2. Psychoanalysis and related schools of thought drew attention to the fact that language is not only related to thinking, but also to the _ of man-an aspect of language which even today is still insufficiently recognized in second language teaching. (affective life 292)3. One of the most hotly debated issues during the interwar period was the question of nature or_ . (nurture 293) 4. The Swiss psychologist _，advanced the thesis that language development and the functional use of language in childhood reflect the mental development of the child. (Piaget)5. In 1968, the issue was once more reopened by _ through a small book on language and mind in which he advocated the viewpoint that one should recognize in linguistic processes the reflection of fundamental ways in which the human mind is organized. (Chomsky)6. World War II and the post-war era were periods of much _development. (interdisciplinary)7. Language questions received a new prominence after the publication of _ Verbal Behavior and the review of this work by Chomsky. (Skinners )8. The objection of Chomskys review of verbal behavior was to show that the principal concepts of a behaviorist approach to language are totally inadequate to account for language behavior, for example, the concept of shaping and_. (reinforcement)9. _treatment of learning as a sequence of stimuli and responses, reinforced by immediate confirmation of the correct response, provided a formula for language practice in the classroom and the language laboratory. (Skinner)10. _interprets language learning in terms of the associationism of his time. (Sweet 317)True or false （F）It was due to the initiative of Sweet that the IPA(Alphabet) was adopted by the IPA (Association) and promoted through its journal.(p.90) (Paul Passy) （F）To understand the historical situation surrounding a particular document, we may have to look beyond the document itself, read between the lines, and interpret the social, educational, and linguistic context from textbooks through classroom teaching.(p.90) (from other collateral sources)v （F）It was Passy who warns against the clumsiness of schoolbooks, because words which belong merely to elevated or specially poetical style are bundled together with everyday words in the very beginning of the first primer without any caution to the pupils against using them. (p.91) (Jespersen)v （F）From the tenor of the six articles we know that the view of learning is the assumption that a language can be acquired by a process of systematic study, provided that we use phonetic transcription from some collateral sources.(p.91) (one follows the teaching principles outlined the articles)v （F）Vietor says emphatically that phonetics is equally necessary in the theoretical and in the practical study of language.(p.91) (Sweet)v （F）The philosophy of language learning of the IPA articles imply that language is not an intelligible and learnable system of sounds, words, and grammar. (p.91)v （F）Primacy sources must be documents of great antiquity.(p.88) (need not necessarily be )v （F）Lambleys work serves as a basis for a follow-up study covering the next stage of development down to the present time.(p.84) (Marechals)v （F）According to Marechal account, medieval English offered a socialinguistically interesting example of trilingualism.(p.84) (Lambleys)v （T）It was Kelly who has traced many features from earlier times to the present and does also investigations.(p.80)v （T）Through doing thematic surveys, a fact was found that many present-day ideas and practices are similer to those in the history of language teaching. (p.80)v （F）Comenius, an 18th century educator, wrote: all languages are easier to learn by practice than from rules.(p.78) (17th )v （F）Cominius and Gouin, etc. recognized in the development of language teaching a long-standing conflict between two principles which have been characterized by Rivers as a conflict between formalism and activism.(p.79) (Mackey and Titone)v （F）An historical survey should base on history of ideas on language teaching.(p.77) (distinguish)Answer the questions：Chapter 1 Question 1: what are the two meanings of the term second language?First, it refers to the chronology of language learning. A second language is any language acquired later than the native language.Second, it is used to refer to the level of language command in comparison with a primary or dominant language. In this second sense, “second language” indicates a lower level of actual or believed proficiency. Question 2: what is meant by “Canada is a bilingual country?”“Bilingual” means two language are proficient in that country. They are available to the bilingual on a par. It may mean no more than that some people in Canada are native speakers of one language and other people are native speakers of the other language.Question 3: according to Stern, what are the differences between foreign language learning and second language learning?In the past, the term foreign language was widely used in contrast to native language. In recent years the other term second language has been increasingly applied for all types of non-native language leaning. Mostly the two are used synonymously, but in certain cases a conceptual distinction in expressed in the use of the second or foreign. Foreign language: it indicates the use of English in a nonEnglish-speaking region. Study can occur either in the students home country, as part of the normal school curriculum or otherwise, or, for the more privileged minority, in an Anglophone country that they visit as a sort of educational tourist, particularly immediately before or after graduating from university. Second language: The purpose of second language learning is often different from foreign language learning. Since the second language is frequently the official language or one or two or more recognized languages, it is needed for full participation in the political and economic life of the nation. Or it may be the language needed for education.Question 4: having introduced the respective concepts of language acquisition, language learning and language teaching, Stern summed up his views at the end of the statement. What are the key points for each?1 When we talk about learning and acquisition summarized by Stern, there is a widely accepted term “language acquisition” promoted by Krashen. He uses the term “acquisition” to describe second language learning which is analogous to the way in which a child acquires his first language that is “naturally”, without focus on the linguistic form, and “learning” as conscious language development in formal school-like settings. According to Stern, he subsumes under the concept of “language learning” first or second language “acquisition” or “learning”, the development of bilingualism and the learning of linguistic variations within a language. Some learning is stimulated by teaching, but much of it may be independent of any teaching. 2 Then lets move to the summary of “language teaching”. Language teaching can be defined as the activities which are intended to bring about language learning. Language teaching is more widely interpreted than “instructing a language class”. It is more effective than formal classroom instruction. A theory of language teaching always implies concepts of language learning. A good language teaching theory would meet the conditions and needs of learners in the best possible ways. Therefore, Stern interprets language teaching widely so as to include all activities intended to bring about language learning. Question 5: according to Stern, “A good language teaching theory would meet the conditions and needs of learners in the best ways.” What does he imply to tell us? Or in which respect is the failure of language teaching according to the author? (21)“Language teaching” is more widely interpreted than “instructing a language class.” Formal instruction or methods of training are included, but so are individualized instruction, self-study, computer-assisted instruction, and the use of media. Likewise, the supporting activities, or the training of teachers, as well as making the necessary administrative provision inside or outside an educational system are all fall under the concept of teaching. Since language teaching is defined as “activities intended to bring about language learning”, a theory of language teaching always implies concept of language learning.It is the failure of language teaching in this respect that is often criticized and that has led to the demand for a greater concern for understanding the learner. This concept is justified. Chapter 2Question 1: what situations can make theory evident and why?There are certain situations in which theory becomes particularly evident: in language teacher training, in advising or supervising language teachers, in curriculum planning, in the writing of textbooks, in the choice of a programmer, or in justifying expenditure on equipment. In such situations we have to express our views on language teaching, to make choices, to take up a position, and often to defend it against opposing points of view. In short, theory manifests itself particularly clearly in debate and in policy decisions.Question 2: what are the three distinct but related senses of the word theory?T1: it refers to the systematic study of the thought related to a topic or activity, for example, art, music, or education. According to T1, a theory offers a system of thought, a method of analysis and synthesis, or a conceptual framework in which to place different observations, phenomena, or activities. To sum up, we can regard “theory” as “a general synonym for systematic thinking or a set of coherent thoughts.”T2: it subsumes different schools of thought or “theories”, each with their own assumptions, postulates, principles, models and concepts. For example: language teaching methods, approaches, philosophies, schools of thought and so on.T3: it is a hypothesis or set of hypotheses that have been verified by observation or experiment. This sense is regarded as a logically connected set of hypotheses whose main function is to explain their subject matter.Question 3: on what criteria should we base to distinguish between good and bad theories?1 usefulness and applicabilityA good theory should be useful, effective, or applicable by making sense of planning, decision making and practice. It should help decision making both on the broader policy level and at the level of classroom activities.2 explicitness A theory should state and define its principal assumptions. It is an important function of theory formation to advance from a nave and unreflecting realism to a more conscious understanding of the assumptions, principles and concepts underlying ones actions.3 coherence and consistencyIt should be reveal order, a pattern, and establish in our minds an awareness of relationships. A theory should be an ordered statement applicable to the total range of phenomena it claims to take into consideration. The criterion of consistency demands that language teaching theory should endeavor to indicate the principle according to which sometimes another psychological or linguistic theory is applicable. 4 comprehensiveness It is not necessary a virtue of all theory. A theory should have some natural justification, so that all relevant phenomena that a given purports to embrace are given consideration.5 explanatory power and verifiabilityThe value of a scientific theory normally lies in its explanatory power, its capacity to predict, and in the direction it gives to empirical research. A good theory is useful in identifying areas of knowledge to build upon and areas of ignorance still awaiting investigation or confirmation.6 simplicity and clarityA good theory aims at being simple, economical, or parsimonious and is expressed in as clear and straightforward a language as possible.Question 4: how to understand the two inconsistencies in the sentence: good theory would point out such inconsistencies, and help in separating the useful from the accidental or seek to remove the inconsistencies?The first is not indicating the principle according to another scientific subject.The second is conflicting findings based on contradictory research findings.Question 5: what is Sterns revised definition of good language theory?A good language teaching theory will strive to provide a conceptual framework devised for identifying all factors relevant in the teaching of languages and the relationships between them and for giving effective direction to the practice of language teaching, supported by the necessary research and enquiry.Chapter 3Question 1: try to group the similar models and distinguish the different models and tell the reason.Campbells model is a simple and clear presentation of the relation between the language sciences and language teaching. In his view, applied linguistics is the mediator between the practitioner and the theorist.In Spolskys model, with the help of two diagrams, he first shows that linguistics alone is inadequate as a basis for language teaching, and that even linguistics and psychology are not sufficient. What Spolskys model makes particularly clear are the main components of a language teaching theory and the specific role that each discipline performs in relation to these components.Ingrams model shows in greater detail the functions of the applied linguist and the relative distribution of tasks among of applied linguist and class teacher. Feedback from practice is acknowledged.Mackey has developed an “interaction model” which places language learning into its sociopolitical context. He adopts a broad theoretical perspective upon a multiplicity of factors which are relevant in language teaching, and at the same time advocates the detailed study of specific aspects which can be related to an overall design. It is intended as a map of major areas of investigation.Strevens model is a theoretical model of the language learning/teaching process. Its intention is to combine in a single design all the essential features that make up language teaching and any learning resulting from such teaching. It is in fact a flow chart of the teachinglearning process and proposed to provide the language teaching profession with a general instrument of analysis.Question 2: why is Sterns model better than all the other?His model is a general model for second language teaching theory. It incorporates aspects of the models we have described. However, none of the other models provides an entirely satisfactory framework. This model is served to serve as a conceptual framework for theory development and provide categories and criteria for the interpretation and evaluation of existing theories. It also provides essential conceptualizations and gives directions to research. Question 3: how should we understand the four key concepts we have to operate in language teaching based on the Sterns model?Any particular language teaching theory, whether it is a formulated expression of thought or an unformulated theory or set of principles implicit in the organization can be regarded as an expression of these 4 concepts. According to them, scholars and teachers began to formulate, probe, interpret and evaluate a language teaching theory.Question 4: what is the essential part of a theory, in which language learning and teaching must be viewed and why?The interpretation of context is an essential part of a theory.It is so because language teaching occurs in a given context. Language, learning and teaching must always be viewed in a context, setting or background. Chapter 4Question 1: there are 2 contrasting views on doing research. Try to describe respectively the negative and positive attitudes toward research.One is that it is regarded as a matter of practical intuition, inventiveness and sensitivity.The other is that it is regarded as a suitable subject.Negative: inconclusive or remote from the realities of the classroom. It is regarded as “useless ivory tower activities” or “playing at science”.Positive: one may occasionally find among some language educators an excessive belief in the value and importance of research. Anything with the “research” label is accepted as gospel truth. Research findings are tentative, approximate and cumulative.Question 2: in which respect can research be justified?1 second language teaching represents an investment in human and financial resources. Considerable investment is required for facilities, technical equipment and teacher education and for the production of instructional materials.2 in demanding research, we openly admit lack of knowledge in certain areas of language teaching. An important task of research is to find out what is known and to document it. At the same time, research can dispel misinformation and point to those areas where knowledge is inadequate.3 any improvement in language teaching is likely to come about by planned co-operation in which fact-finding, hypothesis testing, experimentation and the cumulative effect of many painstaking studies will in the long run be more productive than vehement argumentation or the wholesale acceptance of untested global solutions.4 our practical experience should be able to stand up to critical enquiry and to empirical.5 a continual examination of current practice should be made as a form of “quality control