安义讲学views of language and language learning objectives.ppt

ViewsonLanguageandLanguageLearningobjectives ForeignLanguagesCollegeofJiangxiNormalUniversity刘春燕 WhatareweteachingwhenwesayweareteachingEnglish objectives TextbooksStudentsVocabularyGrammarCompetencePerformanceetc Traditionalgrammar Grammaticalrules morphologyandsyntaxVocabularyselectionThesentenceisthebasicunitoflanguageAccuracyisemphasizedGrammaristaughtdeductively Structurallinguistics Languageisasystemoflinguisticunitssuchassounds words andsentencesLanguageisspeech notwritingAlanguageisasetofhabitsTeachthelanguage notaboutthelanguageAlanguageiswhatitsnativespeakerssay notwhatsomeonethinkstheyoughttosay Universalgrammar Competenceandperformance Chomsky LanguageisinnateUniversalgrammar principlesandparametersAcquisitionv learningComprehensibleinput Krashen i 1 Competence whatthespeakerknows whatthelinguistshouldbeconcernedwith Performance whatthespeakerdoes i e saysorwrites atanygiventime andwhatthelinguistshouldnotbeconcernedwith Principles alllanguageshaveincommon E g theprincipleofstructuredependency IsJohnisthemanwhohappy Parameters aspectsthatvaryfromonelanguagetoanotherwithintightlysetlimits E g pro dropAcquisition asubconsciousprocesssimilartothewaychildrendevelopabilityintheirfirstlanguage Learning consciousknowledgeofasecondlanguage knowingtherules beingawareofthem andbeingabletotalkaboutthem Functionallinguistics pragmatics anddiscourseanalysis LanguageasaninstrumentofsocialinteractionratherthanasasystemthatisviewedinisolationLanguageascommunicativetoolFunctionsoflanguage ideational interpersonal andtextual Halliday Functionsinlanguageteaching request apologizing thanks givingorders warning suggesting pleading advising etc Theideationalfunctionistoorganizethespeaker sorwriter sexperienceoftherealorimaginaryworld Theinterpersonalfunctionistoindicate establish ormaintainsocialrelationshipsbetweenpeople Thetextualfunctionistocreatewrittenorspokentextswhicharecoherentwithinthemselvesandwhichfittheparticularsituationinwhichtheyareused Pragmatics Speechacttheory Austin 1962 locutionaryacts illocutionaryacts andperlocutionaryactGrice s 1975 cooperativeprinciple 4maxims quantity makeyourcontributionasinformativeaspossible Donotbemoreinformativethanrequired quality donotsaywhatyoubelievetobefalse Donotsaythatforwhichyoulackadequateevidence relation berelevant manner beperspicuous avoidobscurityandambiguity bebrief orderly andpolite Discourseanalysis Utterancev sentence languageinuseCohesion discoursemarkersthatsignalthearrangementofmeaninginthetextCoherence theorganizationofmeaningintextthatisnotsignaledovertlyTheabilitytomanagetheinteractionandtoproducediscourseCommunicativelanguageteaching Cognitivelinguistics Languagenotonlyenablescommunication butalsoreflectsmankind sconceptualworld Inotherwords linguisticcategoriesnotonlyenableustocommunicate butalsoimposeacertainwayofunderstandingtheworld Prototypeandschemata Prototype apersonorobjectwhichisconsideredtobetypicalofitsclassorgroup e g bird houseSchema theunderlyingstructurewhichaccountsfortheorganizationofatextordiscourse Communicativecompetence CanaleandSwain s4areasofknowledgeandskill 1980 Grammaticalcompetence masteryofthelanguagecode Sociolinguisticcompetence appropriatenessofutteranceswithrespectbothtomeaningandform Discoursecompetence masteryofhowtocombinegrammaticalformsandmeaningstoachieveunityofaspokenorwrittentext Strategiccompetence masteryofverbalandnon verbalcommunicationstrategiesusedtocompensateforbreakdownsincommunication andtomakecommunicationmoreeffective Communicativecompetenceandlearningobjectives LearninggoalinNewCurriculumStandard theabilitytousethelanguage communicativecompetence 5curriculumobjectives languageskills languageknowledge affectiveattitude learningstrategies andculturalawareness Communicativecompetence educationalgoalsandEnglishlearningobjectives RedefiningEnglishlearningobjectives Cognitive 1 Knowledge grammatical sociolinguistic culture discourse culture andstrategic metacognitive 2 Cognitiveprocess learningstrategies Remember understand apply analyze evaluate createAffective motivation interest attitude anxiety self image extroversion etc motorskills Listening speaking reading writing Implications Differentviewsoflanguagerepresentdifferentperspectivesandaspectsoflanguage Theycomplementeachotherinsteadofrejectingeachother Languagelearningobjectivesshouldbethecombinationoflinguisticobjectivesandedu