胡壮麟《语言学教程》第十一章Linguistics_and_foreign_language_teachingppt课件

1 Chapter11LinguisticsandLanguageTeaching 2 Appliedlinguisticsdefinition P 353 firstly Theoreticalviewsoflanguageexplicitlyorimplicitlyinformtheapproachesandmethodsadoptedinlanguageteaching secondly appliedlinguisticsstatetheinsightsandimplicationsthatlinguistictheorieshaveonthelanguageteachingmethodology 3 1 1Grammar Asacompromisebetweenthe purelyform focusedapproaches andthe purelymeaning focused approaches arecentmovementcalledfocusonformseemstotakeamorebalancedviewontheroleofgrammarinlanguagelearning Doweteachgrammar Howdoweteachgrammar 4 UniversalGrammar TwovariablesconcerningtheamenabilityoflanguageelementstofocusonformaretherelevanceofUniversalGrammar UG andthecomplexityoflanguagestructures Accordingtotheadvocatesoffocusonform ifanL2structureispartofUG theamenabilityishigh otherwise theamenabilityislow 5 TheproblemisthatnooneknowsforsurewhatexactlyispartofUG Itisherethatthestudyoflinguisticscomesintoplay ThestudyofUG whichisoftenconsideredasthetheoryforthesakeoftheory isnowneededinlanguagelearningresearchinthemostpracticalsense 6 ThestudyofUGhasattractedconsiderableattentionfrommanysecondlanguageacquisitionresearchersbecauseknowledgeoflinguisticuniversalsmayhelptoshapeL2acquisitioninanumberofways Forexample itcanprovideexplanationsfordevelopmentalsequencesandlanguagetransfer 7 Structuralcomplexity Itcanbeassumedthatlesscomplexstructureshavehigheramenability butcomplexityishardtodefine Formallysimplestructurescanbefunctionallycomplexandformallycomplexitemsarenotnecessarilyfunctionallycomplex Againweresorttolinguisticsinordertohaveabetterunderstandingofthecomplexityoflanguagestructures 8 1 2Input Languagelearningcantakeplacewhenthelearnerhasenoughaccesstoinputinthetargetlanguage Thisinputmaycomeinwrittenorspokenform Inthecaseofspokeninput itmayoccurinthecontextofinteractionorinthecontextofnon reciprocaldiscourse 9 Viewsdivergegreatlyastowhatkindofinputshouldbeprovidedforlanguagelearners AuthenticinputComprehensibleinput Krashen i 1PremodifiedinputInteractivelymodifiedinput tendstodoabetterjob 10 Krashen i 1 p 371thelanguagethatlearnersareexposedtoshouldbejustfarenoughbeyondtheircurrentcompetencethattheycanunderstandmostofitbutstillbechallengedtomakeprogress pre modifiedinputinterctivelymodifiedinput 11 1 3Interlanguage output Thetypeoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguageisoftenreferredtoasinterlanguage Itisoftenunderstoodasalanguagesystembetweenthetargetlanguageandthelearner snativelanguage 12 13 Interlanguageisadynamiclanguagesystem whichisconstantlymovingfromthedepartureleveltothenative likelevel Canbedoneintwoways investigatingthepsychological biologicalorneurologicalmechanismsinvolvedintheproductionofinterlanguage investigatingthelinguisticfeaturesofinterlanguage 14 2 LinguisticsandLanguageTeaching Linguisticstheoriesinfluenceourgeneralorientationinapproachestolanguageteaching Linguisticknowledgehelpsteacherstobetterexplainthespecificlanguageitemstheyteach 15 2 1Discourse basedview Linguisticpatternsexistacrossstretchesoftext Thesepatternsoflanguageextendbeyondthewords clausesandsentences whichhavebeenthetraditionalconcernofmuchlanguageteaching Focusesoncompletespokenandwrittentextsandonthesocialandculturalcontextsinwhichsuchlanguageoperates Accordingly itaimsatdevelopingdiscoursecompetence similartothewell knownconceptofcommunicativecompetence 16 Communicativecompetence DellHymesWhatalearnersknowsabouthowalanguageisusedinparticularsituationsforeffectiveandappropriatecommunication Includesknowledgeofthegrammarandvocabulary knowledgeofrulesofspeaking knowledgeofhowtouseandrespondtodifferenttypesofspeechactsandsocialconventions andknowledgeofhowtouselanguageappropriately 17 Itisbelievedthatlanguagelearningwillsuccessfullytakeplacewhenlanguagelearnersknowhowandwhentousethelanguageinvarioussettingsandwhentheyhavesuccessfullycognizedvariousformsofcompetencesuchasgrammaticalcompetence lexis morphology syntaxandphonology andpragmaticcompetence e g speechacts 18 Fourcommunicativecompetence possibility theabilitytoproducegrammaticalsentencesfeasibility theabilitytoproducesentenceswhichcanbedecodedbythehumanbrainappropriateness theabilitytousecorrectformsoflanguageinaspecificsocio culturalcontextperfomance thefactthattheutteranceiscompleted 19 Inthecaseofforeign secondlanguagelearning languagelearnersareencouragedtodealwithaccomplishingactions whicharethoughttohelpthemacquirethetargetlanguage CommunicativeLanguageTeaching CLT andTask basedLanguageTeaching TBLT arethebestknownexamplesofsuchatheory IntheCLTorTBLTclassroom studentsareexpectedtolearnbyperformingtasks 20 2 2UniversalGrammar UG NoamChomskyAnativespeakerpossessesakindoflinguisticcompetence Thechildisbornwithknowledgeofsomelinguisticuniversals Whileacquiringhismothertongue hecompareshisinnatelanguagesystemwiththatofhisnativelanguageandmodifieshisgrammar 21 Inputispooranddeficientintwoways Itis degenerate becauseitisdamagedbyperformancefeaturessuchasslips hesitationsorfalsestarts Accordingly theinputisnotanadequatebaseforlanguagelearning Itisdevoidofgrammarcorrections Itdoesnotnormallycontain negativeevidence theknowledgefromwhichthelearnercouldexercisewhatis not possibleinagivenlanguage 22 VivianCookwroteawholebooktoaccountforsecondlanguageacquisitionbasedonChomsky slinguistictheory AlthoughUGwasnotoriginallyproposedtoaccountforsecondlanguageacquisition manyresearchersareworkingonitsimplicationforlanguagelearningandteaching 23 3 SyllabusDesign Abridgebetweenlanguageteachingtheoryandlanguageteachingpractice Translatestheoreticalunderstandingoflanguageteachingandsetsupanoperableframeworkforlanguageteaching Themostimportantpartofsyllabusdesignisselectingandsequencinglanguageitems 24 3 1Typesofsyllabus StructuralSituationalFunctional notionalCommunicativeTask basedContent based 25 3 2Componentsofasyllabus Aims goalsObjectives targets requirementsNon languageoutcomes affectcultivation confidence motivation interest etc Learningstrategies thinkingskills interpersonalskills etc Implementation approaches methods principles suggestions textbooks etc Assessment evaluation 26 3 3Currenttrends Co existenceoftheoldandthenewEmphasisonthelearningprocessInclusionofnon linguisticobjectivesEmergenceofthemulti syllabus 27 4 ContrastiveAnalysis AwayofcomparingL1andL2todeterminepotentialerrorsforthepurposeofisolatingwhatneedstobelearnedandwhatnot Itsgoalistopredictwhatareaswillbeeasytolearnandwhatwillbedifficult Associatedinitsearlydayswithbehaviorismandstructuralism 28 4 1Mainassumptions LanguageisahabitandLLinvolvesestablishmentofanewsetofhabits L1interfereswithL2 ErrorsinL2canbeaccountedforbydifferencesbetweenL1andL2 TransferoccursfromL2toL2 sosimilaritiescanbeignored Therefore NeedforcarefulanalysisofsimilaritiesanddifferencesbetweenL1andL2 Teachersshouldfocusonareasofnegativetransfer 29 5 ErrorAnalysis S PitCorderManyerrorsmadebyL2learnerswerecausedbyfactorsotherthanL1interference Errorsarenotjusttobeseenassomethingtobeeradicated 30 5 1Errorandmistake Error learner slackofknowledge competenceMistake learner sfailuretoperformtheircompetence 31 5 2Interlingualvs intralingual Interlin