西华师范大学外国语学院《英语教学分析》期末考试重点.pdf

西华师范大学外国语学院 英语教学分析 3.mistake VS error (1).They are similar in terms of the deviation from the norms of the target language. .mistake refers to a performance error that is either a random guess or a “slip”, in that it is a failure to utilize a known system correctly. .error is a noticeable deviation from the adult grammar of a native speaker, reflecting the limit of the learners competence in using the target language . 4.(1)Approach is a general macro-level term. It refers to the theoretical assumptions about how a language is effectively taught in the light of the nature of language, language learning and teaching . Method is a mid-level term .it is the overall plans or designs, based on systematic principles and teaching procedures. Technique is a specific,micro-level term. It is the specific ways used in classroom in different language teaching. (2)approach determines method, in turn ,method determines techniques; Technique carry out a method which is consistent with an approach. Terms IL:interlanguage means that the type of language produced by second and foreign language learners who are in the process of learning a language . CA: contrastive analysis is the comparison of the linguistic systems of two or more language; contrastive analysis has both a psychological aspect and a linguistic aspect. EA: error analysis means that the study and analysis of the errors made by second and foreign language learners. L1: A first language is a language which has acquired by a person in infancy and early childhood and generally within the family . L2: a second language is a language which is not a native language in a country but which is widely used as a medium of communication. transfer: it refers to old habit has effect on the learning of another new habit. Positive transfer:If the two habits share some common aspects,the knowing one will help learn the other. Negative transfer:If the two habits are conceivably different, the knowing one will obstruct the learning of the other. Learning:Acquiring or getting of knowledge of a subject or a skill by study,experience,or instruction. Teaching:Showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. The nature of L2 learning:Add new concepts to our existing cognition through assimilation and accommodation. LAD: language acquisition device means that children are predisposed with a linguistic organization when they are born . CPH: critical period hypothesis means that there is a stage in the maturation of a human being during which language acquisition is possible in a natural fashion ;before and after this period true language acquisition cant take place . 综述题： It is believed that outcome of acquisition can be traced by studying the acquirers individual differences.The success of L2 acquisition will be influenced by ILD.Individual differences can be classified in two groups:personal factors and general factors. (一)Personal factors They are mutable and developmental factors.And we can divide it into three parts:group dynamics,attitudes to the teacher and course materials,and individual learning techniques. 1.Group dynamics Individual learners will be influenced in a group. 2.Attitudes to the teacher and course materials If the teachers or course materials are fit to learners taste,the learners learning can be enhanced. 3.Individual learning techniques The best technique is the technique which suits the learner the best. (二)General factors They are immutable or fixed factors.And we can divide it into five parts:age,language, aptitude, motivation, personalty and learning studies. 1.Age (1) It belongs to biological domain. (2) Critical period hypothesis is the most popular, it claims that there is a fixed span of years during which language learning can acquire naturally and effortlessly, and after which it is not possible to be completely successful. (3) The older is faster, but the younger is better. (4) A critical point for second language acquisition occurs around puberty, beyond which people seem to be relatively incapable of acquiring a native-like accent of the second language. (5) In an attempt to account for the age differences,four main types of explanation have been offered:biological consideration, cognitive consideration, affective consideration, linguistic consideration. 2.Language aptitude (1) It belongs to cognitive domain. (2) It is the natural ability to learn a language, not including intelligence, motivation, interest, etc. It contains four factors:phonemic coding ability,grammatical sensitivity, inductive ability, rote learning ability. (3) Aptitude is not the prerequisite for L2 acquisition, but is a predictor of how successfully,quickly and easily the learner can perform. 3.Motivation (1) It belongs to the affective domain. (2) According to different ways of classification, it includes: A: global, situational, task-oriented.( function ) B: integrate, instrumental (aims of learning) C: intrinsic, extrinsic (source) Motivation and success are interactional. Integrative and intrinsic motivations are superior to instrumental and extrinsic motivations, but all of them can lead to success in L2 learning. Therefore, it is the level of motivation, not the type of motivation that explains better performances in L2. 4.Personalty (1) It belongs to affective domain. (2) Personality factors such as self-esteem,anxiety, inhibition and risk- taking are thought to influence second language learning. A: Self-esteem a: It belongs to personal judgment. b: Self-esteem and L2 learning success are interactional. B: Anxiety Debilitative anxiety is harmful to language learning, and facilitative anxiety is helpful. C: Inhibition and risk-taking a: Inhibition, the defense built between ourselves and others, is an important factor contributing to L2 learning success. Foreign language teaching practices should find ways to reduce inhibition. b: Risk-taking is oppositive to inhibition.It is an important characteristic of successful learning of a second language.Since learners have to be willing to try out hunches about the new language and take the risk of being wrong. A learner should be moderate risk-taking. Learning strategies (1) Language learning strategies as learning process which are consciously selected by the learner. (2) Strategies can be divided into three categories: behavioral strategies, cognitive strategies, meta-cognitive strategies. Successful language learners use more strategies and pay attention to meaning and form. (3) Strategies appear to change as learners become more advanced, and they contribute to different aspects of L2 proficiency. (4) Children use more socially oriented strategies, adults use more cognitive strategies. All the factors I have mentioned above will influence the success fo L2 acquisition. 英语教学分析复习重点 I填空题 （8分，4个语言学流派） Traditional linguistics Structural linguistics Transformational generative linguistic Functional linguistics II 名词解释 ： 共四个 （14分） Language Language is a system of arbitrary vocal symbols used for human communication L1: (native language .mother tongue , primary language) L2(second language , non- native language ,foreign language, secondary language) Simple definition of mother Tongue: a language learned from birth (Wikipedia) Simple definition of second language: any language learned after mother or first language. (Wikipedia) First language: it is a language that is acquired in infancy and early childhood , learn at home usually from the parents . Foreign language: it is a language which is taught as a school subject, but which is not used as a medium of instruction in schools nor as language of communication within a country ( in government ,business, industry) Second language :it is a language that is not a native language in a country but which is used as a medium of communication (in education , government) 8. Methodology : is that which links theory and practice . Approach : （教学理论）the theoretical assumptions about how a language is effectively ,taught in light ofthe nature of language (教学法总称 Methodology Method:（教学方法） the overall plans or designs of teaching a language that is based on systematic principles and teaching procedures. Technique: （教学技巧）the specific ways/ strategies used in classroom in different kinds of language teaching contexts. 9. Whats their relations? For approach, method, and technique, which determines which?- approach determines method, in turn, method determines technique. The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach. 10Errors and mistakes . A mistake refers to a performance error that is either random guess or a slip ,in that it is a failure to utilize a known system correctly, mistakes are of no significant to language learning because they are made at random and and non-systematic . An error is that a noticeable deviation in using the target language It is because that learners do make errors and that these errors can be observed ,analyzed and classified to 11.learning and acquisition Acquisition: the subconscious process in which second language learners develop their language proficiency through understanding language and through using language for meaningful communication . Learning : the conscious process in which second language learner acquire the epic knowledge of the rules of the target language . 12language learning : a conscious learning .knowing about the language ,focus on the grammar and vocabulary ,communication is not emphasized ,correction of all the errors . 13 Contrastive analysis（CA） is an approach to the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences. It is based on the assumption that it is viable to predict and describe the patterns that will cause difficulty in learning, and those that will not cause difficulty by comparing systematically the language and culture to be learned with the native language and culture of the student. contrastive analysis both have strong vision and weak vision . the strong vision is that errors can be predicted by indentifying the difference between first language and secondlanguage ,because all the second language errors come from the first language and the grater differences between fl and sl ,the more errors will occur . the short vision 14.Error analysis the study and a type of linguistic analysis that focuses on the errors learners (second and foreign) make. in the 1970s, EA supplanted取代Contrastive Analysis (CA), which sought（seek）to predict the errors that learners make by identifying the linguistic differences between their L1 and the target language. The underlying assumption of CA was that errors occurred primarily as a result of interference when the learner transferred native language habits into the L2. Functions of error ： errors could be significant in three ways: （1）they provided the teacher with information about how much the learner had learnt, （2）they provided the researcher with evidence of how language was learnt (3) they served as devices by which the learner discovered the rules of the target language. 15.Interlanguage theory It is used to refer to the systematic knowledge of an L2 which is independent of both these learners L1 and the target language. It mainly refers to (1) the series of inter-connected systems which characterize acquisition; (2) the system that is observed at a single stage of development; and (3) particular first and second language combinations. Features of IL the L2 learners IL system is permeable可渗透的，in the sense that （就。而言）rules that constitute组成the learners knowledge at any one stage are not fixed, but are open to amendment改善. The L2 learners IL system is constantly changing -that is ,there is a constant revison and extension扩大 of rules in the process of L2 approximation . Interlanguage is dynamic. This is best explained by Krashens natural order hypothesis. Despite the variablility of IL , it is possible to detect发现 the rule-based nature of the learners use of the L2; in other words, language learning is systematic. III 辨析题 （24分，共4个） L1 v案例分析题：（18分，三个小问） LAD :language acquisition device Made up of a set of general priciples called UG.(universal grammar)Born with it. An analysis of language learning and teaching Nature of language learning Learning-acquiring or getting of knowledge of a subject or a skill by study experience, or instruction Language learning: skill, knowledge and thinking patterns. can be defined as the activities which are intended to bring about learning, which including both the formal instruction（正规语 言）or method of training, but also the individualized instruction（个别 教学）, self-study, computer-assisted instruction and the use of media. Nature of language teaching Teaching is guiding and facilitating(促进) learning, enabling the learner to learn, setting the conditions for learning.-Knowledge,Ways ,Sequences（序列）,Rewards and punishment. Relationship between learning and teaching Learning is the prerequisite(首要条件) and the basis of teaching. Understanding of how the learning process works will determine our philosophy of education, our teaching styles, our approach, methods and classroom techniques. Two polarized views of human learning Behavioristic views（行为主义观点）-stimulus（刺激）, response and reinforcement（加强） Influenced by this view, language teachers believe that learn a new language is to learn a new set of habits. However, human beings learning involves not only passive stimulus and response behaviors, but also active and conscious focus on acting upon events outside and inside the organism（有机体）. 2) Cognitive views（认知主义）-Chomskys Innateness Hypothesis（先天性假设） This term is used loosely to describe methods in which students are asked to think rather than simply repeat. claims that language learner is born with LAD, which is composed of a set of abstract（抽象的） principles called Universal grammar（普遍文 法）and some parameters（参数）that vary across languages. The learning process is just a process of hypotheses forming and hypotheses testing. Language learning is regarded as the learners active internal linguistic processing rather than passive repetition. The reasons are as follows: 1) Little input abundant perfect output 2) Similar stages in learning the language Nature of L2 learning Add new concepts to our existing cognition through assimilation(同化) and accommodation（调节）. the task for L2 learning is the acquisition of semantic（语义）, transformational（转换）, syntactic（句法） and phonological competence（语言能力） for the realization（领悟） of language independent deep structure conceptual system（概念系统） Major modern L2 learning theories The habit-formation Theory(behaviorism) （习惯形成理论） language is a set of linguistic habits and the linguistic habits are formed through identifying(识别) and strengthening the associations between stimuli and responses. According to the behaviorist theories, the main impediment(阻碍) to language learning was interference（干扰） from prior knowledge. That is to say, the old habits of language will interfere with the learning of the target language when the two sets of linguistic habits are different. This is called negative transfer. However, the old habits will sometimes facilitate the learning of the target language when the two set of linguistic habits are the same. As is called positive transfer. It is shown that the learners acquire L2 features with little difficulty. Influences of habit formation theory （Error correction（纠错） and prediction-Contrastive analysis对比 分析） The Hypothesis of linguistic universal（语言共性说） We are born with LAD . In the second language acquisition process, people have found that second language learner usually acquire the core grammar of the target language and then the peripheral grammar. Core grammar agrees with the inborn general principle and is much easier to learn. Core grammar of the learners mother tonger will facilitate the development of the learners interlanguage and will exert a positive influence on the acquisition of the target language. Constructivism(建构主义)-自己对知识的整理和积累建构 in contrast to more traditional views which see learning as the accumulation（积累） of facts or the development of skills, the main underlying（潜在）assumption of constructivism is that individuals are actively involved right from birth in constructing（构建）personal meaning, that is their own personal understanding, from their experiences. 启发： View learners as actively involved in making their own sense of language input, not as passive receive。 Learning requirements should be in accordance with the cognitive level of the learner. In the process of learning, learners knowledge system is constantly being restructured. 应用： 1，Learning involves meaningful and meaningless learning activities. Teachers should encourage students meaningful learning. 2，The teaching curriculum课程 is eventually shaped by the teacher himself. 3,Learners can definitely benefit from explicit instruction, collabrative learning, peer feedback etc. 4,Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery The acculturation theory（文化迁移） the process of becoming adapted to a new culture Be adapted to target language The extent(程度) to which learners acculturate（使适应文化）depends on two sets of factors: social distance and psychological distance. The successful acculturation will bring about successful second language acquisition. Second language acquisition is just one aspect of acculturation. The degree of acculturation will determine the degree of the second language acquisition. The discourse theory(谈话理论) language learning is learning to mean. That is to say, the lea