高级英语学习的三个境界+-+for+students.ppt

产出Productiveness整合Symphony共情Empathy,(高级)英语学习的三个境界,设计感(design)、故事力(story)、整合力(symphony)、共情力(empathy)、娱乐感(play)、意义感(meaning)。DanielH.Pink:AWholeNewMind（oneofthe10most-influentialmanagementthinkersintheworld.）,决胜未来的六种能力,1.Notjustfunction,butalsodesign.2.Notjustargument，butalsostory.3.Notjustfocus，butalsosymphony.4.Notjustlogic，butalsoempathy.5.Notjustseriousness,butalsoplay.6.Notjustaccumulation，butalsomeaning.,“一个人的语言素养和能力已经成为跟他人竞争的一个必要条件。比如现在学生毕业出去找工作，招聘单位对应聘者首先考核的是语言，不是你的专业知识。跟你交谈，看你思维是否清楚，语言是否简洁、明白；让你根据所提供的资料写个产品说明或写个简报，看你的书面语表达能力如何，然后再考核其他方面。曾有记者做过调查，结果表明，一般来说一个人的语言表达能力与其收入成正比。”现代社会语言学的意义与功用访中文系陆俭明教授（下，二）,产出能力,加州大学洛杉矶分校(UCLA),知识课程：9门“北”（艺术、人文和社会科学）4门；“南”（工程、健康科学、数学和自然科学）3门；“桥”：连接“北”与“南”的跨学科2门；（跨学科课程串)能力培养：写作2门；定量推理1门；外语3门,麻省理工学院,自然科学核心课程：微积分（2门课程）物理学（2门课程）化学（1门课程）人文学科、艺术、社会科学（8门课程）科学和技术限选课（2门课程）实验（1或2门课程）写作（两个方面：基本写作能力和专业写作能力）,人才市场与专业发展需求,以“产出”求突破,想把英语学精深，核心是写作能力，为了写好必须多读多听，写作好了，然后再多说，口语也能跟着变好。写作是向死而生。复旦大学英文系金雯,以写作养口语,写作加强后，口语也会得益。即兴演说是隐性写作。Clearpresentationstartswithclearthinking.Writingmakesanexactman.,以写作内化阅读,“不动笔墨不读书”（徐特立）读书须有“四到”眼到、口到、心到、手到。“手到才有所得。”（胡适）,以翻译提升写作,高段位自我突破方法：做长篇中译英练习。具体就是找一本优秀英语读物的优秀中译本，然后把译本回翻成英文，译完后与母语原版对照，寻找差距，思考不同点。,1.话题陈述：当今社会常见文化、教育等话题的个人见解陈述（随机话题，准备约10分钟后用英语讲述）2，回答问题：普通语言学最基本的概念、应用语言学、二语习得包括教学法最基本的概念、教师教育最基本的概念。,研究生复试口试（20分钟）范围,1.产出2.整合3.共情,高级英语学习的三个境界,Symphony,theabilitytoputtogetherthepieces.toseerelationshipsbetweenseeminglyunrelatedfields;todetectbroadpatternsratherthantodeliverspecificanswers;toinventsomethingnewbycombiningelementsnobodyelsethoughttopair.,Educationiswhatremainsafteronehasforgotteneverythinghelearnedinschool.AlbertEinstein,WhattolearnatCollege?,Collegeisatimeforundergraduatestoexpandtheirknowledge(facts,principles,theories,concepts),trueorfalse?,能够用语言学理论和二语习得假说解释语言教学中的一般现象:如Isitgoodtoofferforeignlanguageeducationtochildrenasearlyaspossible?Why?笔试部分专业参考书籍是乐眉云应用语言学、刘润清的新编语言学教程。,复试笔试科目：语言学和应用语言学基础知识,什么是靠谱的学习方式？,信息爆炸时代，重要的是筛选和整合信息的能力。schematainsteadoffragmentscontextinsteadoftext,CoreBranchesofLinguistics,LinguisticsLanguageSoundswordssentencesmeaningPhonetics/phonologymorphology/syntaxsemantics/pragmatics,Therelationshipbetweenlinguisticsandappliedlinguistics,ForeignLanguageTeaching2.简单动词;3.巧用人称代词;4.缩略语Syntactical:1.多用并列结构,少用主从结构;2.多用疑问句和祈使句;3.更多使用省略句Rhetorical:仿拟、拟人、比喻、双关语押韵等。,Ifpreviouslyyoureadtofindfacts.nowyouneedtoidentifyissues-researchtrendandgapnotedifferentapproachesand/orpointsofviewthinkdeeplyabouttheevidencesupportingoneapproachoranother,CriticalReadingtosynthesizeandintegrate,Howtoreadcritically,Whatistheauthorspositiononthistopic?Whatevidenceisprovidedtoconvinceme?Dotheclaimsapplyinallcircumstances?Arethereexceptions?Howdoesthistextcomparewithothermaterialonthistopic?Whatismypositiononthetopic?Why?,Howtoreadcritically,Whatauthoritydoestheauthorhavetowriteonthistopic?Wherewasitpublished?Isitarecentpublication(currency)?,1.产出2.整合3.共情,高级英语学习的三个境界,Empathy,theabilitytoimagineyourselfinsomeoneelsespositionandtointuitwhatthatpersonisfeeling.Itistheabilitytostandinothersshoes,toseewiththeireyes,andtofeelwiththeirheartstoexperiencetheworldfromthatpersonsperspective.,Whatisspecialaboutforeignlanguageteaching?,LanguageCultureConnectionWheneverweteachanewlanguage,wealsoteachanaliensystemofculturalcustoms,values,andwaysofthinking,feeling,andacting.,Unit2TextIofBookFiveAnIntegratedEnglishCourse何兆熊上海外语教育出版社ThestruggletobeanallAmericangirl“Iwasfinallygrantedaculturaldivorce.Atlast,Iwasoneofyou;Iwasntoneofthem.Sadly,Istillam.”,Whatisspecialaboutforeignlanguagelearning?,LanguageEgoAshumanbeingslearntouseasecondlanguage,theyalsodevelopanewmodeofthinking,feeling,andacting-asecondidentity.Thenewegointerwinedwiththesecondlanguagecaneasilycreatewithinthelearnerasenseoffragility,adefensiveness,andaraisingofinhibitions.,AWritingTopic:Whenwetalkaboutthequalityofsomeonesteaching,weaddressissuesoftechnique,content,andpresentation.However,thefamouseducatorandphilosopherParkerPalmertellsusgoodteachingisntabouttechniques.Whatsyourunderstandingofhisthoughts?,Goodteaching,“Goodteachingisntabouttechnique”.Goodteachersare“peoplewhohavesomesortofconnectivecapacity,whoconnectthemselvestotheirstudents,theirstudentstoeachother,andeveryonetothesubjectbeingstudied”.(Palmer,1999,p.27),GiveMeLibertyorGiveMeDeath,themostfamouscryforfreedomintheworld.byPatrickHenry,oneofthemostinfluentialadvocatesoftheAmericanRevolutionandrepublicanism.,InterpersonalStrategies,Inthespeech,therearepronounslikewe,you,they,referingtothesamegroupofpeople.Whydoesthespeakershifthisuseofpronouns?,Foryourreference,2)Theshiftinguseofpronounsisanartinpersuasivediscourse:We:inclusive,tounitepossibleforce;You:directaddressing,strongemotionalappeal;They:exclusive,toconstrueanexclusionforthosewhodonotholdthesameopinion.,InterpersonalStrategiesinSpeeches,Aristotleasked:howdowecometobelievesomethingortobelieveweshouldactinacertainwayi