1本科班教法06语言与心理学

1、Alternative Approaches to ELT,Literature and History Press,Part one: Theories of linguistics,1.1 Traditional linguistics 1.2 American structuralism 1.3 Transformational generative linguistics by Noam Chomsky 1.4 Functional linguistics 1.5 Interactive view,1.1 Traditional linguistics,The linguists be

2、lieve that to a large extent, made a study of language in order to understand the classic works of ancient times and to be able to teach students, enabling them to understand and appreciate those classic works. They argued that the written form of language was superior to the spoken form and took wo

3、rds as their starting point to use language correctly. The most influential method is the Grammar-Translation Method (GTM).,1.2 American structuralism,The two forerunners of it were Franz Boas( an anthropologist 人类学家) and Edward Sapir. Leonard Bloomfield, a linguist in America, is regarded as the fa

4、ther of American structuralism. He characterized language and language acquisition in terms of behaviorist terminology. For him, a language was a habit of verbal behavior which consists of a series of stimuli and responses. He argued that to acquire a language was to form habit of verbal behavior an

5、d learning a second language was learning a new habit. He believed that the purpose of language was speech and speech was primary and writing was secondary.,The most influential method is Audio-lingual method. The structural view of language sees language as a linguistic system made up of various su

6、bsystems: the sound system (phonology语音学); the different units of meaning produced by sound combination( morphology词素) and the system of combining units of meaning for communication (syntax句法). To learn a language means to learn these structural items to be able to understand and produce language,1.

7、3 Transformational generative linguistics by Noam Chomsky,He believed that it would be difficult for the structuralisms to explain why children acquire their first language in a few years and why the same structure can be used to express different meanings and different structures can be used to exp

8、ress the same meaning. He assumes that children are born with a language acquisition device (LAD),Language Acquisition Device (LAD),LAD is made up of a set of general principles called universal grammar (UG). These general principles can be applied to all the languages in the world. Once the child i

9、s born, the particular language environment will trigger the LAD. Noam Chomsky assumes that the child will make hypotheses on their basis of the general principles, then he will test the hypotheses against the actual language data. He has also made the distinction between linguistic competence and l

10、inguistic performance.,Linguistic competence refers to the internalized knowledge of the language that a native speaker of that language possesses. It includes the ability to understand and produce an infinite number of sentences, to detect ambiguity contained in sentences, to tell whether a sentenc

11、e is grammatical or not, to understand the internal structure of sentences, to detect paraphrases.,Linguistic performance means the actual utterances produced by the native speakers. The native speaker may make mistakes or errors in his performance, but this does not mean that he has not got the abi

12、lity to produce grammatical sentences. In short word, he holds the position that linguistic should study the linguistic competence, not performance try to set up a system of rules that will generate an infinite number of grammatical sentences of the language. He is interested in the mental process a

13、nd he was called a nativist 先天论者,1.4 Functional linguistics,The functional linguistics develops directly from the London School of Linguistic and the anthropologist, Bronislaw Malinowski. He realized that it was very difficult to translate the native words and expressions into English. To understand

14、 an utterance, he had to resort to other sorts of knowledge like the situation in which the utterance was spoken, and the proper setting of native culture. Therefore, he arrived at the conclusion that “ the meaning of any single word is to a very high degree dependent on its context (1923:306) and a

15、n utterance has no meaning at all if it is out of the context of situation”.,In the 1960s, British linguist proposed a syllabus based on communicative function. It not only sees language as a linguistic system but also a means for doing things such as offering, suggesting, advising, apologizing, lik

16、es or dislikes, etc. Therefore, learners learn a language to be able to do things with it and perform functions. Learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform functions. The most influential method is the Communicative Approach.,1.5 Int

17、eractional view,It considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of

18、 communicative contexts. The most influential method is “ Task-based Instruction”.,Teachers roles,controller, assessor, organizer, prompter / facilitator, participant, resource-provider/developer, counselor, adviser, sponsor, coach, trainer, role model, protector, researcher, leader, demonstrator, l

19、earner, mentor, manager, instructor, tutor, assessor, listener, audience , actor, artist, singer, frienddoer, cultural being,Critical thinking skills,Critical thinking brings conscious awareness, skills, and standards to the process of observing, analyzing, reasoning, evaluating, reading, and commun

20、icating. Mayfield (2007) Book 1 Unit 5 - important people vs. great people,Critical thinking 22 comprehension strategies,Drawing conclusions Understanding cause and effect Making connections Comparing view points Evaluating ideas Reading between the lines Making judgments,22 comprehension strategies

21、 (cont.),Making comparisons Interpreting meaning Making inferences Comparing characters Reading a map Interpreting graphs and charts Making calculations Examining reasons,22 comprehension strategies (cont.),Separating facts from opinion Identifying the main idea Organizing information Sequencing Sum

22、marizing Recalling details Synthesizing,Making judgments,Highlight the three pieces of information in the text that you think everyone should know: Most important_ Second most important_ Least important_,Developing alternative solutions,With a group, brainstorm three different solutions to .s proble

23、m. A _ B _ C _ When you brainstorm, everyone contribute ideas. Write down every idea. .,Examining reasons,Why do you think its necessary in this experiment to collect? _ How do you think the author says to use? _ Why do you think? _,Consciousness-raising tasks (CR),1 There is an attempt to isolate a

24、 specific linguistic feature for focused attention 2 The learners are provided with data that illustrate the targeted feature and they may also be provided with an explicit rule describing or explaining the feature. 3 The learners are expected to utilize intellectual effort to understand the targete

25、d feature. 4 learners may be optionally required to verbalize a rule describing the grammatical structure. Ellis (1991),The post-task phase,Three major pedagogical goals: -提供再做任务的机会（to provide an opportunity for a repeat performance of the task） -反思任务是怎样完成的（to encourage reflection on how the task wa

26、s performed） -关注语言的形式（to encourage attention to form）,Repeat performance,Carry out second performance publicly Complexity increases Express more clearly Become more fluent,Reflecting on the task,Present a report on how they did the task and what they decided or discovered oral or written Summary the

27、 outcome of the task Reflect or evaluate of their own performance (fluency, complicity or accuracy) Metacognitive strategies 元认知策略(planning, monitoring and evaluating),The post-task phase,Reviewing of learner errors反思错误 Consciousness-raising tasks语法意识 Production-practice activities操练活动 Noticing acti

28、vities 注意语言的准确,Reviewing of learner errors,Teacher moves from group to group to listen and note down the errors Address these errors with the whole class - can be written on the board - students can be invited to correct it - listen again and edit their own performance - teacher comments,Consciousne

29、ss-raising tasks (CR),The learners are expected to utilize intellectual effort to understand the targeted features 通过思考理解语法用法 Learners may be optionally required to verbalize a rule describing the grammatical structure 可以使学生口头表达 To direct students to attend explicitly to a specific form they used incorrectly o