英语教学法[共33页]

1、The theoretical basis of foreign language teaching 英语092班 马丽丹 Contents The nature of language theory Language learning theory The model of foreign language learning Theory of education related subjects The nature of language theory Structural view of language Functional language Structural view of l

2、anguage American Structuralism British Structuralism Transformational Generative Grammar American Structuralism(美国的结构主义） The background of American Structuralism The three period of American Structuralism Features of American Structuralism Advantages of American Structuralism Problems of American St

3、ructuralism Methods of American Structuralism The background of American Structuralism American linguistics developed from the end of the 19th century The three period of American Structuralism Boas-Sapir period(1911-1932) The Bloomfieldian period(1933-1950) The Post-Bloomfieldian period(1952-1956)

4、Features of American Structuralism Synchronic VS Diachronic Descriptive VS Prescriptive Structuralism VS Traditional Grammar Advantages of American Structuralism A great landmark in the linguistics history and comparing with its predecessorthe traditional grammar; Vividly important in documenting th

5、e diversity of human languages and vanishing and offering the basic date of developing serious explanatory theories of language. Problems of American Structuralism Neglected Syntax Ignored meaning Bottom up Interference of mother tongue Methods of American Structuralism Language is speech, not writi

6、ng so that speaking than writing priorities study ; Take advantage of contrastive analysis to study. British Structuralism（英国的结构主义） British Structuralism was based on Levi- Strauss Structuralism but was more empirical in approach. Many famous Linguists (H. Palmer/ A. S.Hornby) analysis and summary o

7、f the main English grammatical structure together and summarized them as certain sentential form . In total : 25 kinds of Verb sentence patterns ; 5 kinds of Noun sentence patterns ; 3 kinds of Adjectives in sentence patterns In short , these sentence patterns provide the evidences for the paraphras

8、ing. Contextual learning United Kingdom anthropologists B. Malinowski(马林若夫斯基)and linguist J. R. Firth(弗斯）proposed ; Three features: features related participant 、 relative purpose 、effect of verbal behavior . Transformational Generative Grammar（乔姆斯基的转换生成语法） In the 1950s the school of linguistic thou

9、ght known as transformational-generative grammar received wide acclaim through the works of Noam Chomsky ; Language is an activity, follow the rules of dominance so that people can make infinite use of finite means. Theory of the dual structure of the sentence Surface structure :refers to the form o

10、f sentences; Deep structure: refers to significance of sentence statement ; The process of language generation is the transformational process from surface structure to deep structure. Theories of language acquisition Language has the talent foundation , and child has the device of natural language

11、acquisition ,called “universal grammar”, which is made up of principles and paramaters. Functional language Hallidays exposition on the language features ; Heimss theory of communicative competence ; Kananer and siwennas analysis of communicative competence ; Austins theory of speech acts . Halliday

12、s exposition on the language features（韩礼德对语言功能的论述） Micro-function（微观功能） The instructional function; The regulatory function; The interactional function; The personal function; The heuristic function; The imaginative function. Macro function （宏观功能） The ideational function; The interpersonal function;

13、 The textual function. Heimss theory of communicative competence （海姆斯的交际能力理论） Being able to identify and organize grammatical sentences ; Being able to judge possibilities of language forms ; Being able to be used in communication decency language; Being able to know if something can actually speak

14、out . Kananer and siwennas analysis of communicative competence （卡南尔和斯温 纳对交际能力的分析） Grammatical competence; Sociolinguistic competence; Discourse competence; Strategic competence. Austins theory of speech acts（奥斯 汀的语言行为理论） Austins Speech Act Theory is significant in the process of language philosophy

15、. Austins theory corrects the prejudiced view of the functions and uses of language. In a short summary, Austins theory is that to say something is to do something. Austins first shot at the theory is the claim that two types of sentences: performatives and constatives. Constatives are statements th

16、at either state or describe, and thus verifiable (potentially true or false). For example, I cook meals for the whole family. performatives are some verbs used to perform a speech act, and they are used in present tense and with a first-subject. Language learning theory Behaviorism(行为义）； Innatism(心灵

17、主义）； Universal Grammar(普 遍语法）； Monitor Model(克拉申的 检查模式）; Output Hypothesis(斯温 纳的语言输出假设）. the learning mode of behaviorism stimulus organism response behavior reinforcement No reinforcement Universal Grammar（普遍语法） Language input Universal Grammar Language- specific syntax Monitor Model（克拉申监察模式） Acqui

18、sition-learning hypothesis(习得和学得假设） The natural order hypothesis （自然顺序假设） Monitoring assumptions （监察假设） Input hypothesis （输入假设） Affective filer hypothesis （情感过滤假设） Output Hypothesis（斯温纳的语言输出假设） The content of Siwenna language output hypothesis ; Enlightenment of Siwenna language output hypothesis in foreign language teaching ; The model of foreign language learning （一些二语学习模式） Skill Learning Model(技 能学习模式）； Interactive model of second language learning （二语学习的互动模式）； Second language reading process patterns （第二语言 阅读过程模式）：t