从语言的系统性看大学英语教学课件

从语言的系统性看大学英语教学南京大学王海啸2013

西安从语言的系统性看大学英语教学南京大学王海啸2013目录从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究对外语教学与测试的启示目录从语言知识与技能到语言交际能力从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究对外语教学与测试的启示从语言知识与技能到语言交际能力语言维度语音、语调、词法、句法技能维度听、说、读、写基于知识与技能的语言能力界定Carroll关于“语言能力”语言维度基于知识与技能的语言能力界定Carroll关于“语言组织能力（Organizationalcompetence）：语法能力（Grammaticalcompetence）语篇能力（Textualcompetence）语用能力（Pragmaticcompetence）施为能力（llocutionarycompetence）

社会语言能力（Sociolinguisticcompetence）语言交际能力的界定Bachman(1990)的“语言交际能力”中的“语言能力”组织能力（OrganizationalcompetenceBachman的“语言交际能力”知识结构关于世界的知识语言能力关于语言的知识策略能力心理生理运动机制语境语言交际能力的界定Bachman的“语言交际能力”知识结构语言能力策略能力从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究对外语教学与测试的启示从语言知识与技能到语言交际能力输入输出接受性技能产出性技能输入输出接受性技能产出性技能听的能力Phonetic

and

phonological

perceptionVocabulary

and

Morphological

perceptionSyntactic

perceptionDiscourse

and

style/register

perception作为接受性技能听的能力Phoneticandphonological说的能力Phonetic

and

phonological

productionVocabulary

and

Morphological

productionSyntactic

productionDiscourse

and

style/register

production作为产出性技能说的能力Phoneticandphonological读的能力Graphemic

perceptionVocabulary

and

Morphological

perceptionSyntactic

perceptionDiscourse

and

style/register

perception作为接受性技能读的能力Graphemicperception作为接受性技写的能力Graphemic

productionVocabulary

and

Morphological

productionSyntactic

productionDiscourse

and

style/register

production作为产出性技能写的能力Graphemicproduction作为产出性技写的能力Traditional

conceptions

of

writing

expertise

are

based

on

the

view

that

good

writing

is

good

writing,

regardless

of

audience,

purpose

or

context.

This

reflects

the

notion

of

autonomous

texts,

…,

that

suggests

a

text

can

mean

the

same

thing

to

all

people

because

all

the

assumptions

needed

to

understand

it

are

fully

explicit

and

recoverable

from

its

pages.

Writing

expertise

here

is

the

ability

to

adhere

to

style-guide

prescriptions

concerning

grammar,

arrangement

and

punctuation.Hyland,

2005:59作为产出性技能写的能力Traditionalconceptionsof输入输出接受性技能产出性技能从交际能力的角度看：输入输出接受性技能产出性技能从交际能力的角度看：听的能力Inanyintentionalorgoal-directedcommunication,theparticipants’successorfailuredependsuponanumberoffactors:theunderstandingeachhasofthesituationtheclarityoftheirgoalstheirperceptionofandsensitivitytooneanother’sneedsthestrategicchoicestheymaketheirabilitytoputtheirchoicesintoactiontheirabilityto

monitortheirprogresstowardthegoalstheirabilitytoprovidefeedbackabouttheirperceivedprogressRost,2005:55-56从交际能力的角度看听的能力Inanyintentionalorgoal听的能力ToimprovelisteningatthereceivingstageToimprovelisteningattheinterpretingstageToimprovelisteningattherecallingstageToimprovelisteningattheevaluatingstageToimprovelisteningattherespondingstageCommunication

in

the

Real

World:

An

Introduction

to

Communication

Studies从交际能力的角度看听的能力Toimprovelisteningatth听的能力Form

and

content

of

input

shaped

by

outputSelection

of

input

determined

by

output

task从交际能力的角度看听的能力Formandcontentofinput说的能力Output

relevant

to

inputForm

and

content

shaped

by

inputOutput

helps

to

generate

relevant

and

comprehensible

inputSensitivity

to

addressee

and

environment从交际能力的角度看说的能力Outputrelevanttoinput从交说的能力A

further

complicating

factor

is

that

when

the

spoken

language

is

the

focus

of

classroom

activity

there

are

often

other

aims

which

the

teacher

might

have:

for

instance,

helping

the

student

to

gain

awareness

of

or

to

practice

some

aspect

of

linguistic

knowledge

…,

or

to

develop

production

skills

…,

or

to

raise

awareness

of

some

socio-linguistic

or

pragmatic

point

….Hughes,2005:6从交际能力的角度看说的能力Afurthercomplicatingfac读的能力Purposes

for

readingReading

to

search

for

simple

informationReading

to

skim

quicklyReading

to

learn

from

textsReading

to

integrate

informationReading

to

write

(or

search

for

information

needed

for

writing)Reading

to

critique

textsReading

for

general

comprehensionGrabe

&

Stoller,2005:13从交际能力的角度看读的能力Purposesforreading从交际能力的读的能力Reading

comprehension

is

an

extraordinary

feat

of

balancing

and

coordinating

many

abilities

in

a

very

complex

and

rapid

set

of

routines

that

makes

comprehension

a

seemingly

effortless

and

enjoyable

activity

for

fluent

readers.Grabe

&

Stoller,2005:29从交际能力的角度看读的能力Readingcomprehensionisa写的能力Writing

as

a

cognitive

process,

as

is

suggested

by

Flower

and

Hayes’

(1981)

model

thatwriters

have

goalsthey

plan

extensively…all

work

can

be

reviewed,

evaluated

and

revised,

…planning,

drafting,

revising

and

editing

are

recursive,

interactive

and

potentially

simultaneousplans

and

text

are

constantly

evaluated

in

a

feedback

loop…Cited

in

Hyland,2005:25从交际能力的角度看写的能力Writingasacognitivepro写的能力Writing

as

a

situated

act…

this

perspective

gives

greater

emphasis

to

the

actual

performance

of

writing

in

a

particular

context.

Writing

is

seen

as

a

social

act

that

can

only

occur

within

a

specific

situation.

It

is

therefore

influenced

both

by

the

personal

attitudes

and

social

experiences

that

the

writer

brings

to

thewritingand

the

impact

of

particular

political

and

institutional

contexts

in

which

it

takes

place.Hyland,2005:30从交际能力的角度看写的能力Writingasasituatedact从从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究对外语教学与测试的启示从语言知识与技能到语言交际能力外语能力发展研究听说读写是互动的，如：Implicit

vs.

explicit

vocabulary

learningInaccuracy

in

production

related

to

inability

of

perceptionTask

type

effectMultiple

sources

of

learning

(e.g.,

vocabulary

acquisition

studies)从微观上看外语能力发展研究听说读写是互动的，如：从微观上看外语能力发展研究语言能力是通过语言使用发展的语言技能使用的综合性语言使用的目的性语言使用的情感因素从中观上看外语能力发展研究语言能力是通过语言使用发展的从中观上看从宏观上看：一个关于中介语的比喻外语能力发展研究从宏观上看：一个关于中介语的比喻外语能力发展研究从宏观上看：一个关于中介语的比喻外语能力发展研究从宏观上看：一个关于中介语的比喻外语能力发展研究从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究对外语教学与测试的启示从语言知识与技能到语言交际能力应用性，创造性整体性，综合性、过程的非线性智力因素、情感因素以学习者为中心，个体性学习者、教师、学习内容的互动Problem,Participation,Progress语言的系统性要求英语教学的对外语教学与测试的启示应用性，创造性语言的系统性要求英语教学的对外语教学与测试的启对外语教学与测试的启示综合技能培养教学目标课型设置综合课、单项技能课教学设计Task-based,

project-based,

content-based对外语教学与测试的启示综合技能培养对外语教学与测试的启示语言与非语言目的的平衡语言使用的意义性英语教学与大学教育对外语教学与测试的启示语言与非语言目的的平衡对外语教学与测试的启示From

the

MOE

of

Singapore对外语教学与测试的启示FromtheMOEofSin对外语教学与测试的启示动机与策略动机的产生有些动机是需要培养的动机不必是相同的动机不必是不变的动机对过程的影响动机对注意的影响动机对加工的影响策略能力是语言交际能力的一部分对外语教学与测试的启示动机与策略对外语教学与测试的启示测试对教学的反拨测试的综合性趋势Performance

tests对外语教学与测试的启示测试对教学的反拨结语语言学习中的输入与输出就好比是太极图中的白与黑，它们你中有我，我中有你。组合在一起，才能形成一个充满活力的生命体。”结语语言学习中的输入与输出就好比是太极图中的白与黑，它们ThankYou!ThankYou!从语言的系统性看大学英语教学南京大学王海啸2013

西安从语言的系统性看大学英语教学南京大学王海啸2013目录从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究对外语教学与测试的启示目录从语言知识与技能到语言交际能力从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究对外语教学与测试的启示从语言知识与技能到语言交际能力语言维度语音、语调、词法、句法技能维度听、说、读、写基于知识与技能的语言能力界定Carroll关于“语言能力”语言维度基于知识与技能的语言能力界定Carroll关于“语言组织能力（Organizationalcompetence）：语法能力（Grammaticalcompetence）语篇能力（Textualcompetence）语用能力（Pragmaticcompetence）施为能力（llocutionarycompetence）

社会语言能力（Sociolinguisticcompetence）语言交际能力的界定Bachman(1990)的“语言交际能力”中的“语言能力”组织能力（OrganizationalcompetenceBachman的“语言交际能力”知识结构关于世界的知识语言能力关于语言的知识策略能力心理生理运动机制语境语言交际能力的界定Bachman的“语言交际能力”知识结构语言能力策略能力从语言知识与技能到语言交际能力语言技能的内涵外语能力发展研究对外语教学与测试的启示从语言知识与技能到语言交际能力输入输出接受性技能产出性技能输入输出接受性技能产出性技能听的能力Phonetic

and

phonological

perceptionVocabulary

and

Morphological

perceptionSyntactic

perceptionDiscourse

and

style/register

perception作为接受性技能听的能力Phoneticandphonological说的能力Phonetic

and

phonological

productionVocabulary

and

Morphological

productionSyntactic

productionDiscourse

and

style/register

production作为产出性技能说的能力Phoneticandphonological读的能力Graphemic

perceptionVocabulary

and

Morphological

perceptionSyntactic

perceptionDiscourse

and

style/register

perception作为接受性技能读的能力Graphemicperception作为接受性技写的能力Graphemic

productionVocabulary

and

Morphological

productionSyntactic

productionDiscourse

and

style/register

production作为产出性技能写的能力Graphemicproduction作为产出性技写的能力Traditional

conceptions

of

writing

expertise

are

based

on

the

view

that

good

writing

is

good

writing,

regardless

of

audience,

purpose

or

context.

This

reflects

the

notion

of

autonomous

texts,

…,

that

suggests

a

text

can

mean

the

same

thing

to

all

people

because

all

the

assumptions

needed

to

understand

it

are

fully

explicit

and

recoverable

from

its

pages.

Writing

expertise

here

is

the

ability

to

adhere

to

style-guide

prescriptions

concerning

grammar,

arrangement

and

punctuation.Hyland,

2005:59作为产出性技能写的能力Traditionalconceptionsof输入输出接受性技能产出性技能从交际能力的角度看：输入输出接受性技能产出性技能从交际能力的角度看：听的能力Inanyintentionalorgoal-directedcommunication,theparticipants’successorfailuredependsuponanumberoffactors:theunderstandingeachhasofthesituationtheclarityoftheirgoalstheirperceptionofandsensitivitytooneanother’sneedsthestrategicchoicestheymaketheirabilitytoputtheirchoicesintoactiontheirabilityto

monitortheirprogresstowardthegoalstheirabilitytoprovidefeedbackabouttheirperceivedprogressRost,2005:55-56从交际能力的角度看听的能力Inanyintentionalorgoal听的能力ToimprovelisteningatthereceivingstageToimprovelisteningattheinterpretingstageToimprovelisteningattherecallingstageToimprovelisteningattheevaluatingstageToimprovelisteningattherespondingstageCommunication

in

the

Real

World:

An

Introduction

to

Communication

Studies从交际能力的角度看听的能力Toimprovelisteningatth听的能力Form

and

content

of

input

shaped

by

outputSelection

of

input

determined

by

output

task从交际能力的角度看听的能力Formandcontentofinput说的能力Output

relevant

to

inputForm

and

content

shaped

by

inputOutput

helps

to

generate

relevant

and

comprehensible

inputSensitivity

to

addressee

and

environment从交际能力的角度看说的能力Outputrelevanttoinput从交说的能力A

further

complicating

factor

is

that

when

the

spoken

language

is

the

focus

of

classroom

activity

there

are

often

other

aims

which

the

teacher

might

have:

for

instance,

helping

the

student

to

gain

awareness

of

or

to

practice

some

aspect

of

linguistic

knowledge

…,

or

to

develop

production

skills

…,

or

to

raise

awareness

of

some

socio-linguistic

or

pragmatic

point

….Hughes,2005:6从交际能力的角度看说的能力Afurthercomplicatingfac读的能力Purposes

for

readingReading

to

search

for

simple

informationReading

to

skim

quicklyReading

to

learn

from

textsReading

to

integrate

informationReading

to

write

(or

search

for

information

needed

for

writing)Reading

to

critique

textsReading

for

general

comprehensionGrabe

&

Stoller,2005:13从交际能力的角度看读的能力Purposesforreading从交际能力的读的能力Reading

comprehension

is

an

extraordinary

feat

of

balancing

and

coordinating

many

abilities

in

a

very

complex

and

rapid

set

of

routines

that

makes

comprehension

a

seemingly

effortless

and

enjoyable

activity

for

fluent

readers.Grabe

&

Stoller,2005:29从交际能力的角度看读的能力Readingcomprehensionisa写的能力Writing

as

a

cognitive

process,

as

is

suggested

by

Flower

and

Hayes’

(1981)

model

thatwriters

have

goalsthey

plan

extensively…all

work

can

be

reviewed,

evaluated

and

revised,

…planning,

drafting,

revising

and

editing

are

recursive,

interactive

and

potentially

simultaneousplans

and

text

are

constantly

evaluated

in

a

feedback

loop…Cited

in

Hyland,2005:25从交际能力的角度看写的能力Writingasacognitivepro写的能力Writing

as

a

situated

act…

this

perspective

gives

greater

emphasis

to

the

actual

performance

of

writing

in

a

particular

context.

Writing

is

seen

as

a

social

act

that

can

only

occur

within

a

specific

situation.

It

is

therefore

influenced

both

by

the

personal

attitudes

and

social

experiences

that

the

writer

brings

to

thewritingand

the

im