第十一章语言学教学

Chapter11LinguisticsandLanguageTeaching

主讲人史宝辉11.1Therelationbetweenlinguisticsandlanguageteaching11.2Linguisticsandlanguagelearning11.2.1Grammarandlanguagelearning11.2.2Inputandlanguagelearning11.2.3Interlanguageinlanguagelearning11.3Linguisticsandlanguageteaching11.3.1Thediscourse-basedviewoflanguageteaching11.3.2TheUniversalGrammarandlanguageteaching11.4Linguisticsandsyllabusdesign11.4.1Aclarificationofterms:syllabusandcurriculum11.4.2Theoreticalviewsbehindsyllabusdesign11.4.3Typesofsyllabus11.4.4Componentsofsyllabus11.4.5Currenttrendsinsyllabusdesign11.5Contrastiveanalysisanderroranalysis11.5.1Contrastiveanalysis(CA)11.5.2Erroranalysis(EA)11.6Corpuslinguisticsandlanguageteaching11.6.1Typesofcorpora11.6.2Whatusescanwemakeofcorpora?■Appliedlinguistics

■Theoreticalviewsoflanguageexplicitlyorimplicitlyinformtheapproachesandmethodsadoptedinlanguageteaching.

■Linguistics,asthescienceoflanguage,shouldbeoffundamentalimportanceforteachersoflanguage.■AccordingtoJoMcDonough,ateacherwhoisabletoexplainsomelinguisticfeatureswouldhaveastrongerpositionthanonewhohandlestheargumentbyusingauthority–“it’slikethat”,“it’sanexception”,or“it’slessformal”.11.1Therelationbetweenlinguisticsandlanguageteaching■Manylanguagelearningtheoriesareproposedbasedoncertainlinguistictheories.

■Infact,knowledgeinlinguisticsliesattherootofunderstandingwhatlanguagelearnerscanlearn,howtheyactuallylearnandwhattheylearnultimately.

11.2Linguisticsandlanguagelearning■AsRodEllispointsout,“whereasmuchoftheearlierworkfocusedonthelinguisticand,inparticular,thegrammatical-propertiesoflearnerlanguageandwaspsycholinguisticinorientation,laterworkhasalsoattendedtothepragmaticaspectsoflearnerlanguageand,increasingly,hasadoptedasociolinguisticperspective.■Althoughcertainlanguagelearners(e.g.,advancedlearnersandstudentsmajoringaforeignlanguage)certainlybenefitfromaknowledgeoflinguistics,itisnotsensibletomendthemajorityoflanguagelearnerstostudylinguisticswhiletheyarestillstrugglingwiththetaskoflearningthelanguageitself.11.2.1GrammarandLanguageLearning■Grammar

■Asacompromisebetweenthe“purelyform-focusedapproaches”andthe“purelymeaning-focused”approaches,arecentmovementcalledfocusonformseemstotakeamorebalancedviewontheroleofgrammarinlanguagelearning.

■FocusonForm

■Althoughlanguagelearningshouldgenerallybemeaning-focusedandcommunication-oriented,itisstillnecessaryandbeneficialtofocusonformoccasionally.

■Focusonformoftenconsistsofanoccasionalshiftofattentiontolinguisticcodefeatures—bytheteacherand/oroneormorestudents—triggeredbyperceivedproblemswithcomprehensionorproduction.

■UniversalGrammar

■TwovariablesconcerningtheamenabilityoflanguageelementstofocusonformaretherelevanceofUniversalGrammar(UG)andthecomplexityoflanguagestructures.

■Accordingtotheadvocatesoffocusonform,ifanL2structureispartofUG,theamenabilityishigh;otherwise,theamenabilityislow.

■TheproblemisthatnooneknowsforsurewhatexactlyispartofUG.Itisherethatthestudyoflinguisticscomesintoplay.

■ThestudyofUG,whichisoftenconsideredasthetheoryforthesakeoftheory,isnowneededinlanguagelearningresearchinthemostpracticalsense.

■ThestudyofUGhasattractedconsiderableattentionfrommanysecondlanguageacquisitionresearchersbecauseknowledgeoflinguisticuniversalsmayhelptoshapeL2acquisitioninanumberofways.

■Forexample,itcanprovideexplanationsfordevelopmentalsequencesandlanguagetransfer.

■Structuralcomplexity

■Itcanbeassumedthatlesscomplexstructureshavehigheramenability,butcomplexityishardtodefine.

■Formallysimplestructurescanbefunctionallycomplexandformallycomplexitemsarenotnecessarilyfunctionallycomplex.

■Againweresorttolinguisticsinordertohaveabetterunderstandingofthecomplexityoflanguagestructures.

■Grammar-basedteaching

■Grammar-translationmethod

■Audiolingualmethod

■Situationallanguageteaching11.2.2InputandLanguageLearning

■Languagelearningcantakeplacewhenthelearnerhasenoughaccesstoinputinthetargetlanguage.■Thisinputmaycomeinwrittenorspokenform.■Inthecaseofspokeninput,itmayoccurinthecontextofinteractionorinthecontextofnon-reciprocaldiscourse.

■Viewsdivergegreatlyastowhatkindofinputshouldbeprovidedforlanguagelearners.

■Authenticinput

■Comprehensibleinput(Krashen):i+1

■Premodifiedinput

■Interactivelymodifiedinput:tendstodoabetterjob■Input-basedteaching■Directmethod■Naturalapproach■Totalphysicalresponse■Communicativeapproach■Communitylanguagelearning(CLL)■Suggestopedia■Silentway■Suggestopedia:LearnWhileYouSleep!

■TheBulgarianphysicianGeorgiLozanovdevisedalanguagelearningmethodcalledSuggestopedia.■CalebGattegno’sSilentWay

■Thisisachartcontainingacertainnumberofdifferentcolouredrectangles;eachcolourcorrespondstoasoundinthelanguage.

■TheFidelisasetofchartspresentingallthepossiblespellingsofeachsoundofthelanguage.

■Oneofthe12wordchartsonwhichthefunctionalwordsofthelanguageareprintedincolor.11.2.3InterlanguageinLanguageLearning■Thetypeoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguageisoftenreferredtoasinterlanguage.

■Itisoftenunderstoodasalanguagesystembetweenthetargetlanguageandthelearner’snativelanguage.■Interlanguageisadynamiclanguagesystem,whichisconstantlymovingfromthedepartureleveltothenative-likelevel.■Canbedoneintwoways:

■investigatingthepsychological,biologicalorneurologicalmechanismsinvolvedintheproductionofinterlanguage;

■investigatingthelinguisticfeaturesofinterlanguage.■Concerningthelinguisticfeaturesofinterlanguage,thefollowingquestionscanbeasked:

■Linguistically,howisinterlanguageingeneraldifferentfromthetargetlanguageorthenativelanguage?

■Inwhatwayislowerlevelinterlanguagedifferentfromhigherlevelinterlanguage?

■Howistheinterlanguagesystemusedtoconveymeaning?■Constructivism

■Language(oranyknowledge)issociallyconstructed.

■Learnerslearnlanguagebycooperating,negotiatingandperformingallkindsoftasks.Inotherwords,theyconstructlanguageincertainsocialandculturalcontexts.一、术语解释1.appliedlinguistics[武汉大学2006研]【答案】Itisabranchoflinguisticswhichstudiestheapplicationoflinguisticsinreality.Forexample,therearestudiesonmultilingualism,languageacquisition,firstandsecondlanguageteachingandlearning.Inthenarrowsense,appliedlinguisticsreferstothestudyofsecond/foreignlanguageteachingandlearning/acquisition.

2.Interlanguage[上海交通大学2005研]【答案】Itreferstothetypeoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguage.It’salanguagesystembetweenthetargetlanguageandthelearner’snativelanguage,andimperfectcomparedwiththetargetlanguage,butnotmeretranslationfromthelearner’snativelanguage.Forexample,whentheChinesestudentislearningEnglish,hemaymakeerrorslike“totouchthesociety”.英语专业考研真题精选二、论述题1.Commentonthefollowingstatementbasedonyourownexperience.“Knowingwordsisthekey,tounderstandingandbeingunderstood.Thebulkoflearninganewlanguageconsistsoflearningnewwords.Grammaticalknowledgedoesnotmakeforgreatproficiencyinalanguage.”(Vermeer1992)[武汉大学2005研]【答案】Thenatureofawordimpliesanassociationwithsomethingintherealworldandasequenceofsoundsthatconveysthatsomethingtootherpeople.Itiswordswhich,expressedassounds,conveythethoughtofathing,ofaconcept,fromthemindofonepersontothemindofanotherperson,providingthatthesetwopeoplespeakthesamelanguage.Therefore,knowingthewordsofalanguagewillaffectwhetheronecanspeakthatparticularlanguageoreventheunderstandingofit.Asweallknow,whatgrammarisaboutisthelinguisticform.Thegrammaticalhierarchycouldberoughlydescribedas:sentences,wordgroups,words,morphemes.Therefore,withoutknowledgeofthewords,oneinfactcouldnotasserttohavereallygraspedthegrammaticalknowledge.Havinggrammaticalknowledgewithoutknowledgeofthewordsislikehavinganemptyframewithoutanycontent.Knowingthevocabularyofanewlanguage,ontheotherhand,doesnotmerelymeanrecognizingthewords;italsoincludesknowinghowthewordsareused.Forexample,astothetwowords,“chat”and“conversation”,onewillbesupposedtoknowwhatdifferentsituationsthesetwoexpressionsareused.2.Krashen’sInputHypothesisandLanguageLearning.(10points)[北京交通大学2006研]【答案】TheInputHypothesisclaimsthat“Humanbeingsacquirelanguageinonlyoneway—byunderstandingmessagesorbyreceiving‘comprehensibleinput’”.AccordingtoKrashen,inputthatisusefulforL2acquisitionmustbeneithertoodifficultnortooeasytounderstandandoughttobetunedjustrighttothelearner’scurrentlevel,representedasi.InthecourseofacquiringtheL2,learnersprogressfromoneleveltoanother.Thenextleveliscalled“i+1”.Fori+1tooccur,theinputhastobeslightlybeyondthelevelatwhichlearnersarewellproficient.Thegapbetweeniandi+1isbridgedbycomprehensibleinput,whichistheinformationdrawnfromthecontextandpreviousexperience.ComprehensibleinputisconsideredbothnecessaryandsufficientforL2acquisitiontooccur.Inotherwords,L2learningtakesplacebecausethedatatowhichlearnersareexposedcontaincomprehensibleinput.AccordingtoKrashen'sacquisition-learninghypothesis,therearetwowaystoapproachlanguagelearning:acquisitionandlearning.Acquisitionhelpsusproducenatural,rapid,andfluentspeech.Learning,whichisaconsciousstudyofform,helpsuseditthisspeech.Inotherwords,whenwelearnsomethingitwon'thelpus

producefluentcommunication,butitwillhelpusmonitorourcommunicationandcorrectminorerrors.Itcanonlyoccurifthreeconditionsarefulfilled:Theperformerhastohaveenoughtime;theperformerhastobethinkingaboutcorrectnessandtheperformerhastoknowtherule.LearnerswillbemostlikelytousetheMonitorinformalexamsituations,wheretheirattention

isdrawntolinguisticform,andiftheyhaveenoughtime.Ifalltheseconditionsarefulfilled,theMonitormaybeused,butmaybeusedinaccurately.■Linguisticstheoriesinfluenceourgeneralorientationinapproachestolanguageteaching.

■Linguisticknowledgehelpsteacherstobetterexplainthespecificlanguageitemstheyteach.

11.3LinguisticsandLanguageTeaching11.3.1TheDiscourse-basedviewofLanguageTeaching■Linguisticpatternsexistacrossstretchesoftext.

■Thesepatternsoflanguageextendbeyondthewords,clausesandsentences,whichhavebeenthetraditionalconcernofmuchlanguageteaching.

■Focusesoncompletespokenandwrittentextsandonthesocialandculturalcontextsinwhichsuchlanguageoperates.

■Accordingly,itaimsatdevelopingdiscoursecompetence,similartothewell-knownconceptofcommunicativecompetence.

■Communicativecompetence■DellHymes■Whatalearnersknowsabouthowalanguageisusedinparticularsituationsforeffectiveandappropriatecommunication.■Includesknowledgeofthegrammarandvocabulary,knowledgeofrulesofspeaking,knowledgeofhowtouseandrespondtodifferenttypesofspeechactsandsocialconventions,andknowledgeofhowtouselanguageappropriately.■Itisbelievedthatlanguagelearningwillsuccessfullytakeplacewhenlanguagelearnersknowhowandwhentousethelanguageinvarioussettingsandwhentheyhavesuccessfullycognizedvariousformsofcompetencesuchasgrammaticalcompetence(lexis,morphology,syntaxandphonology)andpragmaticcompetence(e.g.,speechacts).■Inthecaseofforeign/secondlanguagelearning,languagelearnersareencouragedtodealwithplishingactions,whicharethoughttohelpthemacquirethetargetlanguage.■CommunicativeLanguageTeaching(CLT)andTask-basedLanguageTeaching(TBLT)arethebestknownexamplesofsuchatheory.■IntheCLTorTBLTclassroom,studentsareexpectedtolearnbyperformingtasks.■Task-based

■Twobroadtypesoftasks:real-worldtasksandpedagogicaltasks.

■Areal-worldtaskisveryclosetosomethingwedoindailylifeorwork.

■Pedagogicaltasksarethoseactivitiesthatstudentsdointheclassroombutthatmaynottakeplaceinreallife.(informationgap)■Drawbacks

■Overemphasizestheroleofexternalfactorsintheprocessoflanguageacquisitionandgiveslittleimportancetointernallearningprocesses.

■Similartothebehavioristicviewoflanguageacquisitioninthatenvironmentalfactorsandinputareattheverycenterinattemptingtoexplicatetheacquisitionprocess.

■Overstressestheroleofknowledgeofcompetenceandfunctionsinacquiringalanguage,andhencefailstonoticeuniversalprinciplesthatguidelanguageacquisition.

11.3.2UniversalGrammar(UG)■NoamChomsky

■Anativespeakerpossessesakindoflinguisticcompetence.

■Thechildisbornwithknowledgeofsomelinguisticuniversals.

■Whileacquiringhismothertongue,hecompareshisinnatelanguagesystemwiththatofhisnativelanguageandmodifieshisgrammar.

■Inputispooranddeficientintwoways.

■Itis“degenerate”becauseitisdamagedbyperformancefeaturessuchasslips,hesitationsorfalsestarts.Accordingly,theinputisnotanadequatebaseforlanguagelearning.

■Itisdevoidofgrammarcorrections.Itdoesnotnormallycontain“negativeevidence”,theknowledgefromwhichthelearnercouldexercisewhatis“not”possibleinagivenlanguage.

■AlthoughUGwasnotoriginallyproposedtoaccountforsecondlanguageacquisition,manyresearchersareworkingonitsimplicationforlanguagelearningandteaching.

■VivianCookwroteawholebooktoaccountforsecondlanguageacquisitionbasedonChomsky’slinguistictheory.■Drawbacks

■UG’sprimaryaimistoaccountforhowlanguageworks,notacquisition.

■UGisonlyconcernedwiththecoregrammaroflanguage(syntax).

■ThecommunicationfunctionisdiscardedinUG.

■Chomskyisconcernedonlywith‘competence’,therecanbelittlelikelihoodofSLAresearcherscarryingoutempiricalresearch.一、术语解释1.UniversalGrammar[西安交通大学2008研]【答案】Universalgrammarisatheoryoflinguisticspostulatingprinciplesofgrammarsharedbyalllanguages,thoughttobeinnatetohumans(linguisticnativism).Itattemptstoexplainlanguageacquisitioningeneral,notdescribespecificlanguages.Universalgrammarproposesasetofrulesintendedtoexplainlanguageacquisitioninchilddevelopment.2.communicativecompetence[浙江大学2004研]【答案】ThisnotionisintroducedbyHyme,referringtotheabilitytoapplygrammatical,discourseandculturalknowledgetocommunicateeffectivelyinparticularcontextsforparticularpurposes.

3.Languageuniversals[上海交通大学2007研]【答案】Itisastatementthatistrueforallnaturallanguages.Allthelanguagesspokentodayseemtobequitedifferent,butstill,manyofthemshowsimilarprinciplesandcharacters.Forexample,alllanguageshave

nounsandverbs,orallspokenlanguageshaveconsonantsandvowels.Thereevenexistbasicpatternsorprinciplesthataresharedbyalllanguages.Thesepatternsarecalleduniversals.英语专业考研真题精选二、论述题Explainoneoftheteachingapproachesthatyou’refamiliarwithanddiscussitsadvantagesanddisadvantages.[浙江大学2004研]【答案】Thefunctionalapproachtolanguageteaching,whichemergedduringthe70s,isareactionagainstboththestructurallyandsituationallybasedapproachestolanguageteaching.Itsmainfeatureisthatweshouldteachpeoplewhatfunctionsthevariouslinguisticformsfulfill.Weshouldteachpeoplenotonlywhatthelanguageisbutwhatthelanguagedoes.Linguisticformsshouldnotbepresentedasabstractstructuresbutshouldalwaysbepresentedasfulfillingaparticularlanguagefunction.Forexample,ifthesimplepresenttenseistobetaught,itshouldnotjustbeamatteroflearningtoaccuratelyrepeatthestructure,butalsoamatterofknowingwhatthestructureisactuallyusedfor.Organizinglanguageteachingfunctionallyemphasizeswhatwecandowithlanguage.Thebasicunitsoflanguageareseenasshortexchanges.Linguisticformsarepresentedandlearnedincloserelationtotheirfunction.Suchteachingencouragesappropriatenessoflanguageintermsoftherespectiverolesofspeakerandhearerandalsointermsofthetopicofconversation.Fluencyisstressedanddeveloped.Theteachingoflanguagefunctionsalsopresentsproblems.Forexample,whatisexactlyalanguagefunction?Howmanyfunctionsarethere?Inwhatordershouldtheybetaught?Whilefunctionsareaverysignificantaspectoflanguageuse,toogreatanemphasisonthemmayignoreotheraspectsoflanguage,notleastitsstructure.Thereisalsonorigidcorrespondencebetweenfunctionandform,sosomepeopleobjectthatwelosetoomuchcontrolovergrammaticalcomplexityifthesyllabusisentirelyorganizedonthebasisoffunctions.What’smore,somearguethatfluencyandappropriateuseoflanguagemaybeencouragedbutthisshouldnotbeachievedatthecostofformalaccuracy.■Abridgebetweenlanguageteachingtheoryandlanguageteachingpractice.

■Translatestheoreticalunderstandingoflanguageteachingandsetsupanoperableframeworkforlanguageteaching.

■Themostimportantpartofsyllabusdesignisselectingandsequencinglanguageitems.

11.4LinguisticsandSyllabusDesign11.4.1Aclarificationofterms:syllabusandcurriculum■Theterm‘curriculum’iscommonlyusedintworelatedsenses.

■Itrefers,first,tothesubstanceofaprogramofstudiesofaneducationalinstitutionorsystem.Thus,wecanspeakoftheschoolcurriculum,theuniversitycurriculum,thecurriculumofFrenchSchools,orthecurriculumofSovieteducation.

■Inamorerestrictedsense,itreferstothecourseofstudyorcontentinaparticularsubject,suchasthemathematicscurriculumorthehistorycurriculum.■Asyllabusisaspecificationofwhattakesplaceintheclassroom,whichusuallycontainstheaimsandcontentsofteachingandsometimescontainssuggestionsofmethodology.11.4.2Theoreticalviewsbehindsyllabusdesign■Theprocessofsyllabusdesigninforeignlanguageteachingmainlyincludesselectingandgradingwhatistobetaught.■Astowhatshouldbeselectedintheactualprocessofsyllabusdesign,ittoalargeextentdependsonthesyllabusdesigner’sunderstandingoflanguage.■Afteralistoflanguageitemshavebeenselected,thenextprocessistoputthemintothemostappropriateorderforpracticalteachingpurposes.Thisprocessisoftenreferredtoasgrading.11.4.3Typesofsyllabus■StructuralSyllabus

■Itbaseonaselectionoflanguageitemsandstructures

■Languageisasystemwhichconsistsofasetofgrammaticalrules;learninglanguagemeanslearningtheserulesandthenapplyingthemtopracticallanguageuse.

■Thesyllabusinputisselectedandgradedaccordingtogrammaticalnotionsofsimplicityandcomplexity.■SituationalSyllabus

■languageisusedforcommunication

■Theaimofthesituationalsyllabusisspecifyingthesituationsinwhichthetargetlanguageisused

■InclassanAURAL-ORALTEACHINGMETHODisadopted

■Thismethodmaystillbeteacher-centered，butcomparedwiththegrammar-translationmethodthereismoreparticipationonthelearner’spart.■Functional/notionalSyllabus■CommunicativeSyllabus

■It

aimsatthelearner’scommunicativecompetence.

■TencomponentsofacommunicativesyllabusfromYalden（1983）.■Task-basedSyllabus

■Task-basedsyllabusesaremoreconcernedwiththeclassroomprocesseswhichstimulatelearningthanwiththelanguageknowledgeorskillsthatstudentsaresupposedtomaster.

■sixprinciplesthatthemajorityofpro-taskresearchersagreethatteacherscanfollowwhendesigntasks:

(i)

Ataskshouldhaveaclearpurpose

(ii)

Ataskshouldhavesomedegreeofresemblancetoreal-worldevents

(iii)

Ataskshouldinvolveinformationseeking,processingandconveying

(iv)

Ataskshouldinvolvethestudentsinsomemodesofdoingthings

(v)

Ataskshouldinvolvethemeaning-focuseduseoflanguage

(vi)

Ataskshouldendwithatangibleproduct■Content-basedSyllabus

11.4.4Componentsofasyllabus■Aims/goals■Objectives/targets/requirements■Non-languagees:affectcultivation(confidence,motivation,interest,etc.)■Learningstrategies,thinkingskills,interpersonalskills,etc.■Implementation:approaches,methods,principles,suggestions,textbooks,etc.■Assessment/evaluation11.4.5Currenttrendsinsyllabusdesign■Co-existenceoftheoldandthenew

■Emphasisonthelearningprocess

■Inclusionofnon-linguisticobjectives

■Emergenceofthemulti-syllabus一、术语解释syllabus[中山大学2005研]【答案】Syllabusistheplanningofacourseofinstruction.Itisadescriptionofthecoursecontent,teachingproceduresandlearningexperiences.二、选择题The______isasyllabusinwhichthelanguagecontentisarrangedintermsofspeechactstogetherwiththelanguageitemsneededforthem.[西安外国语学院2006研]

a.structuralsyllabusb.situationalsyllabusc.notionalsyllabusd.functionalsyllabus【答案】d三、填空题Hymes’theoryleadstonotion/function-basedsyllables,andastepfurther,______syllabuses.[中山大学2005研]【答案】communicative英语专业考研真题精选四、简答题Whatarethemajorfactorsinsyllabusdesign?[中山大学2006研]【答案】Inmostcases,theprocessofsyllabusdesigninforeignlanguageteachingmainlyincludesselectingandgradingwhatistobetaught.(1)Theprocessofselectionisundertakentodeterminewhatlanguageitemsshouldbetaught,includingsuchmattersasphonology,grammar,lexis,contexts(semanticandcultural),andthevarietyoflanguage.(2)Theprocessofgradingputstheselanguageitemsintothemostappropriateorderforpracticalteachingpurposes.11.5.1ContrastiveAnalysis(CA)■AwayofcomparingL1andL2todeterminepotentialerrorsforthepurposeofisolatingwhatneedstobelearnedandwhatnot.

■

Itsgoalistopredictwhatareaswillbeeasytolearnandwhatwillbedifficult.

■

Associatedinitsearlydayswithbehaviorismandstructuralism.■Mainassumptions

■LanguageisahabitandLLinvolvesestablishmentofanewsetofhabits.

■L1interfereswithL2.

■ErrorsinL2canbeaccountedforbydifferencesbetweenL1andL2.

■TransferoccursfromL1toL2,sosimilaritiescanbeignored.

■Therefore,

■NeedforcarefulanalysisofsimilaritiesanddifferencesbetweenL1andL2.

■Teachersshouldfocusonareasofnegativetransfer.■Drawbacks

■Overemphasisonlinguisticcontrastsbutlackofpsychologicalconsiderations.

■Cannotpredictallerrorswhilesomepredictederrorsdonotoccur.

■Failstopredictactualdifficultiesandsomedifficultiespredicteddonotalwaysmaterialize(Odlin,2003).11.5ContrastiveAnalysisandErrorAnalysis11.5.2ErrorAnalysis(EA)■S.PitCorder■ManyerrorsmadebyL2learnerswerecausedbyfactorsotherthanL1interference..■Errorsarenotjusttobeseenassomethingtobeeradicated.■Errorandmistake

■Error:learner’slackofknowledge/competence

■Mistake:learner’sfailuretoperformtheircompetence■Interlingualvs.intralingual

■Interlingualerrors(transfererrors):misuseofanitembecauseofL1influence.

■Intralingualerrors(developmentalerrors):withinL2(e.g.overgeneralization)■Procedureoferroranalysis

■Recognition

■Description

■Explanation■Problems

■RelyonerrorstostudyhowL2islearned–inadequate.

■Difficulttodeterminewhatanerroris:

Therearesomanypeoplelivearoundhere.

■Over-stressesproductionerrorbutfailstoaccountforerroravoidance:learneravoidsacertainwordorstructure.一、术语解释contrastiveanalysis[浙江大学2004研]【答案】Itisanapproachtotheanalysisofsecondlanguageacquisition,basedonabeliefthatamoreeffectiveteachingpedagogywouldcomeoutwhenthesimilaritiesanddifferencesbetweennativelanguageandtargetlanguagearetakenintoconsideration.Bysuchananalysis,itissupposedthatsomelearningdifficultiescouldbepredictedintermsoflanguagetransfer.二、填空题Erroristhegrammaticallyincorrectform;__________appearswhenthelanguageiscorrectgrammaticallybutimproperinacommunicationalcontext.[中山大学2008研]【答案】mistake三、判断正误Stereotypingissynonymouswithovergeneralization.[南开大学2005研]【答案】T英语专业考研真题精选三、简答题Pleasestatethefactorsthatcauseerrorsandmistakesinforeignlanguagelearning.(10points)[厦门大学2006研]【答案】Therearegenerallytwotypesoffactorsthatcauseerrorsandmistakesinforeignlanguagelearning,oneisinter-lingual,tracedtotheinfluenceofthemothertongue,theotherisintra-lingual,committedbylanguagelearnersregardlessoftheirL1.Insecondlanguagelearning,thelearnersattempttotransferthefeaturesoftheirmothertonguetothesecondlanguage.Whenthestructuresofthetwolanguagesaresimilar,wecangetpositivetransfer;whenthetwolanguagesaredifferentinstructures,negativetransferorinterferenceoccursandresultsinerrors.Notallerrorsarecausedbytheinterferenceofthemothertongue.Therearecasesthatthelearnerknowssomerules