Chapter9章.ppt

1、Chapter 9 Linguistics and Foreign Language Teaching,Reading Questions 1 Why should language teaching be student-centered? 2 What kind of input in the target language is helpful to the learners of it? 3 How should the foreign language teacher treat the errors his students make in the process of learn

2、ing? 4 What is a good test?,Chapter 9 Linguistics and Foreign Language Teaching,1 The relation of linguistics to foreign language teaching (P352-53) It is obvious that there is many differences between linguistics and language teaching or learning in their attitudes towards language, their goals, an

3、d their methods. Language is viewed as a system of forms in linguistics, but it is regarded as a set of skills in the field of language teaching. Linguistic research is concerned with the establishment of theories which explains the phenomena of language, whereas language teaching aims at the learne

4、rs mastery of language.,Chapter 9 Linguistics and Foreign Language Teaching,2 What is applied linguistics? In its narrow sense, applied linguistics is the study of foreign language teaching and learning, which employs the theories and findings of linguistics. It bridges the gap between the theories

5、of linguistics and the practice of foreign language teaching and learning. Applied linguistics is helpful to foreign language teaching in two major aspects (P353-54): Firstly, applied linguistics extends theoretical linguistics in the direction of language learning and teaching, so that the teacher

6、is enabled to make better decisions on the goal land content of the teaching. It provides the teacher with a formal knowledge of the nature of language and language system, and thus increases his understanding of the nature of language learning. As a result the teacher can make more informed decisio

7、ns on what approach to take, hence what to teach.,Chapter 9 Linguistics and Foreign Language Teaching,Secondly, applied linguistics states the insights and implications that linguistic theories have on the language teaching methodology. Since applied linguistics defines the nature of language learni

8、ng in connection with various linguistic theories, it helps the teacher choose proper teaching methods and techniques. Who should be the center in the teaching-learning process? How should the learners errors be treated? What techniques should be adopted in the classroom?,Chapter 9 Linguistics and F

9、oreign Language Teaching,3 Various linguistic views and their significance in language learning and teaching (P354-57) You are suggested to read the relevant part in our textbook to get a clear idea that different fields of linguistic study do contribute the language learning and teaching.,Chapter 9

10、 Linguistics and Foreign Language Teaching,4 Syllabus design (P358-66) 4.1 What is syllabus? (P358) Syllabus (教学大纲) is the planning of a course of instruction. It is a description of the course content, teaching procedures and learning experiences. The concept “syllabus” is often used in a broader s

11、ense, referring to all the learning goals, objectives, contents, processes, resources and means of evaluation planned for students both in and out of the school. 4.2 Major factors in syllabus design (P358) In designing a syllabus, the designer should take into consideration the selecting of particip

12、ants, the process of designing, and the evaluation of the designed syllabus. 4.3 Types of syllabus (P359-66) You are expected to read the textbook to get a general idea of each of the mentioned types of syllabus.,Chapter 9 Linguistics and Foreign Language Teaching,5 Language learning (P366-74) 5.1 T

13、he research focus in language education (P367) In the past three or four decades, the research focus in language education has shifted from “how teachers teach” to “how learners learn”. It has been recognized that although language teachers knowledge in linguistics (or their linguistic views) plays

14、an important role when they make decisions about what to teach and how to teach, in whatever circumstances, in order for language teaching to be effective, no decision should be made if due attention is not paid to what and how the learners actually learn.,Chapter 9 Linguistics and Foreign Language

15、Teaching,5.2 The significance of linguistics in language learning (P368-74) Talking about the significance of linguistics in language learning, we do not mean how language learners can facilitate or enhance their learning process by studying linguistics. Although certain language learners (e.g., adv

16、anced learners and students majoring a foreign language) certainly benefit from a knowledge of linguistics, it is not sensible to recommend the majority of language learners to study linguistics while they are still struggling with the task of learning the language itself. What we will talk about he

17、re will focus on how linguistics can contribute to the solution of some disputable issues in language learning research.,Chapter 9 Linguistics and Foreign Language Teaching,5.2.1 Grammar and language learning (P368-70) Whether and how to include grammar in second language instruction is one of the m

18、ajor controversial questions raised by second language acquisition researchers. At the present time it is generally agreed that grammar has its due value in language learning. The problem is we do not know enough about grammar, or even we do not agree on what grammar is. One possible reasons why gra

19、mmar-based language learning and teaching fails are that no reliable model of grammar is available, and that still no precise information is obtained concerning how grammar can be learned. The importance of linguistic study of grammar is self-evident. We need a better description of grammar. Cheng:

20、Grammar is back in English classes.,Chapter 9 Linguistics and Foreign Language Teaching,5.2.2 Input and language learning (P370-72) It is self-evident that language learning can take place when the learner has enough access to input in the target language. Although the value of input is not question

21、able, views diverge greatly when it comes to what kind of input should be provided for language learners. According to Krashens Input Hypothesis (1985), learners acquire language as a result of comprehending input addressed to them, and the language that learners are exposed to should be just far en

22、ough beyond their current competence so that they can understand most of it but still be challenged to make progress. In other words, input should neither be so far beyond their reach that they are overwhelmed, nor so close to their current stage that they are not challenged at all. If empirical res

23、earch has found out that a certain type of input is desirable for language learning, then the next step is to examine its linguistic features so that we can create or look for similar material. This is another area in language learning where linguistic studies can make due contributions.,Chapter 9 L

24、inguistics and Foreign Language Teaching,5.2.3 Interlanguage in language learning (P372-74) Interlanguage (语际语) is the type of language produced by second language learners who are in the process of learning a language, the target language. Interlanguage is a language system between the target langu

25、age and the learners mother tongue. It is imperfect compared with the target language, but it is not mere translation from the learners native language. Studies on interlanguage can reveal the nature of language learning, the knowledge of which can sure improve language teaching. It goes without say

26、ing that researchers interested in this area should also have some linguistics background.,Chapter 9 Linguistics and Foreign Language Teaching,6 Error analysis (P374-78) 6.1 Errors and error analysis (P374) 6.1.1 Errors When a second language learner uses a linguistic item in a way which fluent or n

27、ative speakers of the language regards as showing faulty or incomplete learning, he is considered to have made an error. A distinction is sometimes made between an error and a mistake. An error is an grammatically incorrect form, which results from incomplete knowledge; a mistake appears when the la

28、nguage is grammatically correct but improper in a communicational context. While errors always go with language learners, mistakes may also occur to native speakers. There is another type of fault, i.e. lapse, which refers to slips of the tongue or pen made by either foreign language learners or nat

29、ive speakers. Usually, error is used as a cover term referring generally to the learners misuse of the target language, may it be grammatical or pragmatic, conscious or unconscious.,Chapter 9 Linguistics and Foreign Language Teaching,6.1.2 Error analysis Error analysis is the study and analysis of t

30、he errors made by second language learners. Error analysis may be carried out in order to: a. identify strategies which learners use in language learning b. try to identify the causes of learner errors. c. obtain information on common difficulties in language learning, as an aid to teaching or in th

31、e preparation of teaching materials.,Chapter 9 Linguistics and Foreign Language Teaching,6.2 Causes of errors In foreign language learning, learners errors are caused by several different processes. These include: a. borrowing patterns from the mother tongue (see LANGUAGE TRANSFER) b. extending patt

32、erns form the target language, e.g. by analogy ( see OVERGENERALIZATION) c. expressing meanings using the words and grammar which are already known.,Chapter 9 Linguistics and Foreign Language Teaching,6.2.1 Language transfer Language transfer (语言迁移) refers to the effect of one language ( usually, th

33、e mother tongue) on the learning of another (the target language). Two types of language transfer may occur. Negative transfer (负向迁移), also known as interference (干扰), is the use of a native language pattern or rule which leads to an error or inappropriate form in the target language. For example, a

34、 French learner of English may produce the incorrect sentence I am here since Monday instead of I have been here since Monday, because of the transfer of the French pattern Je suis ici depuis Lundi (“I am here since Monday”). Positive transfer (正向迁移), sometimes called facilitation (促进)，is transfer w

35、hich makes learning easier, and may occur when both the native language and the target language have the same form. For example, both French and English have the word table, which can have the same meaning in both languages.,Chapter 9 Linguistics and Foreign Language Teaching,6.2.2 Overgeneralizatio

36、n Overgeneralization (过度法则化), also called over-extension, or over-regularization, is a process common in both first and second language learning, in which a learner extends the use of a grammatical rule of linguistic item beyond its accepted uses, generally by making words or structures follow a mor

37、e regular pattern. For example, a child may use ball to refer to all round objects, or use mans instead of man for the plural of man.,Chapter 9 Linguistics and Foreign Language Teaching,6.3 Attitudes to errors (P374-76) With the development of applied linguistics, there have grown two kinds of attit

38、udes towards learners errors. 6.3.1 The structuralist view The structuralist view of errors was dominant in the field of applied linguistics until the end of 1960. The structuralist linguists follow the behaviouristic view that to learn is to change old habits and build new habits. In their opinion

39、errors occur when the learner fails to respond correctly to a particular stimulus in the second language. This is because the features of the second language differ form those of the native language and the learner tends to carry over features of the native language into the second language. In othe

40、r words, the learner fails to change his old habits so as to acquire new habits of the second language. Since an error may serve as a negative stimulus which reinforces “bad habits”, it should not be allowed to occur.,Chapter 9 Linguistics and Foreign Language Teaching,6.3.2 The post-structuralist v

41、iew With the development of TG Grammar and other linguistic theories, some changes of attitudes to errors have taken place. First of all, the nature of language is viewed differently learning a language involves making constant hypotheses about the structure of the target language. The learner tests

42、 his own hypothesis against what the native speaker says. The errors he makes are actually his incorrect hypothesis about the new language. The post-structuralists regard errors as evidence of the learning process. By making hypothesis about the target language, the learner arrives at a particular i

43、nterlanguage. Then he modifies his hypothesis and goes towards the target language. Obviously, errors can be found at the stage of interlanguage.,Chapter 9 Linguistics and Foreign Language Teaching,As stated by Corder (1967), errors are significant in three different ways: a.They tell the teacher, i

44、f he undertakes a systematic analysis, how far towards the goal the learner has progressed and consequently what remains for him to learn. b.They provide the researcher with evidence of how language is learned or acquired, what strategies or procedures the learner is employing is his discovery of th

45、e language. c.They are indispensable to the learner himself, because we can regard the making of errors as a device the learner uses in order t learn. It is a way the learner has of testing his hypothesis about the nature of the language he is learning. The making of errors then is a strategy employ

46、ed both by children acquiring their mother tongue and adults learning a second language.,Chapter 9 Linguistics and Foreign Language Teaching,6.4 Procedure of error analysis (P376) Recognition Description Explanation,Chapter 9 Linguistics and Foreign Language Teaching,7 Testing (P378-86) Testing (测试) is the use of tests, which are any procedure for measuring ability, knowledge, or performance. 7.1 The significance of testi