从语言的系统性看大学英语教学.ppt

1、从语言的系统性看大学英语教学,南京大学 王海啸,2013 西安,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,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,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”,组织能力（Organizational competence）： 语法能力（Grammatical competence） 语篇能力（Textual competence） 语用能力（Pragmatic competence）

2、 施为能力（llocutionary competence） 社会语言能力（Sociolinguistic competence）,语言交际能力的界定,Bachman (1990) 的 “语言交际能力”中的“语言能力”,Bachman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,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,输入,输出,接受性技能,产出性技能,听的能力,Phonetic and phonological perception Vocabulary and

3、 Morphological perception Syntactic perception Discourse and style/register perception,作为接受性技能,说的能力,Phonetic and phonological production Vocabulary and Morphological production Syntactic production Discourse and style/register production,作为产出性技能,读的能力,Graphemic perception Vocabulary and Morphological

4、 perception Syntactic perception Discourse and style/register perception,作为接受性技能,写的能力,Graphemic production Vocabulary and Morphological production Syntactic production Discourse and style/register production,作为产出性技能,写的能力,Traditional conceptions of writing expertise are based on the view that good wr

5、iting 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

6、is the ability to adhere to style-guide prescriptions concerning grammar, arrangement and punctuation. Hyland, 2005:59,作为产出性技能,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,In any intentional or goal-directed communication, the participants success or failure depends upon a number of factors: the understanding

7、each has of the situation the clarity of their goals their perception of and sensitivity to one anothers needs the strategic choices they make their ability to put their choices into action their ability to monitor their progress toward the goals their ability to provide feedback about their perceiv

8、ed progress Rost, 2005:55-56,从交际能力的角度看,听的能力,To improve listening at the receiving stage To improve listening at the interpreting stage To improve listening at the recalling stage To improve listening at the evaluating stage To improve listening at the responding stage Communication in the Real World

9、: An Introduction to Communication Studies,从交际能力的角度看,听的能力,Form and content of input shaped by output Selection of input determined by output task,从交际能力的角度看,说的能力,Output relevant to input Form and content shaped by input Output helps to generate relevant and comprehensible input Sensitivity to address

10、ee and environment,从交际能力的角度看,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

11、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,读的能力,Purposes for reading Reading to search for simple information Reading to skim quickly Reading to learn from texts Reading to integrate information Reading to write (or sea

12、rch for information needed for writing) Reading to critique texts Reading for general comprehension Grabe & Stoller, 2005:13,从交际能力的角度看,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

13、 a seemingly effortless and enjoyable activity for fluent readers. Grabe & Stoller, 2005:29,从交际能力的角度看,写的能力,Writing as a cognitive process, as is suggested by Flower and Hayes (1981) model that writers have goals they plan extensively all work can be reviewed, evaluated and revised, planning, draftin

14、g, revising and editing are recursive, interactive and potentially simultaneous plans 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,Writing as a situated act this perspective gives greater emphasis to the actual performance of writing in a particular co

15、ntext. 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 the writing and the impact of particular political and institutional contexts in which it takes place. Hy

16、land, 2005:30,从交际能力的角度看,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,外语能力发展研究,听说读写是互动的，如： Implicit vs. explicit vocabulary learning Inaccuracy in production related to inability of perception Task type effect Multiple sources of learning (e.g., vocabulary acquisition studies),从微观上看,外语能力发展研究,语言能力是通过语

17、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,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,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,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,语言与非语言目的的平衡 语言使用