语言学第十一章.ppt

1、Linguistics and Language Learning,王婷婷，郝瑾，李桃峰，杨娜娜,Outline,1. The relation between linguistics and n language teaching 2. Linguistics and Language Learning Grammar and Language Learning Input and Language learning Interlanguage in Language Learning,1.The Relation between Linguistics and Applied Lingui

2、stics,Linguistics is usually defined as the science of language or, alternatively, as the scientific study of language. 语言学经常被定义为语言的科学，或语言的科学研究 Applied Linguistic serves as a mediating area which interprets the results of linguistic theories . 应用语言学弥补了语言学理论和外语教学之间的隔阂，作为一个调和区域，对语言学理论的研究成果进行解释。,Applie

3、d Linguistics is conducive to foreign language teaching in two major aspects: AL extends theoretical linguistics in the direction of language of language learning and teaching. AL states the insights and implications that linguistic theories have on the language teaching methodology.,2. Linguistics

4、and language learning,How linguistics studies help us better understand the process of language learning?,As Rod Ellis who is the deputy head of the Department of Applied Language Studies. the grammatical-properties of learner language pragmatic aspects of learner language Conclusion: Linguistics ha

5、s indeed been relevant to second language acquisition research.,Grammar and Linguistics QUSTION？ Whether how to Focusing on forms and ignoring meanings Focusing on meaning and communication,include grammar in second language instruction?,A recent movement called focus on form（语法形式中心） seems to take a

6、 more balanced view on the role of grammar in language learning.,purely form-focused approaches (纯粹形式为中心）,purely meaning-focused approaches （纯粹意义为中心）,a compromise,What is the focus on form?,proposed by Michael Long “Focus on form often consists of an occasional shift of attention to linguistic code

7、featuresby the teacher and/or one or more studentstriggered by perceived problems with comprehension or production”.,The Key Point in focus on form: Although language learning should generally be meaning-focused and communication-oriented, it is still necessary and beneficial to focus on form occasi

8、onally.,Elements of language amenable focus on form,From the linguistic point of view, two variables concerning the amenability of language elements to focus on form are the relevance of Universal Grammar (UG普遍语法) and the complexity of language structures (语言结构的复杂性）.,1) Universal Grammar,According t

9、o the advocates of focus on form, if an L2 structure is part of UG, the amenability is high; otherwise, the amenability is low. In focus on form, different measures will be taken depending on whether the amenability of a form is high or low.,The study of UG has attracted considerable attention from

10、many second language acquisition researchers because knowledge of linguistic universals may help to shape L2 acquisition in a number of ways. For example, it can provide explanations for developmental sequences and language transfer.,2) Structural complexity,It can be assumed that less complex struc

11、tures have higher amenability, but complexity is hard to define. Formally simple structures can be functionally complex and formally complex items are not necessarily functionally complex. Again we resort to linguistics in order to have a better understanding of the complexity of language structures

12、.,Input and Language Learning,Language learning can take place when the learner has enough access to input in the target language. This input may come in written or spoken form. In the case of spoken input, it may occur in the context of interaction 交互语境or in the context of non-reciprocal单向话语 discou

13、rse .,Views diverge greatly as to what kind of input should be provided for language learners. Authentic input 真实输入 Comprehensible input (Krashen): i+1 Premodified input 预修正输入 Interactively modified input: tends to do a better job 交互修正的输入,Authentic input (真实输入）(Tomlinson,1998) the input should vary

14、in style , mode , medium and purpose and should be rich in features which are characteristic of authentic discourse in the target language.,Comprehensible input (i+1) (Krashen : Input Hypothesis 1985 ) Learners acquire language as a result of comprehending input addressed to them. Input should neith

15、er be so far beyond their reach that they are overwhelmed, nor so close to their current stage that they are not challenged at all.,Premodified Input (预修正的输入） material is in advance to the learners current level. Interactively Modified Input (交互修正的输入） material is modified when the teacher and the le

16、arners interact.,Interlanguage in language learning,Output vs. input Constructivism Interlanguage 中介语,Output vs. Input,Swain(1985) came up with a idea that output is also play an important role in language acquisition besides input. Correct production requires learners to construct language for the

17、messages. When learners construct language for expression, they are not merely reproducing what they have learned. Rather they are processing and constructing things.,Constructivism,The conception of language output as a way to promote language acquisition. Constructivism： A theory that deals with t

18、he way people create meaning of the world through a series of individual constructs. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order.,A constructivist view of language argues that language or any knowledge is socially cons

19、tructed. Learners learn language by cooperating, negotiating and performing all kinds of tasks. In other words, they construct language in certain social and cultural contexts.,At the very beginning of language learning, the learner has some idea of what the foreign language is like, and how it work

20、s. According to these ideas, they produce utterances, some of which may be correct, and others which may be wrong. Then, as the learner gains more knowledge about the language, they may come up with new and better ideas of how it works. Thats what interlanguage is: the developing idea of how the oth

21、er language works.,Interlanguage,The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as INTERLANGUAGE. 处于学习过程中的第二语言或外语学习者所构建的语言通常称为中介语,The concept of interlanguage is closely related to other types of langua

22、ge, especially pidgins（洋泾浜） and creoles（克里奥耳语）. Each of these languages has its own grammar and phonology（语音体系）. The difference is mostly one of variability（可变性）, as a learners interlanguage changes frequently as they become more proficient in the language.,It is often understood as a language system between the target language and the learners n