Chapter 11 Linguistics and Foreign Language Teaching.ppt

1、Chapter 11 Linguistics and Foreign Language Teaching,I. The relation of linguistics to foreign language teaching,To bridge the gap between the theories of linguistics and the practice of foreign language teaching, applied linguistics serves as a mediating area which interprets the results of linguis

2、tic theories and makes them user-friendly to the language teacher and learner.,What is applied linguistics? In its narrow sense, applied linguistics refers to the study of second and foreign language learning and teaching. In a general sense, the term refers to the study of language and linguistics

3、in relation to practical problems, such as lexicography(词典学), translation, speech pathology(语言病理学), etc.,II. Linguistics and language learning,1. The role of grammar Three approaches: Focus on forms Focus on meaning Focus on form,Focus on forms: traditional approach to grammar teaching based on a st

4、ructural syllabus(教学大纲). The underlying assumption is that language learning is a process of accumulation distinct entities.,Focus on form: overtly draws students attention to linguistic elements as they arise incidentally in lessons whose overriding（最主要的） focus is on meaning or communication.,For f

5、urther discussions on the two approaches, see P251.,2. Input Hypothesis Krashens concept of comprehensible input (“i+1”) : just far enough beyond students current competence Problems：See P253,4. Interlanguage theory (中介语理论） The idea of interlanguage is founded upon the assumption that an L2 learner,

6、 at any particular moment in his learning sequence, is using a language system which is neither the L1, nor the L2. It is a language system with its own grammar its own lexicon and so on.,Language transfer - the learner uses his/her own L1 as a resource. This used to be looked upon as a mistake, but

7、 it is now recognized that all learners fall back on their mother tongues, particularly in the early stages of language acquisition, and that this is a necessary process.,III. Linguistics Similar to behaviorist view of language acquisition; Failing to notice the universal principles that guide langu

8、age acquisition.,IV. Linguistics (b) the language needed for different types of situations; (c) the meanings and communicative functions which the learner needs to express in the target language.,What is curriculum? P259,Types of syllabus -Structural syllabus -Situational syllabus -Communicative syl

9、labus p263 -Task-based syllabus,Teaching methods (1)Grammar-translation method -Makes use of translation and grammar study as the main teaching and learning activities; -presenting a grammatical rule, a study of lists of vocabulary, and a translation exercise,(2)The direct method -the target languag

10、e as a means of instruction and communication; -avoidance of the use of the first language and of translation as a technique,(3)The audiolingual method (听说法) -emphasizing the teaching of speaking and listening before reading and writing; -using dialogues and drills; -discouraging use of the mother t

11、ongue in the classroom; -making use of contrastive analysis.对比分析,(4)Situational method (5) Communicative approach (6) Task-based language teaching,(7) Humanistic approach人文主义教学法 - the development of human values; - growth in self-awareness and in the understanding of others; - sensitivity to human f

12、eelings and emotions; - active student involvement in learning and in the way learning takes place.,(8) Community language learning - based on the educational movement of counseling learning; -attempting to give students only the language they need -with students sitting in a circle, outside of whic

13、h is a “knower” who will help them with the language they want to use.,V. Contrastive Analysis and Error Analysis,Contrastive Analysis Assumptions of CA: p270-271 (a) the main difficulties in learning a new language are caused by interference from the first language; (b) these difficulties can be pr

14、edicted by contrastive analysis; (c) teaching materials can make use of contrastive analysis to reduce the effects of interference.,Error Analysis (EA) -Mistakes and errors Errors: arising from lack of knowledge Mistakes: occurring when learners fail to perform their competence,EA is the study and analysis of the error made by second language learners. Error analysis may be carried out in order to:,-identify strategies which learners use in language learning; -try to