1本科班教法06語(yǔ)言與心理學(xué)

1、編輯課件,Alternative Approaches to ELT,Literature and History Press,編輯課件,Part one: Theories of linguistics,1.1 Traditional linguistics 1.2 American structuralism 1.3 Transformational generative linguistics by Noam Chomsky 1.4 Functional linguistics 1.5 Interactive view,編輯課件,1.1 Traditional linguistics,T

2、he linguists believe that to a large extent, made a study of language in order to understand the classic works of ancient times and to be able to teach students, enabling them to understand and appreciate those classic works. They argued that the written form of language was superior to the spoken f

3、orm and took words as their starting point to use language correctly. The most influential method is the Grammar-Translation Method (GTM,編輯課件,1.2 American structuralism,The two forerunners of it were Franz Boas( an anthropologist 人類學(xué)家) and Edward Sapir. Leonard Bloomfield, a linguist in America, is

4、regarded as the father of American structuralism. He characterized language and language acquisition in terms of behaviorist terminology. For him, a language was a habit of verbal behavior which consists of a series of stimuli and responses. He argued that to acquire a language was to form habit of

5、verbal behavior and learning a second language was learning a new habit. He believed that the purpose of language was speech and speech was primary and writing was secondary,編輯課件,The most influential method is Audio-lingual method. The structural view of language sees language as a linguistic system

6、 made up of various subsystems: the sound system (phonology語(yǔ)音學(xué)); the different units of meaning produced by sound combination( morphology詞素) and the system of combining units of meaning for communication (syntax句法). To learn a language means to learn these structural items to be able to understand a

7、nd produce language,編輯課件,1.3 Transformational generative linguistics by Noam Chomsky,He believed that it would be difficult for the structuralisms to explain why children acquire their first language in a few years and why the same structure can be used to express different meanings and different st

8、ructures can be used to express the same meaning. He assumes that children are born with a language acquisition device (LAD,編輯課件,Language Acquisition Device (LAD,LAD is made up of a set of general principles called universal grammar (UG). These general principles can be applied to all the languages

9、in the world. Once the child is born, the particular language environment will trigger the LAD. Noam Chomsky assumes that the child will make hypotheses on their basis of the general principles, then he will test the hypotheses against the actual language data. He has also made the distinction betwe

10、en linguistic competence and linguistic performance,編輯課件,Linguistic competence refers to the internalized knowledge of the language that a native speaker of that language possesses. It includes the ability to understand and produce an infinite number of sentences, to detect ambiguity contained in se

11、ntences, to tell whether a sentence is grammatical or not, to understand the internal structure of sentences, to detect paraphrases,編輯課件,Linguistic performance means the actual utterances produced by the native speakers. The native speaker may make mistakes or errors in his performance, but this doe

12、s not mean that he has not got the ability to produce grammatical sentences. In short word, he holds the position that linguistic should study the linguistic competence, not performance try to set up a system of rules that will generate an infinite number of grammatical sentences of the language. He

13、 is interested in the mental process and he was called a nativist 先天論者,編輯課件,1.4 Functional linguistics,The functional linguistics develops directly from the London School of Linguistic and the anthropologist, Bronislaw Malinowski. He realized that it was very difficult to translate the native words

14、and expressions into English. To understand an utterance, he had to resort to other sorts of knowledge like the situation in which the utterance was spoken, and the proper setting of native culture. Therefore, he arrived at the conclusion that “ the meaning of any single word is to a very high degre

15、e dependent on its context (1923:306) and an utterance has no meaning at all if it is out of the context of situation,編輯課件,In the 1960s, British linguist proposed a syllabus based on communicative function. It not only sees language as a linguistic system but also a means for doing things such as of

16、fering, suggesting, advising, apologizing, likes or dislikes, etc. Therefore, learners learn a language to be able to do things with it and perform functions. Learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform functions. The most influential

17、 method is the Communicative Approach,編輯課件,1.5 Interactional view,It considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only know the grammar and vocabulary of the language but as importantly they need to

18、 know the rules for using them in a whole range of communicative contexts. The most influential method is “ Task-based Instruction,編輯課件,Teachers roles,controller, assessor, organizer, prompter / facilitator, participant, resource-provider/developer, counselor, adviser, sponsor, coach, trainer, role

19、model, protector, researcher, leader, demonstrator, learner, mentor, manager, instructor, tutor, assessor, listener, audience , actor, artist, singer, frienddoer, cultural being,編輯課件,Critical thinking skills,Critical thinking brings conscious awareness, skills, and standards to the process of observ

20、ing, analyzing, reasoning, evaluating, reading, and communicating. Mayfield (2007) Book 1 Unit 5 - important people vs. great people,編輯課件,Critical thinking 22 comprehension strategies,Drawing conclusions Understanding cause and effect Making connections Comparing view points Evaluating ideas Reading

21、 between the lines Making judgments,編輯課件,22 comprehension strategies (cont.,Making comparisons Interpreting meaning Making inferences Comparing characters Reading a map Interpreting graphs and charts Making calculations Examining reasons,編輯課件,22 comprehension strategies (cont.,Separating facts from

22、opinion Identifying the main idea Organizing information Sequencing Summarizing Recalling details Synthesizing,編輯課件,Making judgments,Highlight the three pieces of information in the text that you think everyone should know: Most important_ Second most important_ Least important_,編輯課件,Developing alte

23、rnative solutions,With a group, brainstorm three different solutions to .s problem. A _ B _ C _ When you brainstorm, everyone contribute ideas. Write down every idea.,編輯課件,Examining reasons,Why do you think its necessary in this experiment to collect? _ How do you think the author says to use? _ Why

24、 do you think? _,編輯課件,Consciousness-raising tasks (CR,1 There is an attempt to isolate a specific linguistic feature for focused attention 2 The learners are provided with data that illustrate the targeted feature and they may also be provided with an explicit rule describing or explaining the featu

25、re. 3 The learners are expected to utilize intellectual effort to understand the targeted feature. 4 learners may be optionally required to verbalize a rule describing the grammatical structure. Ellis (1991,編輯課件,The post-task phase,Three major pedagogical goals: -提供再做任務(wù)的機(jī)會(huì)（to provide an opportunity

26、for a repeat performance of the task） -反思任務(wù)是怎樣完成的（to encourage reflection on how the task was performed） -關(guān)注語(yǔ)言的形式（to encourage attention to form,編輯課件,Repeat performance,Carry out second performance publicly Complexity increases Express more clearly Become more fluent,編輯課件,Reflecting on the task,Pres

27、ent a report on how they did the task and what they decided or discovered oral or written Summary the outcome of the task Reflect or evaluate of their own performance (fluency, complicity or accuracy) Metacognitive strategies 元認(rèn)知策略(planning, monitoring and evaluating,編輯課件,The post-task phase,Reviewi

28、ng of learner errors反思錯(cuò)誤 Consciousness-raising tasks語(yǔ)法意識(shí) Production-practice activities操練活動(dòng) Noticing activities 注意語(yǔ)言的準(zhǔn)確,編輯課件,Reviewing of learner errors,Teacher moves from group to group to listen and note down the errors Address these errors with the whole class - can be written on the board - stud

29、ents can be invited to correct it - listen again and edit their own performance - teacher comments,編輯課件,Consciousness-raising tasks (CR,The learners are expected to utilize intellectual effort to understand the targeted features 通過(guò)思考理解語(yǔ)法用法 Learners may be optionally required to verbalize a rule describing the grammatical structure 可以使學(xué)生口頭表達(dá) To direct students to attend explicitly to a specific form they used incorrectly or failed