從語言的系統(tǒng)性看大學(xué)英語教學(xué)課件

1、從語言的系統(tǒng)性看大學(xué)英語教學(xué)南京大學(xué) 王海嘯2013 西安目 錄從語言知識與技能到語言交際能力語言技能的內(nèi)涵外語能力發(fā)展研究對外語教學(xué)與測試的啟示從語言知識與技能到語言交際能力語言技能的內(nèi)涵外語能力發(fā)展研究對外語教學(xué)與測試的啟示語言維度語音、語調(diào)、詞法、句法 技能維度聽、說、讀、寫基于知識與技能的語言能力界定Carroll關(guān)于“語言能力”Bachman的 “語言交際能力” 知識結(jié)構(gòu)關(guān)于世界的知識語言能力關(guān)于語言的知識策略能力心理生理運(yùn)動機(jī)制語境語言交際能力的界定從語言知識與技能到語言交際能力語言技能的內(nèi)涵外語能力發(fā)展研究對外語教學(xué)與測試的啟示聽的能力Phonetic and phonologi

2、cal perceptionVocabulary and Morphological perceptionSyntactic perceptionDiscourse and style/register perception作為接受性技能說的能力Phonetic and phonological productionVocabulary and Morphological productionSyntactic productionDiscourse and style/register production作為產(chǎn)出性技能讀的能力Graphemic perceptionVocabulary a

3、nd Morphological perceptionSyntactic perceptionDiscourse and style/register perception作為接受性技能寫的能力Graphemic productionVocabulary and Morphological productionSyntactic productionDiscourse and style/register production作為產(chǎn)出性技能寫的能力Traditional conceptions of writing expertise are based on the view that go

4、od writing 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

5、here is the ability to adhere to style-guide prescriptions concerning grammar, arrangement and punctuation.Hyland, 2005:59作為產(chǎn)出性技能輸入輸出接受性技能產(chǎn)出性技能從交際能力的角度看：聽的能力To improve listening at the receiving stageTo improve listening at the interpreting stageTo improve listening at the recalling stageTo improve

6、listening at the evaluating stageTo improve listening at the responding stageCommunication in the Real World: An Introduction to Communication Studies從交際能力的角度看聽的能力Form and content of input shaped by outputSelection of input determined by output task從交際能力的角度看說的能力A further complicating factor is that

7、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 to develop production skills , or to raise awareness of some socio-lingu

8、istic or pragmatic point .Hughes, 2005:6從交際能力的角度看讀的能力Purposes for readingReading to search for simple informationReading to skim quicklyReading to learn from textsReading to integrate informationReading to write (or search for information needed for writing)Reading to critique textsReading for gener

9、al comprehensionGrabe & Stoller, 2005:13從交際能力的角度看讀的能力Reading comprehension is an extraordinary feat of balancing and coordinating many abilities in a very complex and rapid set of routines that makes comprehension a seemingly effortless and enjoyable activity for fluent readers.Grabe & Stoller, 2005

10、:29從交際能力的角度看寫的能力Writing as a cognitive process, as is suggested by Flower and Hayes (1981) model thatwriters have goalsthey plan extensivelyall work can be reviewed, evaluated and revised, planning, drafting, revising and editing are recursive, interactive and potentially simultaneousplans and text

11、are constantly evaluated in a feedback loopCited in Hyland, 2005:25從交際能力的角度看寫的能力Writing as a situated act this perspective gives greater emphasis to the actual performance of writing in a particular context. Writing is seen as a social act that can only occur within a specific situation. It is there

12、fore 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.Hyland, 2005:30從交際能力的角度看從語言知識與技能到語言交際能力語言技能的內(nèi)涵外語能力發(fā)展研究對外語教學(xué)與測試的啟示外語能力發(fā)展研究語言能力是通過語言使用發(fā)展的語言技能使用的綜合性語言使用的

13、目的性語言使用的情感因素從中觀上看從宏觀上看：一個關(guān)于中介語的比喻外語能力發(fā)展研究從語言知識與技能到語言交際能力語言技能的內(nèi)涵外語能力發(fā)展研究對外語教學(xué)與測試的啟示應(yīng)用性，創(chuàng)造性整體性，綜合性、過程的非線性智力因素、情感因素以學(xué)習(xí)者為中心，個體性學(xué)習(xí)者、教師、學(xué)習(xí)內(nèi)容的互動Problem, Participation, Progress語言的系統(tǒng)性要求英語教學(xué)的對外語教學(xué)與測試的啟示對外語教學(xué)與測試的啟示綜合技能培養(yǎng)教學(xué)目標(biāo)課型設(shè)置綜合課、單項技能課教學(xué)設(shè)計Task-based, project-based, content-based對外語教學(xué)與測試的啟示語言與非語言目的的平衡語言使用的意義性英語教學(xué)與大學(xué)教育對外語教學(xué)與測試的啟示From the MOE of Sing