語言學(xué)概論課件

AppliedLinguisticsInstructorFengQiCourseforPostgraduateProgramSchoolofForeignLanguagesShanghaiUniversitySept.12,20107/31/20231AppliedLinguisticsInstructorCourseDescriptionAimsandObjectivesToenablethestudentstohavefundamentalknowledgeofthenatureandcontentsofappliedlinguisticsToenablethestudentstoconductsomeresearchinthisareawiththeknowledgetheyacquirebytakingthecourseTeachingplans:16hoursoflecturesEvaluation:termpaperNorms:Title+abstract+keywords+body+reference/bibliographyNoplagiarism7/31/20232CourseDescriptionAimsandObjCourseDescriptionAGeneralIntroduction:WhatisAppliedLinguisticsLanguageBehaviourandLanguageLearningSecondLanguageLearningPerformanceAnalysisandDiscourseAnalysisLearnerCharacteristicsRelevanceofSourceDisciplinesHistoricalDevelopmentofFLTLanguagePolicyandSyllabusDesignSelectionofCourseContentsTestingandSummary7/31/20233CourseDescriptionAGeneralInWhatisappliedlinguistics?Basicassumptionsandmisconceptions:subordinatetolinguisticsorapplicationoflinguistictheories:BeijingandChina;empireandcolonyequalizelinguistics:鹽=氯化納independentdiscipline:hasnothingtodowithlinguisticsindependentdisciplinebutrelatedtolinguisticsinsomeway7/31/20234Whatisappliedlinguistics?BaDisagreementsHowtogiveAppliedLinguisticsascientificdefinition?Sofarnogeneralagreementonclear-cutboundarywhereAppliedLinguisticscanbestrictlydefined/delimited.anytheoreticalstudyrelatedtotheapplicationoflanguagetheapplicationoftheoriestolanguageteachingandlearning7/31/20235DisagreementsHowtogiveAppliRepresentatives1stview:bestrepresentedbyWangDechun(SISU)(ChineseandRussiantradition:fromthepointofviewofalinguist)Lexicography,translation,languageteachingandlearning,languageandmachinetranslation,stylistics.2ndview:bestrepresentedbyGuiShichun(GW)andOxfordseriesofreadingsonAL:consistsofabout20booksandcoversawideareaofdiscussionandawiderangeoftopics(EuropeanandAmericantradition:fromtheperspectiveofappliedlinguisticsitself)7/31/20236Representatives1stview:bestChina:BooksonAL馮志偉（著）：《應(yīng)用語言學(xué)綜論》廣東教育出版社，1999（漢語）于根元（著）：《應(yīng)用語言學(xué)概論》商務(wù)出版社，2004何玉英，蔡金亭（主編）：《應(yīng)用語言學(xué)》（AppliedLinguistics）上海外語教育出版社，2005（漢語）桂詩(shī)春（編著）：《應(yīng)用語言學(xué)》（AppliedLinguistics）湖南教育出版社，1988（外語專業(yè)教師）文秋芳（著）：AppliedLinguistics:ResearchMethodsandThesisWriting《應(yīng)用語言學(xué)研究方法與論文寫作》，外語教學(xué)與研究出版社，2001（外語專業(yè)教師）7/31/20237China:BooksonAL馮志偉（著）：《應(yīng)用語言International:OxfordSeriesonALFundamentalConceptsofLanguageTeachingUnderstandingSecondLanguageAcquisitionTheStudyofSecondLanguageAcquisitionSecondLanguageResearchMethodsConditionsforSecondLanguageLearningAGrammarofSpeechMeasuredWords(ObjectiveLanguageTesting)AspectsofLanguageTeachingACognitiveApproachtoLanguageLearning10.IssuesandOptionsinLanguageTeaching11.HistoryofEnglishLanguageTeaching12.FunctionalConsiderationsinLanguageTesting13.LanguageTestinginPractice14.LanguageandUnderstanding15.ContextandCultureinLanguageTeaching16.DiscourseandLiterature17.PracticalStylistics(amarriagebetweenlinguisticsandliterature)18.LiteratureandLanguageTeaching19.LanguageCorpus7/31/20238International:OxfordSeriesoMoreBooksCorder:IntroducingAppliedLinguisticsElsetal:AppliedLinguisticsandtheTeachingandLearningofForeignLanguagesHallidayetal:(1964)publishedabookunderthetitleof“TheLinguisticSciencesandLanguageTeaching”Theimplicationpassedfromthewritertothereader:AppliedLinguisticsissynonymoustoforeignlanguageteachingConclusion:broadlydefinedandnarrowlydefined:BroaddefinitioncoversareasoutsidelanguageteachingandlearningandnarrowdefinitionstrictlyreferstoLanguageteachingandLearning,especiallyForeignLanguageteachingandlearning7/31/20239MoreBooksCorder:IntroducingThenwhatisAppliedLinguistics?Differentdefinitions:differenttreatmentanddifferentphilosophyaboutlanguageHowisittobetreatedinourcourse?Secondperspective,butincloseassociationwiththefirstfortworeasons:BecauseweareEnglishlearnersandtendtofollowtheEuropeanandAmericantraditionBecausethisiswheremyexpertiseliesandhowithasalwaysbeentreatedinourprogram.7/31/202310ThenwhatisAppliedLinguistiAmorespecificdefinitionLongmanDictionaryofAppliedLinguistics:LongmanDictionaryofLanguageTeachingandAppliedLinguistics(revisededition):(Richards,PlattandPlatt)thestudyofsecondandforeignlanguagelearningandteaching.(NarrowDefinition)thestudyoflanguageandlinguisticsinrelationtopracticalproblems,suchasLexicography,Translation,SpeechPathology,etc.(cross-culturalcommunication,computationallinguistics)Appliedlinguisticsusesinformationfromsociology,psychology,anthropology,andinformationtheoryaswellasfromlinguisticsinordertodevelopitsowntheoreticalmodelsoflanguageandlanguageuse,andthenusesthisinformationandtheoryinpracticalareassuchassyllabusdesign,speechtherapy,languageplanning,stylistics,etc.(BroadDefinition)7/31/202311AmorespecificdefinitionLongAnyconfusion?Appliedmathematics=theapplicationofmathematicsinsolvingmathematicalproblemsAppliedphysics=theapplicationofphysicsinhandlingpracticalproblemsWhyappliedlinguistics≠theapplicationoflinguisticsindealingwithlanguageproblems?Duetotheambiguityoftheterm“applied”,B.Spolskyrecommendsthatweshouldusetheterm“educationallinguistics”insteadof“appliedlinguistics”toavoidconfusion..7/31/202312Anyconfusion?AppliedmathematExplanationsMostpeoplemaintain:nothinginappropriateabouttheterm“appliedlinguistics”.strictlydefineitsothatitwillnotbeinterpretedinitsliteralsense.“Languagelaboratory”hascometobeaccepted.How?notusedinthesenseofordinarylaboratoryfulloftesttubes,chemicalsandsoon,butitsreferencehasmoreorlessbeeninternalizedanddeterminedinourmindassomethingfixed.Thereisnoneedtoconsiderthetermliterallyorwordbyword.conventionalization&arbitrarynatureoflanguage:moreexamples:endoftheworld,未婚妻,打掃衛(wèi)生,曬太陽Itisatechnicalterm.Origin&developmentoftheterm7/31/202313ExplanationsMostpeoplemaintaorigin&developmentoftheterm

Originoftheterm:Back:alreadyexistedattheturnoflastcentury:late19thandearly20thcenturies.Failedtogiveevidencetosupporthisstatement.Generallyagreed:originatedintheUnitedStatesin1947attheUniversityofMichigan

Why?7/31/202314origin&developmentoftheteRiseofAppliedLinguisticsBecauseitwasin1947andatUniversityofMichiganthatEnglishLanguageDepartmentestablishedbyFriesandLadopurposeoftheprogram:tobedevotedtotheteachingofEnglishtoForeignlearnersPleasenote:keywords:“teaching”&“foreignlearners”7/31/202315RiseofAppliedLinguisticsBecHowdidthetermcomeintopopularity

Cameintobeingin1947,butdidnotcomeintopopularityuntil1960’s.Why1960’sratherthan1950’s?4principalreasons:1)practicalreasons;2)linguisticreasons;3)educationalreasons;4)reasonsofAppliedLinguisticsitself7/31/202316Howdidthetermcomeintopop1.PracticalReasons

Whatwasthesituationinthe1940s–50s?AfterWW2,therewasaneedforeverynationtohealfromwounds:todeveloppoliticstodevelopeconomicstodevelopindustrytodeveloptourismtodevelopeducationtodevelopsocialsecurityEducationwasconsideredtobethebestpolicy&solution7/31/2023171.PracticalReasonsWhatwasPoliticalsituationinthe1950sColdwar:betweentheSovietUnionandAmericaSovietUnionemergedasanewup-start:challenge&threattotheUSgovernment.feltanurgentneedtodevelopeducation,especiallyforeignlanguageeducationtolearnfromtheworld.Becauseappliedlinguisticshassomethingtodowitheducation.7/31/202318Politicalsituationinthe1952.LinguisticReasons:

WhatwastheLinguisticsituation?Importantdatestoremember:1950’s–1960’s:aperioddominatedbystructuralismrepresentedbyBloomfield.CorrespondingtoMainstreamofAmericanStructuralism,behaviouristpsychologyheadedbySkinner.Adirectresultofthedevelopmentoflinguisticsandpsychology:stimulusandresponsetheory,habitformationprocess;theriseofAudio-lingualApproach;English900,patterndrills.7/31/2023192.LinguisticReasons:WhatwaLinguisticReasons(continued)Whatwasthesituationinthe1960’s?riseofChomskyandhisTGgrammar:broughtnewlifetolinguistics:consideredasarevolutionandofferedanewperspective/view/approachtoFLT:mentalisticview:tobediscussedinsubsequentlectures7/31/202320LinguisticReasons(continued)EducationalReasons

Theeducationalsituationinthemid1960’s:educationalcrisisprevailedwesternworld:strongdemandforreform.Whatwaswrong?toomuchimportanceattachedtoteachers:twoorthreeyearsoftraining,butstillunabletoperformcommunicativetasksmanyresearchprojectsfocusedonvariousfactorsrelatedtolearnersAsimilarsituationfacedbyChinese:akettleofwater7/31/202321EducationalReasonsTheeducatReasonsinALitselfImportantdatestoremember:58&64:1958:forthefirsttimeinhistory:CollegeofAppliedLinguisticswassetupbytheSchoolofGraduateStudiesattheUniversityofEdinburgh;dedicatedtothetrainingtoappliedlinguists1964:markedthebeginningofAppliedLinguisticstomaturation:Why?theFirstInternationalConferenceforAppliedLinguisticsheldinFrance.Attheconference,InternationalAssociationforAppliedLinguisticssetup25organizationsbecamemembersregularlyevery3years7/31/202322ReasonsinALitselfImportantPropertiesofAppliedLinguistics

FourpropertiesofAL:AppliedLinguisticsasanIndependentScienceAppliedLinguisticsasanInterdisciplinaryScienceAppliedLinguisticsasanAppliedScienceandMOREthananappliedscienceAppliedLinguisticsasanExperimentalScience7/31/202323PropertiesofAppliedLinguistALasanIndependentScienceIthasitsownsubjectofstudy:i.e.languageteaching&learningIthasgivenrisetoprojectswaitingforustoexploreinthecourseoflanguageteachingIthasalreadydevelopedarelativelycompletesetoftheories&methodologiesIthasitsowntrainingbasesofexperimenttodevelopitsownprofessionalteams.

SubjectofstudyforgraduateandPh.D.

studentsallovertheworld.Noneedtogoelsewhere:JustsituationinChina:MostprestigiousuniversitiesinChinaofferALprogramsatbothdoctoralandmaster’slevels.AsuresignthatALisalegitimateareaofacademicresearch.7/31/202324ALasanIndependentScienceItStatisticsStatisticalevidence:over1thousandappliedlinguistswereproducedinBritainfrom1967to1977.Andstillmoretoday.China:Ipersonallybenefitedfromasimilarprogramin1982achancetogotoXiamen,Beijing&Shanghai7/31/202325StatisticsStatisticalevidenceALasanInterdisciplinaryScience

Reflectedinitsconnectionwithmanyotherdifferentdisciplines.Forexample:LinguisticsDiscipline(LD),LinguisticsRelatedDisciplines(LRD),Education-RelatedDisciplines(suchasPsychology),LanguageTeaching7/31/202326ALasanInterdisciplinarySciadiagramLinguisticsDisciplines(LD)

?

Linguistics-relatedDisciplines(LRD)AppliedLinguistics(AL)Education-relatedDisciplines(ERD)

???

LanguageTeaching(LT)

7/31/202327adiagramLinguisticsDisciplinALasanAppliedScience

&MoreFocusonactualapplicationratherthantheoreticalresearch.Onemisconception:adirectrelationshipbetweenlinguistictheories,linguisticdescriptions&languageteaching.Whatanappliedlinguistdoesisnomorethanputtingtheoriesintopractice.Usefulbutcannotandshouldnotexpectlinguistictheoriestoprovideanswerstoallyourquestionsandproblems.Linguistictheoriesprovideteacherswithinformation&systematicknowledgeaboutstructures&functionsoflanguagesystems.Appliedlinguisticsisconcernednotwiththeactualapplication,butmoreimportantlywithitsimplicationtolanguageteaching&learning.Weneedtoobserveourownmaterialcollectdatafromourowndatafromourownpractice.Animportantsourcetoenrichlinguisticstudies.7/31/202328ALasanAppliedScience&MorALasanExperimentalScience

Theaimofappliedlinguistics:toestablishtheoriesandprinciplesonlanguageteaching.Howtoachieveit?Scientificexperimentation.TwopossiblewaystoconductEducationalResearch:Observation:whenworkingonlanguagedevelopmentandlanguageerrorsofourstudents.Experiment:establishresearchprojects&proposehypothesesandtesthypothesesbymeansofcontrollableobservationsandcometoobjectiveconclusionsonthebasisofourresearchfindings.7/31/202329ALasanExperimentalScienceExperimentalScience(continued)FLLeffectscanbedeterminedbyinternalfactorssuchaslearners’motivation,personalinterest,intelligence,agespan,learningstrategiesandsoon.alsobyexternalfactorssuchassenseofresponsibility,teachingapproaches,teachingmaterials,teachinginstruments,teachingfacilities,etc.Manipulation&Control:interlanguageisaresultofvariousfactors.Butwhichisadominantfactor?Toknowtheirdifferenteffects,weneedtomakealistoffactors&putthedominantfactorundermanipulation&therestundercontrol.Statisticaldataasevidence7/31/202330ExperimentalScience(continueSometechnicaltermsTEFL,TESL,TESOLandELT:What’sthedifference?TEFL(TeachingEnglishasaForeignLanguage)involvesteachingpeople,usuallyintheirowncountries,whowanttouseEnglishforbusiness,leisure,travel,etc.TESL(TeachingEnglishasaSecondLanguage)involvesteachingimmigrantsinEnglish-speakingcountries.TESOL(TeachingEnglishtoSpeakersofOtherLanguages)&ELT(EnglishLanguageTeaching)coverbothTEFLandTESL.Confusingly,theacronymTESOLalsoreferstotheAmericanprofessionalassociation:TeachersofEnglishtoSpeakersofOtherLanguages.7/31/202331SometechnicaltermsTEFL,TESLCourseDescription

inmoredetail7/31/202332CourseDescriptioninmoredetAGeneralSurveyWhatisAppliedLinguistics?Twodifferentdefinitions:anarrowdefinitionandabroaddefinition.WhatarethedefiningfeaturesofAL:FourpropertiesofALWheredoesthetermcomefromandhowdoesitbecomepopular?origin1947atUniversityofMichigan,USA;popularityin1960’sfor4principalreasonsWhatshouldbeincludedinthiscourse?7/31/202333AGeneralSurveyWhatisApplieLanguageBehaviourandLanguageLearning

LanguageBehaviourWhatislanguagebehaviour:hierarchicalstructuresoflanguagebehaviourGrammarandlanguagebehaviourObservationsinthestudyofgrammarandlanguagebehaviourLanguageLearningAbehaviouristicapproachAmentalisticapproachAproceduralapproach7/31/202334LanguageBehaviourandLanguagSecondLanguageLearning(1)CA,EA&Interlanguage:ahistoricalperspectiveContrastiveanalysis:stronghypothesisweakhypothesisErrorAnalysis:intralingualdeviationsfromL1normslearnerorienteddeviationsInterlanguage:auniquesystemfossilizationanddefossilizationTrainingprocedures7/31/202335SecondLanguageLearning(1)CAPerformanceAnalysis&DiscourseAnalysis

PerformanceanalysismethodologicalaspectssyntacticdevelopmentmorphologicaldevelopmentlexicaldevelopmentphonologicaldevelopmentDiscourseanalysisforeignertalkturn-takingandconversationalcorrection(howdifferentculturesinfluenceturntaking:conversationalballgames)thematicprogression7/31/202336PerformanceAnalysis&DiscourLearnerCharacteristics

Age:年齡criticalperiodhypothesis語言學(xué)習(xí)關(guān)鍵期假說biologicalargument:hemispherelocalization&brainplasticity可塑性otherargumentsempiricalevidence觀察得到的證據(jù)Aptitude:資質(zhì)definitionaptitudetest7/31/202337LearnerCharacteristicsAge:LearnerCharacteristicsCognitiveStyles:認(rèn)知方式field-dependentfield-independentAffectiveCharacteristics情感特征Introvert性格內(nèi)向之人Extrovert性格外向之人Empathy移情作用Attitudeandmotivation態(tài)度和動(dòng)機(jī)Factorsthatinfluencemotivation7/31/202338LearnerCharacteristicsCognitiRelevanceofSourceDisciplines

LinguisticstraditionallinguisticsmodernlinguisticssyntaxsemanticsPragmaticsteach