习题 语言教学课程设计原理1Word文档格式.docx
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习题 语言教学课程设计原理1Word文档格式.docx
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4.Chomsky’sdistinctionbetweenlinguisticcompetenceandlinguisticperformanceprovided,initsoriginalform,apowerfulstimulusfornewdevelopmentsinlinguistics.Hisdefinitionoflinguistictheoryasmentalistic(concernedwithdiscoveringamentalrealityunderlyingactualbehavior)cameasachallengetobehaviorist,theoriesoflinguistics,inwhichtheobjectofstudywasphysicalverbalbehaviorthatcouldbedirectlyobserved.Chomskymadeadistinctionbetweenlinguisticcompetence(competencereferstowhatthespeakerknows,whatthelinguistshouldbeconcernedwith)andlinguisticperformance(performancereferstowhatthespeakerdoes,i.e.,saysorwrites,atanygiventime,andwhatthelinguistshouldnotbeconcernedwith)
5.Hymes的理论是communicativecompetence.(或在Chomsky后,Hymes提出了什么理论?
)
6.sociolinguisticcompetence(appropriatenessofutteranceswithrespectbothtomeaningandform)判断,选
7.strategiccompetence(masteryofverbalandnon-verbalcommunicationstrategiesusedtocompensateforbreakdownsincommunication,andtomakecommunicationmoreeffective)判断
8.Englishforspecificpurposes(ESP代表哪三个单词)判断
9.Thesethreefactorsinverbalcommunication–appropriateness,meaning,andform
10.Theterm‘syllabus’isoftenusedinterchangeablywith‘curriculum’However,IwouldliketopreservethedistinctionproposedbyRobertson.
11.Asyntheticlanguage-teachingstrategyisoneinwhichthedifferentpartsoflanguagearetaughtseparatelyandstep-by-stepsothatacquisitionisaprocessofgradualaccumulationofthepartsuntilthewholestructureofthelanguagehasbeenbuiltup.(Wilkins1976:
2)判断
12.Wilkinsarguedthatthenumerouspedagogicalstrategiesinexistencecouldbegroupedaroundtwoconceptuallydistincttypesofapproach,labeled‘synthetic’and‘analytic’.
13.Wilkins’sdistinctionbetweenthesyntheticapproach(leadingtothegoaloflinguisticperfection)andtheanalyticone(leadingtothegoalofcommunicativecompetence)hashadsignificanteffects判断
14.Analyticapproach.Oneofthemostdiscussedhasbeenthefunctionalsyllabus
15.Thecurriculumincludesthegoals,objectives,content,processes,resources,andmeansofevaluationofallthelearningexperiencesplannedforpupilsbothinandoutoftheschoolandcommunitythroughclassroominstructionandrelatedprograms.’Hedefinessyllabusas‘astatementoftheplanforanypartofthecurriculum,excludingtheelementofcurriculumevaluationitself.判断
16.Theycanbearrangedonacontinuumbetweenanextremeinwhichthelinguist’sroleisdirectiveandtheteacher’sdependent(astheyhavebeeninthepast),andtheotherinwhichthelinguist’sroleisdescriptiveandthatoftheteacherindependent.
17.Thefirstapproachistheprovisionforfunctionalsyllabusspecifications(Figure6.1).Todevelopsuchspecifications,onerequiresadescriptionofthedesiredoutcomeofinstructionintermsof.
18.Thelinguistandthelearnerbecometheprimeactors,andtheteacherbecomespartofthetotalinstructionalresourcesavailable.
19.Thelinguistcompilestheresources,partofwhichareinfacttheteacher,whoexemplifiesthetargetlanguage.
20.Therelationshipistriangular;
theinteractiverelationshipsarelinguist-learnerandlearner-resources.
21.Thisisanapproachbaseonsecondlanguageacquisitiontheory,andthesyllabusisassumedtobeanaturalone,residentinthelearner.
22.Thefifthapproachisknownasthetask-basedorproceduralsyllabus.判断
23.Krashen’stheoryoftheexistenceoftwoseparatesystems–learningandacquisition–forgainingknowledgeaboutlanguage.
24.Onecouldalsosaythatthemajorchallengefacingthefieldofappliedlinguisticsistocreatematerialsandcontextsthatprovideintake’.
25.Thesyllabusispresentedintermsofthemethodologytobeusedintheclassroom,thatis,intermsofclassroomtechniques
26.1)theclassroomshouldbedevotedprimarilytoactivitieswhichfosteracquisition(activitieswhichpromotelearningmightbeassignedashomework);
2)theinstructorshouldnotcorrectstudentspeecherrorsdirectly;
and3)thestudentsshouldbeallowedtorespondineitherthetargetlanguage,theirnativelanguage,oramixtureofthetwo(Terrel1982:
12)判断
27.Theage,educationalbackground,andtheexpectationsoflearnerswillalsoconstrainchoiceofsyllabustype.
28.Thesyllabusisnowseenasaninstrumentbywhichtheteacher,withthehelpofthesyllabusdesigner,canachieveacertaincoincidencebetweentheneedsandaimsofthelearner,andtheactivitiesthatwilltakeplaceintheclassroom.
29.Thesecondpointofinterestispedagogicalefficiency:
economyinthemanagementofthelearningprocess.Instructionprovidedinaninstitutionalsettingisassumedtobeamoreefficientmethodthanallowingthelearnertoproceedinanonstructuredenvironment.判断
30.Thedegreeandtypeofcontrolthatthesyllabusexercisesdependsontheinstitution:
incertaininstitutions,itwillbedeterminedbyconsensusratherthanimposed.Inothers,itwillbedecreedandwillhavetobefollowed.
31.Infactsyllabusoftenisproducedentirelybyteachers.Helpfromexpertsofvariouskindsisoftennotavailableornotneeded.判断
32.Thesettingofinstructionhastobeplanned.Notalllearnerswillbegiventhesametreatment,andsyllabusesdifferaccordingtothepracticalconstraintspresentinanygivensituation.
33.Ontheireducationalbackground,age,typeofsecondlanguageprogram,andahostofotherfactors.
34.Itisbetterviewedasasummaryofthecontenttowhichlearnerswillbeexposed.判断
35.Asyllabusshouldbe,inthefirstinstance,astatementaboutcontent,andonlyinalaterstageofdevelopmentastatementaboutmethodologyandmaterialstobeusedinaparticularteachingcontext.
36.Ifacquisitionistakenasafirstprinciple,thenlinguisticcontentforasyllabusdoesnotneedtobeheavilyorganized.Instead,therightenvironmentforthenaturalgrowthofthetargetlanguageshouldbeprovided.
37.Iflanguageuseistakenasthefirstprinciple,wewouldhavetoagreewithWilkins(1981)thatnoparticularorganizingprincipleemerges,andonemaytakedifferentthingsondifferentoccasionsasstartingpoints.
38.Theinitialstepoflanguageprogramdevelopmentisaneedssurvey.
39.Oncethesyllabustypeisdetermined,thecontentofthecoursecanbeprepard.
40.Thecontentsoftheprotosyllabusarebrokenup(intogroupsoflinguisticitems,topics,functions,rhetoricalskills.)
41.Ithastwoadvantages:
itallowsthecoursedesignerfreedomtorespondtochangingornewlyperceivedneedsinthelearners;
andatthesametimeitproducesaframeworkfortheteacherwhowantstostartoutwithaplan.Aproportionalsyllabustypecangiverisetomanykindsofframeworks;
andaframeworkcanbedesignedformostsecondlanguageteachingsituations.判断,选
42.thelastphaseisevaluation–ofthecourse,ofthelearningachieved,andsoon.填
43.thestudyofgrammarwouldnonethelessremaininsharperfocusthroughthefirstleveloftheprogramorcoursethanwouldthestudyoffunctionsanddiscourseskills.判断
44.topics,situations,generalnotions,themescanthereforebeseenastheframeworksthatprovidesupportfortherestofthecomponentsthatareincluded.选
45.thefullydevelopedproportionalmodel(Figure9.3)includestheprovisionofaninitialphase,principallycomprisingformalmeaning.选
46.atmoreadvancelevels,thesyllabusdesignercanturntorhetoricalfunctions,especiallyinwrittenlanguage,aswellastorecurrentlytroublesomesurfacefeaturesoflanguage.选
47.Theproportionalsyllabusisarejectionofthegloballysystematicaswellasthegloballynonsystematicapproach.判断
48.thelinguisticcomponentistreatedsystematicallyinearlystagesandnonsystematicallyinlaterones.判断
49.fourgeneralprinciplesshouldbefollowedinpreparingaframework判断
50.boththedesignoftheframeworkanditsfinalproduct,thelanguagecourse,shouldbeconductedwithasmuchconsultationaspossiblewithallthoseinvolved.选
51.theframeworkmustnecessarilybekeptlean,andanytendencytodoteachers’workforthemshouldberesisted.选
52.theframeworkmustbewrittensothatitmaybeadaptedeasily.判断
53.generalprinciplesfordesigningframeworks.1)interactivecourseconstruction2)leannessofinitialdesign3)adaptability4)resources选
54.indiscussingtherapportbetweenlinguistandteacherandinlookingattheteacher’sroleincoursedesign,Ipresentedfivesortsofrelationshipthatmightobtain.选
55.forthepurposesofdesigningframeworks,theinteractiverelationshipisthemostproductive.选
56.Ifaframeworkisbeingpreparedforusebyalargenumberofteacherstoproduceavarietyofdifferentcourses(see,e.g.,p.111),itmaybenecessarytouseasampleofinformationfrompotentialortypicallearners.选
57.itseemsimpossibletoignorethepresenceorabsenceofvariousteachingandlearningaids.判断
58.oneofthemostdifficultprinciplestoadhereto,atfirst,istheprincipleofleannessinprodu
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