英语教学分析 西华师大.docx
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英语教学分析 西华师大.docx
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英语教学分析西华师大
英语教学分析复习重点
I填空题(8分,4个语言学流派)
Traditionallinguistics
Structurallinguistics
Transformationalgenerativelinguistic
Functionallinguistics
Language
Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication
firstlanguage
1)Thelanguagethatapersonhasacquiredininfancyandearlychildhood.(time)
2)L1alsoreferstoanintuitive(直觉的),“native-like”,“full”,or“perfect”commandofthelanguage.Itisthelanguageofdominantorpreferred(优先)use.(personalchoice)
Nativelanguage
Nativelanguageisthelanguageacquiredintheearly–childhood.Inmostcases,nativelanguageisequaltomothertongue.(time)
Mothertongue
Mothertongueisthelanguagethatyoufirstlearntospeakwhenyouareachild,usuallywithinthefamily.(first)
Primarylanguage
Itisthelanguageofdominantorpreferreduse.
Interlanguage:
thetypeoflanguageproducedbysecondandforeignlanguagelearnerwhoareintheprocessoflearningalanguage
Acquisition
istheproductofasubconsciousprocessverysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.
Learning
istheproductofformalinstructionanditcomprisesaconsciousprocesswhichresultsinconsciousknowledgeaboutthelanguage
transfer:
oldhabitshaveeffectsonlearningofanothernewhabit
Strongerlanguage
Itrefersto“national”,orhistoricallyfirst”or“important”.Thisattributesaposition,valueorstatustoalanguage.
secondlanguage
anylanguageacquiredlaterthanL1(time).Andithasofficialstatusorarecognizedfunctionwithinacountry.italsoreferstoweakerorlessproficientlanguageincomparisonwiththeprimaryordominantlanguage.
foreignlanguage
Foreignlanguageisanynon-nativelanguagethatislearntinsettingswherethelanguageplaysnomajorroleinthecommunityandisprimarilylearntonlyintheclassroom.
Instrumental motivation
1.Instrumental motivation,which occurs when the learners goal is functional;and integrative motivation,which occurs when the learner wishes to identify the culture of the L2 group
2.Cognitivestrategies
3..Cognitivestrategiesencompassthelanguagelearningstrategiesofidentification,grouping,retention,andstorageoflanguagematerial,aswhenasthelanguageusestrategiesofretrieval,rehearsalandcomprehensionorproductionofwords,phrasesandotherelementsofthesecondlanguage
4.ThecriticalperiodHypothesis:
saysthatthereisaperiodwhenlanguageacquisitioncantakeplacenaturallyandeffortlessly,butthatafteracertainagethebrainisnolongerabletoprocesslanguageinputinthisway
5.PositiveTransferreferstothetransferthatoccurwhenboththenativelanguageandthetargetlanguagehavethesameform,thusmakinglearningeasier.
6.comprehensibleinputmeansthatallofthetargetlanguageexposedtolanguagelearnersisunderstandable
7.Communicativecompetence:
theabilitytousethelanguagecorrectlyandappropriatelytiaccomplishcommunicationgoals.Thedesiredoutcomeofthelanguagelearningprocessistheabilitytocommunicatecompetently,nottheabilitytousethelanguageexactlyasanativespeakerdoes.Communicativecompetenceismadeupoffourcompetenceareas:
linguistic,sociolinguistic,discourse,andstrategic
8.Cooperativelearning:
isasuccessfulteachingstrategyinwhichsmallteams.eachwithstudentsofdifferentlevelsofability,useavarietyoflearningactivitiestoimprovetheirunderstandingofasubject.Eachmemberofateamisresponsiblenotonlyforlearning,anatmosphereofachievement
Languageaptitudereferstothespecificabilityalearnerhasforlearningasecondlanguageandalsoasocialproductandusedininteractionbetweenpeople.
9..
10.Autonomouslearningmeansoneadoptssomemannersthatfitforhimandlearnbyhim,whichismainlyoutsidetheclassroomcontext.
ThemaindifferencesbetweenL2andFL
1)L2hasofficialstatusorarecognizedfunctionwithinonecountryandservesasalinguafranca(通用语)whileaFLdoesnot.
2)L2isacquiredinthesecondlanguageenvironmentwhichprovidesthelearnerswithspeechcommunity.WhileFLislearntintheL1environmentbyteachersinclassroomsonlywithlittleexposuretonativeuseofthelanguageandfewopportunitiestousethelanguageinauthenticcommunication.
3)ThepurposeoflearningL2istobeinvolvedinfullparticipationinthepoliticalandeconomiclifeofthenationorcommunity.However,FLislearnttotravelabroad,communicationwithnativespeakers,dobusinessesorappreciateliteraryworksandsoforth.
Themaindifferencesbetweenmistakeanderror
mistakereferstoaperformanceerrorthatiseitherrandomguessoraslip,inthatitisafailuretoutilizeaknownsystemcorrectly,mistakesareofnosignificanttolanguagelearningbecausetheyaremadeatrandomandandnon-systematic
erroristhatanoticeabledeviationinusingthetargetlanguageItisbecausethatlearnersdomakeerrorsandthattheseerrorscanbeobserved,analyzedandclassifiedto
Acquisition---subconsciousprocess(无意识的学习)
Learning----consciousprocess(有意识的学习)
Error---lackofknowledgeorcompetence(不懂的情况下犯错)
Mistake---failtoperformtheircompetence(懂,一般nativespeaker)
Methodology
(1)(inlanguageteaching)thestudyofthepracticesandproceduresusedinteaching,andtheprinciplesandbeliefsthatunderliethem.Suchpractices,procedures,principles,andbeliefsthemselves.Onecan,forexample,criticizeorpraisethemethodologyofaparticularlanguagecourse.Itincludes:
a)studyofthenatureoflanguageskills.b)studyofthereparationoflessonplans,materials,andtextbooksforteachinglanguageskills.c)theevaluation(评价)andcomparisonoflanguageteachingmethods.
(2)(inresearch)theproceduresusedincarryingoutaninvestigation,includingthemethodsusedtocollectandanalyzedata.
Approach---ageneral,macro-levelterm
asetofcorrelativeassumptionsandbeliefsdealingwiththenatureoflanguage,languageteachingandlearning.
Method----mid-levelterm
theoverallplansordesignsofteachingalanguagethatisbasedonsystematicprinciplesandteachingprocedures..
Technique--aspecific,micro-levelterm
thespecificways/strategiesusedinclassroomindifferentkindsoflanguageteachingcontexts.
therelationshipbetweentechniques,methodandapproacharehierarchical.(分层的)Techniquescarryoutamethodwhichisconsistentwithanapproach.
LAD:
languageacquisitiondevice
HumanbeingsBornwithUG.(universalgrammar)whichmadeupofasetofgeneralprinciples
Ananalysisoflanguagelearningandteaching
Natureoflanguagelearning
Learning--acquiringorgettingofknowledgeofasubjectoraskillbystudyexperience,orinstruction
Languagelearning:
skill,knowledgeandthinkingpatterns.
canbedefinedastheactivitieswhichareintendedtobringaboutlearning,whichincludingboththeformalinstruction(正规语言)ormethodoftraining,butalsotheindividualizedinstruction(个别教学),self-study,computer-assistedinstructionandtheuseofmedia.
Natureoflanguageteaching
Teachingisguidingandfacilitating(促进)learning,enablingthelearnertolearn,settingtheconditionsforlearning.---Knowledge,Ways,Sequences(序列),Rewardsandpunishment.
Relationshipbetweenlearningandteaching
Learningistheprerequisite(首要条件)andthebasisofteaching.
Understandingofhowthelearningprocessworkswilldetermineourphilosophyofeducation,ourteachingstyles,ourapproach,methodsandclassroomtechniques.
Twopolarizedviewsofhumanlearning
1)Behavioristicviews(行为主义观点)------stimulus(刺激),responseandreinforcement(加强)
Influencedbythisview,languageteachersbelievethatlearnanewlanguageistolearnanewsetofhabits.However,humanbeings’learninginvolvesnotonlypassivestimulusandresponsebehaviors,butalsoactiveandconsciousfocusonactinguponeventsoutsideandinsidetheorganism(有机体).
2)Cognitiveviews(认知主义)-----Chomsky’sInnatenessHypothesis(先天性假设)
Thistermisusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.
claimsthatlanguagelearnerisbornwithLAD,whichiscomposedofasetofabstract(抽象的)principlescalledUniversalgrammar(普遍文法)andsomeparameters(参数)thatvaryacrosslanguages.Thelearningprocessisjustaprocessofhypothesesformingandhypothesestesting.
Languagelearningisregardedasthelearners’activeinternallinguisticprocessingratherthanpassiverepetition.
Thereasonsareasfollows:
1)Littleinputabundantperfectoutput
2)Similarstagesinlearningthelanguage
NatureofL2learning
Addnewconceptstoourexistingcognitionthroughassimilation(同化)andaccommodation(调节).
thetaskforL2learningistheacquisitionofsemantic(语义),transformational(转换),syntactic(句法)andphonologicalcompetence(语言能力)fortherealization(领悟)oflanguageindependentdeepstructureconceptualsystem(概念系统)
MajormodernL2learningtheories
1.Thehabit-formationTheory(behaviorism)(习惯形成理论)
languageisasetoflinguistichabitsandthelinguistichabitsareformedthroughidentifying(识别)andstrengtheningtheassociationsbetweenstimuliandresponses.
Accordingtothebehavioristtheories,themainimpediment(阻碍)tolanguagelearningwasinterference(干扰)frompriorknowledge.Thatistosay,theoldhabitsoflanguagewillinterferewiththelearningofthetargetlanguagewhenthetwosetsoflinguistichabitsaredifferent.Thisiscallednegativetransfer.However,theoldhabitswillsometimesfacilitatethelearningofthetargetlanguagewhenthetwosetoflinguistichabitsarethesame.Asiscalledpositivetransfer.ItisshownthatthelearnersacquireL2featureswithlittledifficulty.
I
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