英语教学分析西华师范大学期末.docx
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英语教学分析西华师范大学期末.docx
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英语教学分析西华师范大学期末
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
II名词解释:
共四个(14分)
Language
Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication
1.L1:
(nativelanguage.mothertongue,primarylanguage)
2.L2(secondlanguage,non-nativelanguage,foreignlanguage,secondarylanguage)
3.SimpledefinitionofmotherTongue:
alanguagelearnedfrombirth(Wikipedia)
4.Simpledefinitionofsecondlanguage:
anylanguagelearnedaftermotherorfirstlanguage.(Wikipedia)
5.Firstlanguage:
itisalanguagethatisacquiredininfancyandearlychildhood,learnathomeusuallyfromtheparents.
6.Foreignlanguage:
itisalanguagewhichistaughtasaschoolsubject,butwhichisnotusedasamediumofinstructioninschoolsnoraslanguageofcommunicationwithinacountry(ingovernment,business,industry)
7.Secondlanguage:
itisalanguagethatisnotanativelanguageinacountrybutwhichisusedasamediumofcommunication(ineducation,government)
8.Methodology:
isthatwhichlinkstheoryandpractice.
Approach:
(教学理论)thetheoreticalassumptionsabouthowalanguageiseffectively,taughtinlightofthenatureoflanguage
(教学法总称
MethodologyMethod:
(教学方法)theoverallplansordesignsofteachingalanguagethatisbasedonsystematicprinciplesandteachingprocedures.Technique:
(教学技巧)thespecificways/strategiesusedinclassroomindifferentkindsoflanguageteachingcontexts.
9.What’stheirrelations?
Forapproach,method,andtechnique,whichdetermineswhich?
----approachdeterminesmethod,inturn,methoddeterminestechnique.Thearrangementishierarchical.Theorganizationalkeyisthattechniquescarryoutamethodwhichisconsistentwithanapproach.
10.Errorsandmistakes.
Amistakereferstoaperformanceerrorthatiseitherrandomguessoraslip,inthatitisafailuretoutilizeaknownsystemcorrectly,mistakesareofnosignificanttolanguagelearningbecausetheyaremadeatrandomandandnon-systematic.
AnerroristhatanoticeabledeviationinusingthetargetlanguageItisbecausethatlearnersdomakeerrorsandthattheseerrorscanbeobserved,analyzedandclassifiedto
11.learningandacquisition
Acquisition:
thesubconsciousprocessinwhichsecondlanguagelearnersdeveloptheirlanguageproficiencythroughunderstandinglanguageandthroughusinglanguageformeaningfulcommunication.
Learning:
theconsciousprocessinwhichsecondlanguagelearneracquiretheepicknowledgeoftherulesofthetargetlanguage.
12languagelearning:
aconsciouslearning.knowingaboutthelanguage,focusonthegrammarandvocabulary,communicationisnotemphasized,correctionofalltheerrors.
13Contrastiveanalysis(CA)
isanapproachtothestudyofSLAwhichinvolvespredictingandexplaininglearnerproblemsbasedonacomparisonofL1andL2todeterminesimilaritiesanddifferences.Itisbasedontheassumptionthatitisviabletopredictanddescribethepatternsthatwillcausedifficultyinlearning,andthosethatwillnotcausedifficultybycomparingsystematicallythelanguageandculturetobelearnedwiththenativelanguageandcultureofthestudent.
contrastiveanalysisbothhavestrongvisionandweakvision.
thestrongvisionisthaterrorscanbepredictedbyindentifyingthedifferencebetweenfirstlanguageandsecondlanguage,becauseallthesecondlanguageerrorscomefromthefirstlanguageandthegraterdifferencesbetweenflandsl,themoreerrorswilloccur.
theshortvision
14.Erroranalysis
thestudyandatypeoflinguisticanalysisthatfocusesontheerrorslearners(secondandforeign)make.
inthe1970s,EAsupplanted取代ContrastiveAnalysis(CA),whichsought(seek)topredicttheerrorsthatlearnersmakebyidentifyingthelinguisticdifferencesbetweentheirL1andthetargetlanguage.TheunderlyingassumptionofCAwasthaterrorsoccurredprimarilyasaresultofinterferencewhenthelearnertransferrednativelanguage‘habits’intotheL2.
Functionsoferror:
errorscouldbesignificantinthreeways:
(1)theyprovidedtheteacherwithinformationabouthowmuchthelearnerhadlearnt,
(2)theyprovidedtheresearcherwithevidenceofhowlanguagewaslearnt
(3)theyservedasdevicesbywhichthelearnerdiscoveredtherulesofthetargetlanguage.
15.Interlanguagetheory
ItisusedtorefertothesystematicknowledgeofanL2whichisindependentofboththeselearners’L1andthetargetlanguage.
Itmainlyrefersto
(1)theseriesofinter-connectedsystemswhichcharacterizeacquisition;
(2)thesystemthatisobservedatasinglestageofdevelopment;and(3)particularfirstandsecondlanguagecombinations.
FeaturesofIL
1.theL2learner'sILsystemispermeable可渗透的,inthesensethat(就。
。
而言)rulesthatconstitute组成thelearner'sknowledgeatanyonestagearenotfixed,butareopentoamendment改善.
2.TheL2learner'sILsystemisconstantlychanging---thatis,thereisaconstantrevisonandextension扩大ofrulesintheprocessofL2approximation.Interlanguageisdynamic.ThisisbestexplainedbyKrashen'snaturalorderhypothesis.
3.DespitethevariablilityofIL,itispossibletodetect发现therule-basednatureofthelearner'suseoftheL2;inotherwords,languagelearningissystematic.
III辨析题(24分,共4个)
1.L1vs.L2
L1
L2
Mannerofacquisition
acquireininfancyandearlychildhood.Learnedathome,usuallyfromparents.
levelofproficiency
highlevelofproficiency
lowerlevelofproficiency
Roleinlife
maybeormaynotbethedominantone(usefrequently,orcomfortablewith)immigrants
maybeormaynotbethedominantone(usefrequently,orcomfortablewith)
Learningtime
acquiredbeforeadolescence
alife-longlearningprocess
SLvs.FL
Secondlanguage
Foreignlanguage
Acquisitionmanner/
environment
Non-nativelanguagelearnedorusedinthesecondlanguageenvironmentLargeexposeinformallearningnatural/picking-uplearning.
First
Little
Formal
function
hasanofficialstatus,usedaslinguafrancaforeducation,government,orbusiness
noofficialstatus,appliedasschoolsubject
purpose
needed“forfullparticipationinthepoliticalandeconomiclifeofthenation”;neededfor“education”
fortraveling,communicatingwithforeigners,readingliterature,examination
AcquisitionVslearning
Acquisition
learning
Naturalprocesspickup
Subconsciousprocess
Conscious
Focusonmeaningnotform
(onwhat)
Attendtoform
(onhow)
Naturalsituationandtargetlanguageenvironment
Whenlearnersmakemistakesteacherswilldrawmuchattentiontothemandcorrectthem,andruleisolation;languageisdealtwithonebyoneinisolation,itusuallyhappeninthelanguageroom
Occurfirst
Occursecond
Contributetothecommunicationfluency
Contributetoaccuracy
案例分析题:
(18分,三个小问)
LAD:
languageacquisitiondevice
MadeupofasetofgeneralpriciplescalledUG.(universalgrammar)Bornwithit.
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)tolanguagelearningwasinterfe
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