外语教学法满分笔记.docx
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外语教学法满分笔记.docx
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外语教学法满分笔记
verbalbehaviourandlearningasecondlanguagewaslearninganewhabit.Hethoughtthatspeechwasprimaryandwritingwassecondary.
⑶Transformationalgenerativelinguistics转换生成语言学
ThetransformationalgenerativelinguisticswasfirstputforwardbyNoamChomskyin1957.HewroteabookSyntacticStructurestospreadhistheory.Hismainpoints---Chomskyassumesthatchildrenarebornwithalanguageacquisitiondevice(LAD).ThisLADismadeupofgeneralprinciplescalleduniversalgrammar.Oncethechildisborn,theparticularlanguageenvironmentwilltriggertheLAD.Thechildwilluseandtesttheprinciplesagainandagainuntilhishypothesisagreewiththeactualgrammarofthelanguage.Chomskyhasalsomadethedistinctionbetweenthelinguisticcompetenceandlinguisticperformance.⑷linguisticcompetencereferstotheinternalizedknowledgethatatnativespeakerofthatlanguageprocesses.Linguisticperformancereferstotheactualutteranceproducedbythenativespeakers.Chomskybelievesthatlinguisticsshouldstudythelinguisticcompetence,nottheperformance,ofthenativespeakersoastosetupasystemofrulesthatwillgenerateaninfinitenumberofgrammaticalsentences.Inordertogainthegoal,Chomskyarguesthatweshoulduseadeductive,hypothesis-testingapproachshouldbeused.
⑷FunctionalLinguistics功能语言学
ItdevelopsfromtheLondonSchooloflinguisticsandtheprecursorofitwasBronislawMalinowski.Malinowski’sconclusionisthat“themeaningofanysinglewordistoaveryhigndegreedependentonitscontext.”Andanutteranceshasnomeaningatallifitisoutofthecontextofsituation.ItwasMalinowskiwhocreatedthephrase“contextofsituation”.J.R.Firth,alinguist,approachedthecontextofsituationfromadifferentpointofview.HeacceptedMalinowski’sviewandhethoughtthemeaningoflinguisticitemsdependsonthecontextofsituation.Firth’smainapproachtothenotionoffunctionincontextwasbymeansofconceptsystem.Hebelievesanylinguisticitemhasgottwosetsofcontext:
thecontextoftheotherpossiblechoicesinasystemandthecontextwherethesystemitselfoccurs.Peoplerefertohistheoryassystem-structuretheory.HallidaydevelopedFirth’stheoryofsystemiclinguisticsandmadeprogressinthestudyofcontext.Hethoughtlinguisticeventsshouldbeaccountedforatthreeprimarylevels:
substance,formandcontext.Thesubstanceisthematerialoflanguagewhichcanbephonicorgrahic.Theformistheorganizationofthesubstanceintomeaningfulevents.Thecontextistherelationoftheformtonon-linguisticfeaturesofthesituationsinwhichthelanguageoperates,andtherelationofformtolinguisticfeaturesotherthanthoseoftheitemunderattention.Healsosaidthatlanguagehasformalmeaningandcontextualmeaning.Theformalmeaningofalinguisticitemisitsoperationinthenetworkofformalrelations.Thecontextualmeaningofanitemreferstoitsrelationtoextrafeatures,i.e.thecontext.Hallidaythoughtaparticularsituationtypeconsistsofthreedimensions:
theongoingsocialactivity,therolerelationshipinvolved,andthesysbolicorrhetoricalchannel.Hecalledthesethreedimensions“field”,“tenor”,and“mode”.Hebelievesthatthereisasystematicrelationshipbetweenthecontextandthetext.
TheoriesofPsychology心理学理论
ThefirstlaboratoryofexperimentalpsychologywassetupattheUniversityofLeipzig,Germany,in1879.Itannouncedtheofficialbirthofpsychology.ItwasopenedbyWillhelmWundt.第一个心理实验室建立
⑴Gestaltpsychology格式塔心理学
ItwasfoundedbyagroupofGermanpsychologistsinthe1920s.Theirresearchwasfocusedontheareaofperception,aimingatthestudyoftherelationshipbetweenpartsandwholeinpeople’sperceptionexperience.Theyfoundthatpeopleperceivedobjectsandscenesasorganizedwholesbeforetheynoticedtheircomponentpars.TheyusedthewordGestalt,whichmeans“organizedshape”or“wholeform”inEnglish,tonametheirschoolofpsychologyTheyarguedthatanobjectwasnotthesumoftheindividualparts.Forexample,anarticleisnotthesumofindividualwordsthatmakeupthearticle.Sopeople’smindshouldbeunderstoodintermsofawhole.
⑵Psychoanalysis精神分析法
ItistheoryofthemindputforwardbySigmundFreud.Freudfoundthatmanyofhispatients’mentalproblemswerecausedbysomedisturbingeventsintheirchildhood.Butthepatientscouldnotrememberthesedisturbingevents.ThepartofthemindwhichisoutofthereachofconsciousnesswascalledbyFreudthesubconsciousmind,Whichwasthemostimportantconceptinpsychoanalysis.Freuddividedthemindintoconsciousandunconsciousmindandhewasthefirsttostudyunconsciousmind.Freudbelievedthecontentsoftheunconsciousmindconsistofburiedmemoriesandinstinctivewishesandwillinfluencetheactivitiesoftheconsciousmind.ThebasicapproachofFreudwastoanalysetheirrationalbehaviourofthepatients,includingtheirdreamsandslipsofthetongue.
⑶Behaviorism行为主义
In1913,theAmericanpsychologistJohnB.Watsonpublishedanarticle“PsychologyastheBehavioristViewsit”.Thearticlewasregardedasaformalintroductiontobehaviorism.Watsondidalotofexperimentswithnonhumananimalsandanimal’sbehaviorswithoutanyconsiderationoftheanimal’smind.Thegoalofpsychologysetoutinhisarticleswastounderstandtheenvironmentalconditionsthatwouldcauseananimaltobehaveinaparticularway.AccordingtoWatson,therewasnofundamentaldifferencebetweenhumanbehaviorandthatofotheranimals.Watson’sideaswereacceptedbymanypsychologists.Thedominantpositionofbehaviorismwasmaintaineduntilthemid-1960s.
TheleaderofbehaviorismwasSkinner.Hedevelopedanewkindofapparatusforstudyinglearninginanimalsandanewwayofdescribingthelearningprocess.Watson’stheoryiscalledclassicbehaviorismwhileSkinner’stheoryiscalledneo-behaviorism.Theearlybehavioristsfocusedtheattentiononthetopicoflearningandtheytriedtocharacterizelearningintermsofstimuliandresponse.Stimuliareobservableeventsintheworldthataffectbehaviorandresponsesareobservablebehavioralacts.Skinnerarguedthatlearningprocesscouldbedividedintotwokinds:
classicalconditioningandoperantconditioning.Inclassicalconditioningastimulusthatdidnotelicitaresponsecomestoelicitaresponse.Byoperantconditioningtheoccurrenceofa
responsewillbedeterminedbytheconsequencesoftheresponse.Forexample,welookupawordinadictionarybecausewecanfindoutthemeaningofthewordinit.
⑷Cognitivepsychology认知心理学
Thetermcognitionmeansknowledgeandcognitivepsychologycanbedefinedasthestudyofpeople’sabilitytoacquire,organize,rememberanduseknowledgetoguidetheirbehavior.Themostimportantfactorthathasmadecognitivepsychologythedominantapproachisthedevelopmentofthecomputertechnology.Thebrainworksinasimilarwaytoprocessinformation.Thebrainreceivesinformationthroughsenses,processesitandsendsitoutasbehavioractions.
TheAmericanlinguistNoamChomskygreatlyinfluencedcognitivepsychology.InhisbookSyntaxStructure(1957)Chomskyarguedthatlanguageshouldbeviewedasasystemofmentalruleswhicharewiredintothebrainasaresultofevolution.Cognitivepsychologistsmaintainthatalltherelationshipamongstimuli,responsesandconsequencesarelearnedandareintegratedintotheanimal’sknowledge.
Therearetwoprincipaltypesofcognitivestructures—schemasandconcepts.Schemasrefertosetsofrulesthatdefineparticularcategoriesofbehavior.Conceptsarerulesthatdescribepropertiesofeventsandtheirrelationwithoneanother.认知结构主要分为两种——schemas图式andconcepts概念。
图式是指能够解释特定行为种类的多套规则,概念指的是能够描述事件特性与事件之间相互关系的种种规则。
Childrenacquireschemasandconceptsbyinteractingwiththeirenvironmentwiththehelpoftwoprocess—assimilation同化andaccommodation调节.儿童通过assimilation同化andaccommodation调节的过程认知了图式和概念。
Assimilationreferstotheprocessbywhichnewitemareaddedtoaconceptorschema.Accommodationreferstotheprocessbywhichtheexistingconceptorschemaischangedonthebasisofnewinformation.
TheoriesofSecondLanguageAcquisition二语习得
⑴Thehabitformationtheory习惯形成说
Itcomesfromthebehavioristpsychologyandwasverypopularinthe1950sand60s.Accordingtobehaviorists,learningasecondlanguagemeanstheformationofasetoflinguisticshabits.Imitationandpracticeplayanimportantroleintheprocessofhabit-formation.Accordingtothehabit-formationtheory,theoldhabit—mothertongueofthelearnerwilleitherfacilitateorgetinthewayofthesecondlanguagelearning.Negativetransfermeansthelearnertransfersthewaysofexpressioninthemothertonguetothetargetlanguage.Theywillcauseerrors.
⑵Thehypothesisoflinguisticuniversals语言共性说
Itbelievedthatthereexistcertainlinguisticpropertieswhicharetruetoallthenaturallanguagesintheworld.Thehypothesisoflinguisticuniversalsisbornofthestudyoflinguisticuniversals.Coregrammarandperipheralgrammar:
Chomskydividesthegrammarofanaturallanguageintocoregrammarandperipheralgrammar.Accordingtohim,humanbeingsarebornwithalanguageacquisitiondevicewhichconsistsofasetofgeneralprinciples.Thecoregrammarofanaturallanguageagreeswiththeinbornsetofgeneralprincipleswhiletheperipheralgrammarcannotbegovernedbythelanguageacquisitiondevice.Thecoregrammaragreeswiththeinborngeneralprinciplesandismucheasiertolearn.
⑶Theacculturationtheory文化认同说
Themeaningofthetheory:
Byacculturationtheymeanthatindividualsofoneculturehavetogothroug
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- 外语 教学法 满分 笔记