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1、Linguistics, Chapter 11 Linguistics and Foreign Language Teaching,Linguistics and Language Learning,2,The Relationship (linguistics rather, there are a variety of linguistic theories.,The Relation between Linguistics and Language Teaching,Many language learning theories are proposed based on certain
2、 linguistic theories. In fact, knowledge in linguistics lies at the root of understanding what language learners can learn, how they actually learn and what they learn ultimately. Linguistics has always played an important role in the studies of languages acquisition and learning.,Linguistics and La
3、nguage Learning,As Ellis (1994) points out, “whereas much of the earlier second language acquisition work focused on the linguistic and, in particular, the grammatical-properties of learner language and was psycholinguistic in orientation, later work has also attended to the pragmatic aspects of lea
4、rner language and, increasingly, has adopted a sociolinguistic perspective.,Linguistics and Language Learning,Although certain language learners (e.g., advanced learners and students majoring a foreign language) certainly benefit from a knowledge of linguistics, it is not sensible to recommend the m
5、ajority of language learners to study linguistics while they are still struggling with the task of learning the language itself.,Linguistics and Language Learning,Our Focus: How can linguistics help to contribute to the solution of some disputable issues in language learning research?,Do we teach gr
6、ammar? How do we teach grammar? Discrete-Point Grammar Instruction vs. Immersion and Naturalistic Acquisition,Linguistics and Language Learning,Grammar and Language Learning,Focusing on form and ignoring the meaning,Experiential and meaning-focused, yet without development to the target-like level,A
7、s a compromise between the “purely form-focused approaches” and the “purely meaning-focused” approaches, a recent movement called FOCUS ON FORM seems to take a more balanced view on the role of grammar in language learning.,Linguistics and Language Learning,Grammar and Language Learning,Although lan
8、guage learning should generally be meaning-focused and communication-oriented, it is still necessary and beneficial to focus on form occasionally. Focus on form often consists of an occasional shift of attention to linguistic code featuresby the teacher and/or one or more studentstriggered by percei
9、ved problems with comprehension or production.,Linguistics and Language Learning,Focus on Form,One question raised is what elements of language are most amenable to focus on form. Two variables concerning the amenability of language elements to focus on form are the relevance of Universal Grammar (U
10、G) and the complexity of language structures.,Linguistics and Language Learning,Focus on Form-Drawback,According to the advocates of focus on form, if an L2 structure is part of UG, the amenability is high; otherwise, the amenability is low. In focus on form, different measures will be taken dependi
11、ng on whether the amenability of a form or structure is high or low.,Linguistics and Language Learning,The Relevance of Universal Grammar,The problem is that no one knows for sure what exactly is part of UG. It is here that the study of linguistics comes into play. The study of UG, which is often co
12、nsidered as the theory for the sake of theory, is now needed in language learning research in the most practical sense.,Linguistics and Language Learning,The Relevance of Universal Grammar,The study of UG has attracted considerable attention from many second language acquisition researchers because
13、knowledge of linguistic universals may help to shape L2 acquisition in a number of ways. For example, it can provide explanations for developmental sequences and language transfer.,Linguistics and Language Learning,The Relevance of Universal Grammar,It can be assumed that less complex structures hav
14、e higher amenability, but complexity is hard to define. Formally simple structures can be functionally complex and formally complex items are not necessarily functionally complex. Again we resort to linguistics in order to have a better understanding of the complexity of language structures.,Linguis
15、tics and Language Learning,Complexity of Structures / Structural Complexity,Grammar-translation method Audiolingual method Situational language teaching Grammar has its due value in language learning. The problem is we do not know enough about grammar, or even we do not agree on what grammar is. One
16、 possible reason why grammar-based language learning and teaching fails is that no reliable model of grammar is available .,Linguistics and Language Learning,Grammar-Based Teaching,None of grammar models is satisfactory enough.,Language learning can take place when the learner has enough access to input in the target language. This input may come in written or spoken form. In the case of spoken input, it may occur in the context of interaction or in the context of non-reciprocal disco
