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1、英语语言学概论课程课件,课件名称：语言学和外语教学 制作者：外国语学院 鞠玉梅,Chapter 11 Linguistics and Foreign Language Teaching,Purpose of teaching: Invite students to the field of applied linguistics Focus of teaching: Language teaching and language learning,The relation of linguistics to foreign language teaching,APPLIED LINGUISTIC
2、S: As a mediating area between linguistics and language teaching which interprets the results of linguistic theories and makes them user-friendly to the language teacher and learnerLinguistics is beneficial to language teaching in two aspects:Firstly, applied linguistics extends theoretical linguist
3、ics in the direction of language learning and teaching, so that the teacher is enabled to make better decisions on the goal and content of the teaching. Secondly, applied linguistics states the insights and implications that linguistic theories have on the language teaching methodology. Once the goa
4、l and content of the teaching are settled, the teacher has to consider questions of how to teach.,Various linguistic views and their significance in language learning and teaching,1. Traditional grammar A pre-20th century language description which is based on earlier grammars of Greek or Latin Lays
5、 emphasis on correctness, literary excellence, the use of Latin models, and the priority of the written language Textbooks take prominent writers of the previous centuries as language models Favor the past “purest” language form Prefer the written language,Concentrate on detailed points instead of t
6、he construction of the whole text Students learn to know many taboos. Involves the presentation of numerous definitions, rules and explanations. Adopts a teacher-centered grammar-translation method,2. Structuralist linguistics See language as systems or structures. Sets out to describe the current s
7、poken language which people use in communication. Provides description of phonological systems which aids the systematic teaching of pronunciation. The focus is still on the grammatical structures of a language. Teaching materials are arranged on a basis of underlying grammatical patterns and struct
8、ures, and ordered in a way supposed to be suitable for teaching. One learns a language by the behaviouristic view that one learns a language by building up habits on the basis of stimulus-response chains. Teaching method: a pattern drill technique which aims at the learners automatisms for language
9、forms,3. Transformational-generative linguistics See language as a system of innate rules. A native speaker possess a kind of linguistic competence. The child is born with knowledge of some linguistic universals. Language learning is not a matter of habit formation, but an activity of building and t
10、esting hypothesis. It offers useful ideas for language teaching. Its influence remains limited in the field of language education. Chomsky claimed that language teaching and learning is not his concern.,4. Functional linguistics Sees language as an instrument used to perform various functions in soc
11、ial interaction. Language learning is learning to mean. One has to master a set of language functions which have direct relation to sentence forms. It leads to the development of notion/function-based syllabuses.,5. The theory of communicative competence COMPETENCE: the grammatical knowledge of the
12、ideal language user and has nothing to do with the actual use of language in concrete situations COMMUNICATIVE COMPETENCE: Proposed by Hymes(1971) POSSIBILITY, FEASIBILITY, APPROPRIATENESS, PERFORMANCE The aim of language learning is the ability to perform a repertoire of speech acts so as to take p
13、art in speech events. Stress the context in which an utterance occurs.,Syllabus design,1. What is syllabus? The planning of a course of instruction Curriculum: all the learning goals, objectives, contents, processes, resources and means of evaluation planned for students both in and out of school 2.
14、 Major factors in syllabus design (1) Selecting participants Specify the characteristics of the learner and select individuals who match those specifications. (2) Process To consider several questions,(3) Evaluation Whether and to what degree the learners have reached the teaching objectives 3. Type
15、s of syllabus (1) Structural syllabus Structuralist linguistics A grammar oriented syllabus based on a selection of language items and structures Dominates some language programmes Concerns only the grammatical forms and the meaning of individual words,(2) Situational syllabus Language is used for c
16、ommunication. Specifying the situations in which the target language is used Based on situations Still teacher-centered, but more participation on the learners part (3) Notional-functional syllabus Proposed by D. Wilkins and J. A. van Ek Hallidays functional grammar and Hymes theory of communicative
17、 competence Notion-the meaning one wants to convey Function-what one can do with the language,The learner wants to acquire first is the knowledge of language structures, and second the ability of using them in different situations to express ideas. Stresses the abstract language form to its use in real situations. Culture specific The learners motivation is highly stimulated. Problems: (4) Communicative syllabus Aims at the learners communicative competence. Teaches the language needed to express and understand different kinds of functions, and emphasizes the process of communication.,
