1、英语语言学重点知识语言教学设计Lecture 1 Language and LearningUnit 1 Language and LearningMain concerns:Views on languageViews on language learningWhat is a good language teacher, and how can one become such? 1.1 How do we learn language? Task 1 on pp. 1-2How many foreign languages can you speak? Did you find learn
2、ing a foreign language easy? What difficulties did you experience? Why? Which skill did you find more difficult to learn? Did you focus on knowledge or skills? Why? Why did you learn the foreign language(s)? Did you find it interesting to learn the foreign language(s)? What were your most common lea
3、rning activities? Did you like the way you learned the foreign language(s)? Conclusions of the task People learn a foreign language for different reasons;People learn languages in different ways;People have different understandings about language learning; andPeople have different capabilities in la
4、nguage learning. 1.2 Views on language The answer to the question What is language? is the basis for:syllabus design, teaching methods, teaching procedures, and teaching techniques .A definition of language is always, implicitly or explicitly, a definition of human beings in the world. Raymond Willi
5、amsLanguage is a purely human and non-instinctive method of communicating ideas, emotion and desires by means of voluntarily produced symbols. Edward SapirA set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements. Noam ChomskyThe institution where
6、by humans communicate and interact with each otherby means of habitually used oral-auditory arbitrary symbols. R.A. HallDavid Crystal: The systematic, conventional use of sounds, signs, or written symbols in a human society for communication and self-expression. Task 2 (p. 2)What is language? Sample
7、 definitions of “language” (p. 177)Language:is a system/set of symbols;is (primarily) vocal;is arbitrary and conventional;consists of a set of rules (and is rule-governed);is related to culture;is used for human communication or interaction.It can be defined in three ways :it is a finite system of s
8、ound units which are combined according to a certain order (a syntax) in order to form an infinite amount of information; it is an arbitrary system of symbols; a word is arbitrarily linked to an object ;it is a system that lets us express current events as well as real and imaginary ones be they in
9、the past, present or futureThree different viewsof language The structural view, The functional view, The interactional view The structural view The structural view sees language as a linguistic system.The system of language = the system of sounds + the system of words + the system of grammar The st
10、ructural view SystemofLanguage3 sub-systemsThe structural viewThe structural viewThe functional view (The functional-notional view) The functional view sees language as a linguistic system and as a means for doing things. Functions of languagee.g.offering, suggestion, advising, apologizing, etc. To
11、perform functions, rules and vocabulary are needed to express notions. Notions e.g.present time, past time, and future time; certainty and possibility; agent and instrument; relationship between people and objects The interactional viewThe interactional view sees language as a communicative tool (to
12、 build up and maintain relations between people). Two things are needed for communication:Rules of language form (grammar & vocabulary) Rules of language use in a context (Is it appropriate to use this language item in this context?) Views on the nature of language have an impact on the teaching/lea
13、rning method of a person. 1.3 Views on language learning Views on language learning involve two questions:What are the psycholinguistic and cognitive processes of language learning?What are the conditions for the learning processes to be activated? The Process-oriented theories and The Condition-ori
14、ented theoriesThe Process-oriented theoriesThe Process-oriented theories concern how the mind processes new information. e.g. habit formation, induction, making inference, hypothesis testing, generalizationThe Condition-oriented theoriesThe Condition-oriented theories concern the nature of the human
15、 and physical context in which language learning takes place.e.g.number of students, what kind of input learners receive, learning atmosphereThe Behaviourist theory andThe Cognitive theory The Behaviourist theoryWatson an Raynor: a stimulus-response theory of psychologyThe Behaviourist theoryAccordi
16、ng to the theory:Forms of bebaviour such as motions, habits, etc. are seen as elements that can be observed and measured. The Behaviourist theory“You can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforceme
17、nt.” (Harmer. 1983:30) The Behaviourist theoryThe Behaviourist theorySkinner: Language is also a form of behaviour. USA: The Audio-Lingual Method (the “listen-and-repeat” drilling activities). Mistakes were immediately corrected. The Cognitive theoryChomskys question:If all language is a learned beh
18、aviour, how can a child produce a sentence that has never been said by others before? e.g.五岁女孩：“中国队加油！外国队漏油！”(2005.05.05晚上9:30)The impact of Chomskys theory on language teachingOne influential idea is that students should be allowed to create their own sentences based on their understanding of certa
19、in rules.This idea is clearly in opposition to the Audio-Lingual Method.1.4 What is a good language teacher?kind, dynamic, authoritative, speaking clearly, creative, patient, well-informed, hardworking, resourceful (having the ability to find a way round the difficulty), attentive, warm-hearted well
20、-prepared, flexible, intuitive, accurate, enthusiastic, humourous, caring, disciplined, professionally-trained (Parrot. 1993)1.5 How can one become a good language teacher? Teaching: is it a craft, or is it an applied science? If we take teaching as a craft, then we would believe that a novice teach
21、er can learn the profession by imitating the experts techniques, just like an apprentice.If we take teaching as an applied science, then we would believe that knowledge and experimentation are necessary. A compromise between the two views by Wallace (1991) Stage 1: Language trainingStage 2: 3 sub-st
22、ages: 1) learning; 2) practice; 3) reflectionStage 3: Goal (professional competence) What does the double arrow between Stage 1 and Stage 2 mean?In which stage does this course take place? Why are Practice and Reflection connected by a circle? Summary of Unit 1Views on languageThe structural view, t
23、he functional view, and the interactional viewViews on language learningThe Process-oriented theories and the Condition-oriented theoriesThe Behaviourist theory and the Cognitive theoryQualities of a good language teacher Ethic devotion, professional quality, and personal styleThe three stages of be
24、coming a good language teacherEnd of Unit 1Thank you!Communicative Principles and ActivitiesCommunicative Language Teaching (CLT) Framework of this lecture:Language use in real life v.s. traditional pedagogy;Communicative competence;The implementation of language skills;Communicative activities. 2.1
25、 Language use in real life vs. traditional pedagogyThe ultimate goal of foreign language teaching is: to enable the learners to use the foreign language in work or lifeTherefore, we should teach: that part of the language that will be used; in the way that is used in the real world. Gaps between the
26、 use of language in real life and the traditional foreign language teaching pedagogy: (pp. 14-15) In real life: ?The traditional pedagogy: ?The consequence: ? Task 1.In real life: Language is used to perform certain communicative functions. The traditional pedagogy: focuses on forms rather than on f
27、unctions.The consequence: The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations. In real life: We use all skills, including the receptive skills and the productive skills. The traditional pedagogy tends to focus on one or tw
28、o language skills and ignore the others. The consequence: The learners cannot use the language in an integrated way. In real life: Language is always used in a certain context. The traditional pedagogy tends to isolate language from its context. e.g. the passive The consequence:The students are puzz
29、led about how to use the language in a particular context. 2.2 Fostering communicative competenceThe goal of CLT is to develop students communicative competence.Communicative Competence vs. Linguistic CompetenceLinguistic Competence = grammatical knowledge orknowledge about the language form Communi
30、cative Competence = Knowledge & ability for: rules of form/grammar + rules of use Language competence and communicative competence a. Chomskys theory: competence simply means knowledge of the language system: grammatical knowledge in other words b. Hymess theory: “there are “rules of use without whi
31、ch the rules of grammar would be useless”. Besides grammatical rules, language use is governed by rules of use, which ensure that the desired or intended functions are performed and the language used is appropriate to the context. According to Hymes (1979), communicative competence includes four aspects: (pp. 15-16)knowing whether or not something is formally possible (grammaticality: grammatically acceptable); 知道形式上是否可能 know
