英语教学法教程Unit1 Language and Language Learning

Welcome!LanguageandLanguageLearningUnit1I.TheNatureofLanguageWhatislanguage?TextbookP307AppendixLanguageisasystemofarbitraryvocalsymbolsusedforhumancommunication.1.Languageisasystem.2.Languageisarbitrary.3.Languageisvocal.4.Languageisforhumancommunication.参见:刘润清所著《论大学英语教学》Chapter1II.ViewsonlanguageStructuralviewFunctionalviewInteractionalviewTextbookPP3-4Structuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntactics.Tolearnalanguageistolearnitsvocabularyandstructuralrules.(P3)FerdianddeSaussure(1857-1913)Functionalview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.(P3)Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.(P3)Yourviewoflanguagedeterminesyourwayofteaching.AttentionStructuralview–knowledge:vocabularyandgrammar(sentencepatterns)Functionalview–communicativecategories,communicativeability(tobeabletocommunicate)Interactionalview–tocommunicateappropriately(communicativestrategies,culturalawareness,etc.)Whatwillbeyourfocusinteaching?ReflectionPleasereflectonyourmiddleschoolEnglishteachers’classroomteachingandtrytothinkabouthowtheyunderstandthenatureoflanguage.ReferenceBooks:1.Johnson,K.AnIntroductiontoForeignLanguageLearningandTeaching.2000Chapter3.2.束定芳、庄智象的《现代外语教学—理论、实践与方法》PP193-194.3.Richards,J.&Rogers,T.S.ApproachesandMethodsinLanguageTeaching.(《语言教学路子与方法》1986)4.Howatt,A.P.R.AHistoryofEnglishLanguageTeaching.(《英语语言教学史》1984)III.ViewsonLanguageLearningandLearninginGeneralBehavioristTheory(P5)CognitiveTheory(PP5-6)3.1ViewsonLanguageLearningSecondLanguageAcquisition(SLA)3.1.1BehaviorismBehaviorismisanapproachtopsychologythataroseoutoftheideasofearlylearningtheoristswhoattemptedtoexplainalllearningintermsofsomeformofconditioning.IvanPavlov(1849-1936)S-R•AnineteenthcenturyRussianIvanPavlov’sexperimentswithdogsandotheranimalsAresponse(e.g.salivation)generatedbyonestimulus(e.g.food)canbeproducedbyintroducingasecondstimulus(e.g.abell)atthesametime.ThisisknownasS-R(Stimulus-Response)theoryorclassicalconditioning.B.F.Skinner(1904-1990)S-R-R•Amid-twentieth-centuryAmericanB.F.SkinnerresponsereinforcementhabitformationstimulusLanguageisseenasabehaviortobetaught.Asmallpartoftheforeignlanguage,suchasastructuralpattern,ispresentedasastimulus,towhichthelearnersresponds,forexample,byrepetitionorsubstitution.Thisisfollowedbyreinforcementbytheteacher,basedon100percentsuccess.Learningalanguageisseenasacquiringasetofappropriatemechanicalhabits,anderrorsarefrowneduponasreinforcing‘badhabits’.Theroleoftheteacheristodevelopinlearnersgoodlanguagehabits,whichisdonemainlybypatterndrills,memorizationofdialoguesorchoralrepetitionofstructuralpatterns.Audiolingualism听说法Audio-LingualMethod‘Listenandrepeat’drillingactivitiesarethemostimportantclassroomactivities.Mistakesareimmediatelycorrectedandcorrectutterancesareimmediatelypraised.RepetitionDrill:Booksopen.ChorusandGroupRepetition.Askthepupilstorepeatthefollowingstatementsafteryoufirstinchorustheningroups:TEACHER:Lookatthe1stpicture.Thereisaplateonthetable.Alltogether!Lookatthe2ndpicture.Thereissometeainthepot.Alltogether!Theremainingitemsareasfollows:3rd:acupbehindthepot.4th:somecoffeeinthecup.5th:asweetinthepacket.6th:somesugarinthebowl.……Incontrasttobehaviorism,cognitivepsychologyisconcernedwiththewayinwhichthehumanmindthinksandlearns.Cognitivepsychologistsarethereforeinterestedinthementalprocessesthatareinvolvedinlearning.TextbookPP5-63.1.2CognitivetheoryNoamChomsky(1928--)Thinking(creativity)InternalfactorsCognitivismCognitiveviewoflanguageandlearningIfalllanguageislearnedbyimitationandrepetition,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?Languageisarule-basedsystemandwithaknowledgeofthefiniterules(languagecompetence),infinitesentencescanbeproducedInfluenceofcognitivetheoryLearnersshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules(creativity)Inacognitiveapproach,thelearnerisseenasanactiveparticipantinthelearningprocess,usingvariousmentalstrategiesinordertosortoutthesystemofthelanguagetobelearned.Krashen’sFivehypotheses:1.Theacquisition-learningdistinction(Learningandacquisitionareseparateprocesses.)3.1.3SecondLanguageAcquisition(SLA)(seeJohnsonChapter6)Acquisitionreferstothenaturalassimilationoflanguagerulesthroughusinglanguageforcommunication.Theonlyrealdifferenceisintermsoftheenvironmentsinwhichacquisitioniswhathappenswhenyougoandliveinthetarget-languagecountry,whilelearningiswhathappensinclassrooms.Learningreferstotheformalstudyoflanguagerulesandisaconsciousprocess.2.Thenaturalorderhypothesis(自然顺序假说)(ThereisanaturalorderoflanguageacquisitionthatappliestoFLacquisition.)Thenaturalorder,asdefinedbyKrashen,consistsoflisteningtoagreatdealofmeaningfulla