胡壮麟-语言学教程修订版-课堂笔记和讲义精选Chapter--(11)

中华英语学习网官方总站：圣才学习网官方总站：圣才学习网’masteryoflanguage.3.Appliedlinguisticsservestoreconcileandcombinelinguisticsandforeignlanguageteaching.(1)Appliedlinguisticsextendstheoreticallinguisticsinthedirectionoflanguagelearningandteaching,sothattheteacherisenabledtomakebetterdecisionsonthegoalandcontentoftheteaching.(2)Appliedlinguisticsstatestheinsightsandimplicationsthatlinguistictheorieshaveonthelanguageteachingmethodology.11.2Variouslinguisticviewsandtheirsignificanceinlanguagelearningandteaching11.2.1TraditionalgrammarTraditionalgrammar,asapre-20thcenturylanguagedescriptionandapre-linguisticproductofresearch,wasbaseduponearliergrammarsofLatinorGreek,andlaidemphasisoncorrectness,literaryexcellence,theuseofLatinmodels,andthepriorityofwrittenlanguage.Prescriptionwasitskeytone.11.2.2StructuralistlinguisticsModernlinguistics,inspiteoftheoreticaldiversities,isprimarilydescriptive.Structuralistlinguisticsdescribeslinguisticsfeaturesintermsofstructuresandsystems.Itdescribesthecurrentspokenlanguage,whichpeopleuseindailycommunication.Itsfocus,however,isstillongrammaticalstructures.11.2.3Transformational-generative(TG)linguisticsTGgrammarseeslanguageasasystemofinnaterules.Anativespeakerpossessesalinguisticcompetence,oralanguageacquisitiondevice.AlthoughChomskydoesnotintendtomakehismodelarepresentationofperformance,i.e.,thelanguageactuallyusedincommunication,appliedlinguisticsfindTGgrammarusefulincertainaspects.Butbecauseitisaformalandabstractgrammar,itremainslimitedinlanguageteaching.11.2.4FunctionallinguisticsTakingasemantic-sociolinguisticapproach,M.A.K.Halliday’ssystemic-functionallinguisticsseeslanguageasaninstrumentusedtoperformvarious中华英语学习网官方总站：圣才学习网官方总站：圣才学习网(1971)proposescommunicativecompetence,whichhasfourcomponents:1.Possibility–theabilitytoproducegrammaticalsentences;2.Feasibility–theabilitytoproducesentenceswhichcanbedecodedbythehumanbrain;3.Appropriateness–theabilitytousecorrectformsoflanguageinaspecificsocio-culturalcontext;4.Performance–thefactthattheutteranceiscompleted.Whatistheroleofgrammarinlanguageteaching?Currently,thegeneralconsensusisthatalthoughlanguagelearningshouldbemeaning-focusedandcommunication-oriented,itisstillnecessaryandbeneficialforlanguagelearnerstopayacertaindegreeofattentiontothestudyofgrammar.Researchinsecondlanguageacquisitionhasindicatedthatgrammarhasitsduevalueintheprocessoflanguagelearning.Thestudyofgrammarfacilitatestheinternalizationofthestructuresofthetargetlanguage.Theproblemsunsolvedarewhatgrammarorwhataspectsofgrammarlearnersshouldlearnandhowtheycanlearnthem.11.3Syllabusdesign11.3.1Whatissyllabus?Syllabusistheplanningofacourseofinstruction.Itisadescriptionofthecoursecontent,teachingproceduresandlearningexperiences.11.3.2Majorfactorsinsyllabusdesign1.Selectingparticipants2.Process3.Evaluation11.3.3Typesofsyllabus1.Structuralsyllabus:Influencedbystructuralistlinguistics,thestructuralsyllabusisagrammar-orientedsyllabusbasedonaselectionoflanguageitemsandstructures.Thevocabularyandgrammaticalrulesincludedintheteachingmaterialsarecarefullyorderedaccordingtofactorssuchasfrequency,complexityandusefulness.Themajordrawbackofsuchasyllabusisthatitconcentratesonlyonthegrammaticalformsandthemeaningof中华英语学习网官方总站：圣才学习网官方总站：圣才学习网:Thesituationalsyllabusdoesnothaveastronglinguisticbasis,yetitcanbeassumedthatthesituationalistsaccepttheviewthatlanguageisusedforcommunication.Theaimofthissyllabusisspecifyingthesituationsinwhichthetargetlanguageisused.Theselectionandorganizationoflanguageitemsarebasedonsituations.Becauseit