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1Unit1LanguageandLanguageLearning语言和语言学习1.Viewsonlanguage有关语言的观点Differentviewsonlanguagegeneratedifferentteachingmethodologies.(P2)不同的语言观产生不同的教学方法。Threedifferentviewsoflanguage:三种不同观点的语言:(1).Structuralview:languageasasystemmadeupofvarioussubsystems:thesoundsystem(phonology);thediscreteunitsofmeaning(morphology);thesystemofcombiningunitsofmeaningforcommunication(syntax)(p3)afinitenumberofsuchstructuralitems有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)(2).Functionalview:Languageisnotonlyalinguisticsystembutalsoameansfordoingthings.功能观:语言不仅是一种语言系统,但也做事情的一种方式。(3).Interactionalview:languageasacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.(p3)交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。2.Viewsonlanguagelearningandlearningingeneral语言学习观和学习两类理论：Process-orientedtheoriesandCondition-orientedtheories(1).Behaviouristtheory:(p5)行为主义学习理论面向流程理论和条件理论behaviouralpsychologistSkinner;行为心理学家斯金纳WatsonandRaynor’stheoryofconditioning;stimulus,response,andreinforcement;theaudio-lingualmethod;thelanguageislearnedbyconstantrepetitionandreinforcementoftheteacher沃森和雷诺的调节理论,刺激响应,和强化;听说教学法;语言是不断的重复和强化学习的老师(2).Cognitivetheory:studentsareaskedtothinkratherthansimplyrepeat;(p5)NoamChomsky;乔姆斯基认知学习理论:要求学生想而不是简单的重复;languageisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem;thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheseaninfinitenumberofsentencescanbeproduced.有数量有限的语法规则系统和知识的这些可以生成无限的句子语言是一个复杂的基于规则的系统语言习得和一个大的部分是这个系统的学习;乔姆斯基认知语言学Transformational-Generative(T-G)Grammer转换生成语法(3).Constructivisttheory:(P6)Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknow;建构主义学习理论:学习是一个过程,学习者建构意义基于自己的经历和已经知道什么;applicabletolearningingeneral;适用于一般学习JohnDewey杜威teachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities;教学应构建基于学习者已经知道和学习者参与学习活动tofosterinventive,creative,criticallearner;培养创造力,创造力,关键的学习者(4).Social-constructivisttheory:(P6)社会-建构主义理论Vygotsky;维果斯基emphasizesinteractionandengagementwiththetargetlanguageinasocialcontext;theconceptof‘ZoneofProximalDevelopment’(ZPD)可能发展区/临近发展区andscaffolding鹰架理论;概念和鹰架理论强调互动和社会背景与目标语言接触learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthe2learnerandbetweenlearners.学习是最好的通过教师和学习者之间的动态交互和学习者之间3.qualitiesof(Whatmakes)agoodlanguageteacher(P7)品质好的语言老师ethicdevotion;professionalqualities;personalstyle;professionalcompetence道德奉献职业素质个人风格专业能力4.Developmentofteacher’sprofessionalcompetence教师专业能力的发展Figure1.1(P9):Stage1,Stage2andGoal图1.1(9页):第一阶段、第二阶段和目标Stage1:languagedevelopment阶段1:语言发展Stage2:threesub-stages:learning,practice,reflection方案变动包括:学习实践反思Thelearningstage:1.learningfromothers’experiences;2.learningthereceivedknowledge;3.learningfromone’sownexperiences学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验5.ThemostinfluentiallanguageteachingapproachesinthepasttwodecadesCommunicativeLanguageTeaching(CTL)交际语言教学最具影响力的语言Task-baskedLanguageTeaching(TBLT)任务型语言教学教学方法过去二十年Unit2CommunicativePrinciplesandTask-basedLanguageTeaching交际原则任务型语言教学1.Languageuseinreallifevs.traditionalpedagogy在现实生活中与传统的教育学Thelanguageusedinreallife在现实生活中,语言是用来执行特定的交际功能(inreallife,languageisusedtoperformcertaincommunicativefunctions)Thelanguagelearnedinclassroom在教室里学到的语言Abiggapbetweenthetwo一个很大的差距Maindifferences:(P15)1.traditionalpedagogytendstofocusonformsratherthanfunctions;2.traditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers;3.traditionalpedagogytendstoisolatelanguagefromitscontext.主要差异:1、传统教学往往关注形式而不是功能;2、传统教育学往往集中在一个或两个语言技能而忽略其他人;3、传统教学往往孤立的语言上下文。2.CLT交际语言教学弥合两人之间的差距Tobridgethegapbetweenthetwo目标是发展学生的交际能力ThegoalofCLTistodevelopstudents’communicativecompetence.Fivemaincomponentsofcommunicativecompetence(p17-18)交际能力的五个方面(1).Linguisticcompetence语言能力It’sconcernedwithknowledgeofthelanguage,itinvolvesspelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,andsemantics.语言的知识,它包括拼写,发音,词汇,构词、语法结构、句子结构和语义。(2).Pragmaticcompetence语用能力适当的使用语言的社会环境It’sconcernedwiththeappropriateuseofthelanguageinsocialcontext;Toknowwhentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner.知道何时说话,何时不说,谈论与谁,何时、何地、以何种方式。(3).Discoursecompetence语篇能力Itreferstoone'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.一个人的能力来创建一致的书面文本或对话和理解的能力。Thecohesivemarkersusedinthediscourse.有凝聚力的话语中使用的标记。3Thereferencewordsinthecontext.参考词汇在上下文。有凝聚力的词汇意义Cohesivewordsholdmeaningtogetherinasensibleway.在一个合理的方式。One’sabilitytoinitiate,develop,enter,interrupt,checkorconfirminaconversation.一个启动的能力,开发、进入中断,请检查或确认的谈话。(4).Strategiccompetence策略能力Itissimilartocommunicationstrategies.它类似于沟通策略。Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.它指的是战略雇佣通信故障时由于缺乏资源。Bysearchingforothermeansofexpression,suchasusingasimilarphrase,usinggestures,orusingalongerexplanation.寻找其他的方式表达,如使用类似的短语,Keeptheconversationgoing.保持谈话。使用手势,或使用一个更详细的解释。Getinputfromtheotherend.从另一端获取输入。(5).Fluency流利程度Itmeansone’sabilitytolinkunitsofspeechtogetherwithfluen