Theories on English Teaching

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Theories on English Teaching 英语教学理论,1,2011年下半年四次导学课的上课时间和上课地址,上课时间：,9月4日,10月16日,10月30日,12月4日 （四次课均在星期天）,上午10:1012:10,上课地址（“网梯”）：,2,2011,年下半年第三个月学习计划,11月30日以前,学习安排：,学习主题：,何广铿主编的英语教学法教程：理论与实践（第四章：外语教学的理论基础）,要做的事情：,1. 登录“网梯”听第三次导学课（10月30日，星期天， 上午10:0012:00），或补听导学课（“网梯”地址：） 。,2.学习英语教学法教程：理论与实践的第四章的4.1-4.2。,3.观看网上教学录像（在工作室的“课件浏览”栏）的第六讲、第七讲、第八讲和第九讲,（重点观看内容与第四章4.1-4.2相关的录像）,。,4. 做第四章的“自测题”。,5. 上交网上作业。（截止日期：,2011-12-05,）,3,导学课的听课和补听,地址：,登录方法：,点击“房间名称”下面的“英语教学理论”右侧“录音回放下方的耳机图标，,在新打开的窗口中的“知识点列表”栏中选“2011下半年”，即可看到本学期四次导学课的列表。,点击左侧的文件名即可进入听课。,4,第三次导学课,导学内容,第四章外语教学的理论基础（1）,5,第四章学习要点（1）,语言本质理论,语言学习理论,外语教学的理论基础,1.,结构主义,理论,2.,功能派,语言观,1.,行为主义,理论,2.,心灵主义,理论,3.,语言输出,假设,4.,错误分析,和,中介语,理论,6,第二语言学习模式,1. 技能学习模式,2. 互动模式,3. 第二语言阅读模式,4. 聆听信息处理模式,教育相关学科理论,教育经济学（,非重点）,课程理论,（重点学习：课程的主要组成部分）,第四章学习要点（2）,强烈建议：,在学习中，把学习要点一步一步地细化。,7,4. 1 语言本质理论,语言学是外语教学法的一门,相关学科（Source Discipline）,。,不论是对语言从其本身结构的研究，还是从其社会属性方面的探讨，都有助于我们更好地理解语言。,对语言本质的研究为语言教学（英语教学）在教学内容、教学材料安排、教学大纲的设计等方面都能提供“启示”,（implications）,。,8,4.1.1 Linguistic theories of Structuralism,（pp. 69-73),4.1.1.1 Structuralism in USA,(pp. 70-1),Language was viewed as,a coded system,consisting of structurally related elements (phonemes, morphemes, words, structures and sentence patterns),9,Systems,Syntax,Morphology,Phonology,Descriptions,Classifications of words; phrase analysis; Immediate Constituent analysis; sentence patterns,Morphemes, Allomorphs, Free Morphemes, Bound Morphemes etc.,Phonemes, Allophones, & rules of phoneme grouping,10,Language is,speech, not writing,.,A language is,what its native speakers say,not someone thinks they ought to say.,11,Contrastive Analysis,(CA),R. Lado,:,Linguistics Across Cultures,(1957):Lado holds that the,principal barrier,to second language acquisition is the,interference,of the mother tongue.,12,According to Lado,:,When the structure of the target language is different from that of the mother tongue, difficulties and errors will occur.,When the structure of the target language is the same with that of the native language, no difficulty will occur. In this case,exposure to the target language will be effective,in language learning.,13,According to Lado,:,Second,language learning,basically involves the,overcoming of the differences between the native and target languages,.,Contrastive Analysis,would enable the linguist,to predict the difficulties,which a learner would encounter.,14,Other researchers found that interference of the mother tongue is not the only cause of errors.,They found that some errors predicted in,CA,do not occur, whereas some errors took place that had not been predicted in CA.,This leads to the coming of,Error Analysis,.,15,4.1.1.2 Structuralism in Britain,(pp. 71-3),H. Palmer,A. S. Hornby:,Guide to Patterns and Usage in English:,Sentence patterns: V: 25, N: 6, Adj.: 3Sentence patterns can be transformed.,16,Hornby: Sentence patterns can be transformed.,Examples :,Most people considered him (to be) innocent.,Most people considered that he was innocent.,The flowers cost (me) fifty pence.,The flowers are fifty pence.,Another attempt to climb the mountain was made in the following year.,They attempted to climb the mountain in the following year.,To deceive John is easy.,Its easy to deceive John.,17,美国的“听说法”和英国的“情境法”,两者都受“结构主义”的影响。,美国：受,对比分析,的影响。,英国：强调语言,结构,和使用,情境。,18,Britain,. Malinowski: Context of Situation,J. R. Firth: “,语景”的三个特点：,(,),参与者有关特点（参与者的语言和非语言行为）；,(,),相关目的；,(,),语言行为的效果。,M. Halliday: substance, form, context,本页内容为新板书的新增内容。,19,Chomskys linguistic theories,Language is,rule-governed generative,behavior,.,Language has a biological foundation:,Language Acquisition Device,(,LAD,),Surface Structure and Deep Structure,(form and meaning),Universal Grammar,(,UG, principles and parameters),20,The Functional view,Halliday: Seven functions that language performs:,21,1.,The instrumental function,:,using language to get things; （工具功能）,2.,The regulatory function,:,using language. to control the behavior of others; （规章功能）,3.,The interactional function,:,using language to create interaction with others;（相互关系功能）,4.,The personal function,:,using language to express personal feelings and meanings;（个人功能）,22,5.,The heuristic function,:,using language to learn and to discover;（启发功能,）,6.,The imaginative function,:,using language to create a world of the imagination; （想象功能）,7.,The representational function,: using language to communicate information.（描述功能）,23,Hymes:,Communicative Competence,Hymes views,Communicative Competence,as different from Chomskys,Linguistic Competence, the latter not taking into account the appropriate use of language in society.,In Hymes view, a person who acquires communicative competence acquires,both knowledge and ability,for language use with respect to the following:,24,whether (and to what degree) something is,formally possible,;,（,语言,形式上的可能性,）,whether (and to what degree) something is,feasible,in virtue of the means of implementation available;,（,语言的,可行性,）,whether (and to what degree) something is,appropriate,(adequate, happy, successful) in relation to a context in which it is used and evaluated;,（,语言的,得体性,）,whether (and to what degree) something is,in fact done, actually performed,and,what its doing entails,.,（,话语,是否真的说出来,话语条件,）,25,Is it,formally possible,?,I want go home.,I want to go home.,鱼吃我。,我吃鱼。,*明我吃鱼天。,明天我吃鱼。,？我吃鱼明天。,26,Is it,feasible,to say this?,The mouse the cat the dog the man the woman married beat chased ate had a white tail.,昨天我见到了我的同学的爸爸的舅妈的侄子的邻居的叔叔的同事的朋友的领导。,Americans eat their children.,27,Is it,appropriate,to say this?,Clerk to boss:,Do you understand?,Teacher in classroom:,Does it make sense?,Secretary to boss:,World you mind closing the door?,Or:,The cold wind is blowing in from outside,.,儿子对母亲：,孩子他奶奶，这碗汤是孝敬您的。,省长夫人对丈夫：,孩子他爹，你过来看。,(在家里？在公众场合？),28,Will the secretary say this under this circumstance?,The secretary knows that her boss is sad today.,Secretary to boss:,World you mind closing the door?,Or:,The cold wind is blowing in from,outside.,29,4.1.2.3 Canale and Swain:,four dimensions,of Communicative Competence,Grammatical Competence,Sociolinguistic Competence,(social status, verbal functions),Discourse Competence,Strategic Competence,30,Grammatical Competence,(,类似Hymes所说的,whether something is,formally possible,),31,Sociolinguistic Competence,(social status, verbal functions),(,类似Hymes所说的,whether something is,appropriate,),32,Discourse Competence,Different meanings in different contexts of discourse,e.g. “他答应来吃饭” in different contexts：,- 以言述事（如：叙述事实）,- 以言做事（如：作出许诺）,- 以言成事（如：使人高兴）,33,Strategic Competence,How to open a conversation;,How to end a conversation;,How to change the topic in a conversation;,etc.,34,言语,有控制别人行为的作用（如：“,To you.now up,abit,.”,要求别人把某物抬高一点），,有影响别人思想的作用（如在演讲时），,也有表达信息和情感的功能（如：“,hat a lovely day,！”以表对天气的赞赏）。,本页内容为新板书的新增内容。,35,4.1.2.4 J. Austin,Constatives 叙述句,Performatives行为句,e.g.,I do.（用于结婚仪式过程中）,I name the ship Elizabeth.（用于命名仪式中）,I give and bequeath my watch to my brother.（用于遗嘱中）,I bet you six pence it will rain tomorrow.（用于打赌）,行为句是可以通过多种形式出现的。,本页内容为新板书的新增内容。,36,“Im thirsty.”,Locutionary act 以言述事,Illocutionary act 以言做事,Perlocutionary act 以言成事,本页内容为新板书的新增内容。,37,Austin：语言行为句,受约句（Commissive）,陈述句（Declarative）,指令句（Directive）,表情句（Expressive）,表述句（Representive）,本页内容为新板书的新增内容。,38,言语行为理论对语言教学的影响,意念大纲(Notional Syllabuses)的诞生与言语行为理论有着密切的关系。,在语言教学和大纲设计中，言语行为经常被称为“功能”或“语言功能”,本页内容为新板书的新增内容。,39,4. 2 语言学习理论,外语学习理论可分为两部分：,探讨,外语学习普遍性和规律性,的研究,探讨不同类型,学习者学习特殊性和规律性,的研究,40,4.2.1 Behaviorism,(in 1920s),J. B. Watson,:,Objective methods,of studying,behavior that can be observed,- an external study of the,Stimulus-Response,process of the creatural behavior,L. Bloomfield,(a major American structuralist):,Language,41,Jill feels,hungry.,Jill:,Im hungry,.,Jack picks an,apple for Jill.,S ,r s, R,Language Behavior,42,B. F. Skinner,:,Verbal Behavior,(1957),Verbal behavior is operative behavior that is acquired through,reinforcement,.,Without reinforcement, language cannot be learned.,Repetition of responses,is important.,43,Behaviorist model of learning:,Stimulus,Organism,Response Behavior,Reinforcement,(behavior likely to occur again,and become a habit),No Reinforcement,(behavior not likely to occur again ),44,行为主义的弊病,正如乔姆斯基在评斯金纳著“言语行为”指出的那样，,行为主义把研究动物所获得的结论，无保留地运用到复杂的人类行为的研究，作出粗略和肤浅的见解，它强调环境因素和外部因素是决定有机体行为的最重要因素，必然要忽视人在言语行为中的主动作用和独立作用（彭聃龄1991）。,它不能解释为什么一个四五岁的孩子就能掌握某一种结构复杂的语言。乔氏提出了自己的理性主义的观点。,本页内容为新板书的新增内容。,45,4.2.2 心灵主义（Innatism）,乔姆斯基是心灵主义习得理论的代表人物之一。,乔氏提出心灵主义的习得理论目的是要解释儿童母语的习得问题。,乔氏认为任何发育正常的儿童能在短短几年内获得母语使用能力，这个事实行为主义学习理论解释不了。,在母语学习过程中，儿童接触到的语言输入是有限的，而这些语言往往又是结构较简单的所谓成年人用以与小孩沟通的母亲语（Motherese）。,按理儿童是不可能根据他们听到的数量有限的句子，通过归纳、推理和抽象概括而习得母语语法和学习到母语使用的。为要解释母语习得，乔氏提出了他的,普遍语法,假设（郭杰克1997）。,本页内容为新板书的新增内容。,46,4.2.2.1 普遍语法（,U,niversal,G,rammar,）,LAD (Language Acquisition Device),UG,按乔氏理论，外部环境和语言输入只有“激活”语言习得机制的作用。,语言输入进入人脑就创立了一种,语言知识,，这种语言知识包括“,原则,”(principles)、“,参数,” (parameters)和“,词汇,”(lexicon),（Cook 2000）,。,语言输入 普遍语法 特定语言的语法,本页内容为新板书的新增内容。,47,普遍语法（）的作用,心灵主义习得理论强调的是,人脑中的内在因素,，而不是习得的外部环境和语言输入。,对于普遍语法是否在第二语言习得过程中起作用的问题，学者们有三种不同的观点:,普遍语法,直接起作用,的假设 ，,普遍语法,间接起作用,的假设,普遍语法,不起作用,的假设,（郭杰克1997；Cook 2000）,本页内容为新板书的新增内容。,48,4.2.2.2 Krashens Monitor Model,（pp. 81-5),5 hypotheses:,1. The,Acquisition-Learning,(Distinction) Hypothesis,2. The,Natural Order,Hypothesis,3. The,Input,Hypothesis ( The,i+1,theory),4. The,Affective Filter,Hypothesis,5. The,Monitor,Hypothesis,49,Comprehensible,Adequate,i + 1,level,Input,LAD,Output,Competence,Affective Filter,SAM,:,Self-confidence Anxiety Motivation,Monitor,Time,Focus on form,Knowledge of rules,1. The,Acquisition-Learning,(Distinction) Hypothesis,2. The,Natural Order,Hypothesis,50,监察模式与外语教学,按照克拉申的外语教学理论，外语教学时应该,尽量向学生提供可理解的语言输入,，为学生习得语言创造一个有利的环境。,教师应使用一切手段来增加语言输入的,可理解性,。如教师可采用直观教具（如实物、图片、电影等）来辅助教学，也可以按学生水平，使用不同的词汇和语言结构来教学。,再者教师应创造一个,轻松愉快、自由自在的学习气氛,，只有这样，语言输入才能更有效地为大脑吸收。因此；,不要加压力,于学生，在学生不会回答问题时或还未有能力作答时，不要强迫他们作答。,在学习的最初阶段，可使用“,全身反应法,”来教学，这样可以减少学生的忧虑和避免对犯错误害怕的心理。,与此同时，,语言输入应是有趣的,，学生应在教学中参与有意义的交际活动，而不是句法形式的训练，这样才能更好地调动学生学习的积极性，提高学习的效率。,由于习得依赖可理解的输入，因此，课堂的活动应该集中在听和阅读两个方面的训练，说的能力应让其自然产生。,51,Krashens Monitor Model theories are controversial.,（Four points on pp. 84）,52,4.2.3 Merril Swains,Out-put Hypothesis,Input,LAD,Output,Competence,斯温纳在加拿大进行的,浸泡(immersion),实验表明：尽管她的学生通过几年浸泡，获得的语言输入不是有限的，但他们并没获得如本族语者那种语言的产生（Productive）能力。她认为，造成这样的原因不是学生获得的语言输入有限，而是他们的,语言输出活动不足,。她认为输出在第二语言习得中有着显著的作用（A More Prominent Role）。,53,Functions of output,The noticing/triggering function,(Noticing could trigger the cognitive process)提供,对语言形式注意,的机会的功能,The hypothesis-testing function,(trying out new language forms and structures in interlanguage)提供,检验自己假设,的机会的功能,The metalinguistic function/consciousness reflection,(the reflective role, using language to talk about language, enabling to control and internalize linguistic knowledge)提供,有意识反思,的机会的功能,54,斯温纳要论证的是上述三个功能。,斯温纳认为当学习者进行“产生语言”活动时，他们可能会碰到一些语言方面的问题，这些问题会,使他们注意到某一个他们不懂或只懂得部分的语言项目,。,这样学习者会注意到他们所需表达的,意思和,他们能用,语言形式,来表达该意思的差距。,这种对语言形式的注意能帮助他们,习得某一语言形式,，因为这种对语言形式的注意会,激活他们的认知活动,（Trigger Cognitive Processes），而这种认知活动有助于学习者已存知识的巩固和新知识的学习。,55,Implication,of the,Out-put,Hypothesis to FLT,Output helps improve fluency, enables the learner to realize his/her errors, and provides him/her with opportunities to test his/her hypotheses.,56,语言输出活动,“人教版”高中英语的活动的设计和安排：,角色扮演,小组讨论,就一话题发表意见,优质课的活动设计：,复述,辩论,讨论（小组、结对）,王初明等： （2000）,“写长作文”,57,4.2.4 错误分析和中介语,(pp. 87-8),P. Corder and J. Richards,:,Negative Transfer,(,负迁移 。,Interference干扰),Rule-internalization,（规则内在化）,Interlanguage,(中介语，过渡语，中继语）,58,P. Corder,:,Three types of errors,Pre-Systematic Errors,e.g.: borrowing of known patterns,Systematic Errors,e.g.:,goed, comed,after learning the “ed” rule,Post-Systematic Error,e.g.: a slip of the tongue (口误),59,J. Richards,:,Three causes of errors:,Interference,of the mother tongue;,Overgeneralization,or incomplete application of rules;,Problems in,instructions or materials,60,Solutions to errors,To Pre-Systematic Errors:,Provide,positive input,.,To Systematic Errors:,Provide,explanation,.,To Post-Systematic Error:,Provide,more opportunities,to use the target language.,61,See you next time!,请同学们务必完成本月的学习任务。,请经常访问“工作室”。,62,