Chapter_11_Linguistics_and_foreign_language_teaching

,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,Chapter 11,Linguistics,and Foreign Language Teaching,1.The,relation,between linguistics,and n,language teaching,APPLIED LINGUISTICS,:As a mediating area between linguistics and language teaching which interprets the results of linguistic theories and makes them user-friendly to the language teacher and learner,Linguistics is beneficial to language teaching in two aspects:,Firstly,applied linguistics extends theoretical linguistics in the direction of language learning and teaching,so that the teacher is enabled to make better decisions on the goal and content of the teaching.,Secondly,applied linguistics states the insights and implications that linguistic theories have on the language teaching methodology.Once the goal and content of the teaching are settled,the teacher has to consider questions of how to teach.,2.Linguistics and language learning,Many language learning theories are,proposed based on certain linguistic theories.,In fact,knowledge in linguistics lies at,the root of understanding what language,learners can learn,how they actually,learn and what they learn ultimately.,As Ellis(1994)points out,“whereas much of the earlier second language acquisition work focused on the linguistic and,in particular,the grammatical-properties of learner language and was psycholinguistic in orientation,later work has also attended to the pragmatic aspects of learner language and,increasingly,has adopted a sociolinguistic perspective.,Prof Rod Ellis MA(Leeds),MEd,(,Brist,),PhD(,Lond,),Professor,Associate Dean(Research),Department,Applied Language Studies and Linguistics,Research Interests,Second language acquisition.,Email,r.ellisauckland.ac.nz,Professor Ellis,a renowned linguist,received his Doctorate from the University of London and his Master of Education from the University of Bristol.A former professor at Temple University both in Japan and the US.Prof.Ellis has taught in numerous positions in England,Japan,the US,Zambia and New Zealand.Dr.Ellis,who is known as the,Father of Second Language Acquisition,has served as,the Director of the Institute of Language Teaching and Learning at the University of Auckland,.,Although certain language learners(e.g.,advanced learners and students majoring a foreign language)certainly benefit from a knowledge of linguistics,it is not sensible to recommend the majority of language learners to study linguistics while they are still struggling with the task of learning the language itself.,2.1 Grammar and language learning,Do we teach grammar?,How do we teach grammar?,As a compromise between the“purely form-focused approaches”and the“purely meaning-focused”approaches,a recent movement called FOCUS ON FORM seems to take a more balanced view on the role of grammar in language leaning,Focus on Form,Although language learning should generally be meaning-focused and communication-oriented,it is still necessary and beneficial to focus on form occasionally.,Focus on form often consists of an occasional shift of attention to linguistic code featuresby the teacher and/or one or more studentstriggered by perceived problems with comprehension or production.,Universal Grammar,Two variables concerning the amenability of language elements to focus on form are the relevance of Universal Grammar(UG)and the complexity of language structures.,According to the advocates of focus on form,if an L2 structure is part of UG,the amenability is high;otherwise,the amenability is low.,The problem is that no one knows for sure what exactly is part of UG.It is here that the study of linguistics comes into play.,The study of UG,which is often considered as the theory for the sake of theory,is now needed in language learning research in the most practical sense.,The study of UG has attracted considerable attention from many second language acquisition researchers because knowledge of linguistic universals may help to shape L2 acquisition in a number of ways.,For example,it can provide explanations for developmental sequences and language transfer.,Structural complexity,It can be assumed that less complex structures have higher amenability,but complexity is hard to define.,Formally simple structures can be functionally complex and formally complex items are not necessarily functionally complex.,Again we resort to linguistics in order to have a better understanding of the complexity of language structures.,Grammar-based teaching,Grammar-translation method,Audiolingual method,Situational language teaching,2.2 Input and,language learning,Language learning can take place when the learner has enough access to input in the target language.,Written or spoken input,Question:,What kind of input should be provided for language learners?,1.Meaning-oriented language instruction:provide,authentic input,2.,Comprehensible input,可理解性输入,Krashens,INPUT HYPOTHESIS,输入假说,:Learners acquire language as a result of comprehending input addressed to them.,The concept of,“,i,+1”principle,:The