focus-on-meaning-&-Focus-on-form

LOGOfocusonmeaning&FocusonformGroupmembers:王增华李高昂刘念&FocusonformsCompanyLogoContentsDefinitions1Representatives2FonF&FonMinlanguageteachingpedagogy3FonF&FonMinclassroomteaching45ComparisonbetweenFonFs&FonM&FonF6conclusionCompanyLogoFocusonmeaning(FonM)FonMinstructionadvocatesthatL2islearnedbyexposinglearnerstothetargetlanguagethroughcommunicationratherthanformalclassroomteaching.AccordingtoCorder(1967),SLAtakesplaceincidentallyorimplicitlytoadolescentsandadultsfromexposuretosufficientcomprehensibleinputlikeitdoestochildrenwholearntheirfirstlanguagenaturallyandsuccessfully.CompanyLogoFocusonform(FonF)Focusonform(FonF)isanapproachtolanguageeducationinwhichlearnersaremadeawareofthegrammaticalformoflanguagefeaturesthattheyarealreadyabletousecommunicatively.Itiscontrastedwithfocusonmeaning,whichislimitedtofocusonmeaningwithnoattentionpaidtoformatall.CompanyLogoFocusonforms(FonFs)Focusonformsisanapproachthatpartsofthelanguagearetaughtseparatelyandstepbystepsothatacquisitionisaprocessofgragualaccumulationofpartsuntilthewholestructureoflanguagehasbeenbuilt.(Wilkins1976:2)CompanyLogoCompanyLogo2.RepresentativefiguresCompanyLogoMichaelLongMichaelLongisaprofessorofSecondLanguageAcquisitionoftheUniversityofMaryland.Longintroducedtheconceptoffocusonform,whichentailsbringinglinguisticelements(e.g.,vocabulary,grammaticalstructures,collocations)tostudents’attentionwithinthelargercontextofameaning-basedlessoninordertoanticipateorcorrectproblemsincomprehensionorproductionofthetargetlanguage.Longcontrastedthisapproachwiththeoldermethodoffocusonforms.LongisalsousuallycreditedforintroducingtheInteractionHypothesis,atheoryofsecondlanguageacquisitionwhichplacesimportanceonface-to-faceinteraction.CompanyLogotheInteractionHypothesis互动理论•Focusonform的理论基础部分来自Long的“互动假说”(1981,1983)。这一假说认为第二语言习得是学习者与其他讲话人——特别是语言水平比自己高的人——互动的结果。这种互动中最重要的是“意义协商”,通过意义协商,即使输入中含有学习者不认识的单词、没掌握的语法结构,它们也会变得易于理解;同时这种互动还可以诱导对话人对学习者表达中的错误做出负面反馈,这种反馈可以帮助学习者意识到输入与输出间的差距,引导他们注意这些引发问题的语言形式。•Long认为第二语言教学应对语言形式有一定的注意,但这种注意应融合在以交际意义为中心的活动中(1991)。CompanyLogoLong’sFonFviewAccordingtoLong,FonMpositsthatexposuretorichinputandmeaningfuluseoftheL2canleadtoincidentalacquisitionoftheL2system.FonFsInstructionthatexpectslearnerstofocusonformsinisolationassumesthatL2formscanandneedtobetaughtonebyoneinasequenceaccordingtolinguisticcomplexity.Finally,FonFinstructionthatseekstomakelearnersfocusonformsintegratedinmeaninginthecontextofmeaningfulcommunication,drawslearner’sattentiontoformalpropertiesofalinguisticfeaturewhichappearstocausetroubleonthatoccasion,islearnablegiventhelearner’sinternaldevelopmentstate,andislikelytobeusefulinfuturecommunication.CompanyLogoLeonardBloomfield•HisinfluentialtextbookLanguage,publishedin1933,presentedacomprehensivedescriptionofAmericanstructurallinguistics.•Bloomfield'sapproachtolinguisticswascharacterizedbyitsemphasisonthescientificbasisoflinguistics,adherencetobehaviorismespeciallyinhislaterwork,andemphasisonformalproceduresfortheanalysisoflinguisticdata.•LeonardBloomfield(April1,1887–April18,1949)wasanAmericanlinguistwholedthedevelopmentofstructurallinguisticsintheUnitedStatesduringthe1930sandthe1940s.CompanyLogo布氏“意义观”布氏“意义观”意义离不开形式语境对语言形式的意义制约作用意义的复杂性、多层次性CompanyLogo意义的复杂性和多层次性在他的《语言论》中，布强调的“意义”内涵是复杂的，多层次性的：首先，布氏的“意义”指他在书中直接定义的“说话人在发出语言形式时所处的情景和这个形式在听话人那所引起的反应”。其次布氏的意义有时候指的是传统语义学中的词汇意义，他认为词汇变化是变化多端的，布将词汇的意义分为“一个是正常的意义（中心意义），另外一些是边缘的意义（转移的或隐喻的）”，（1985：p179）。（OldSmithisafox）。此外他所谓的广义意义和狭义意义，内涵意义和外延意义等，都是指的词汇意义。再次，布氏的意义还指的是语法意义。他提出“”一个语音形式加上他的意义就构成语言形式，结构形式加上他的意义就构成语法形式（1985：P201）另外，需要指出的是布氏的意义除了词汇和语法意义之外，有时还指句子层面分析的句法意义。CompanyLogo语境对语言形式的意义制约作用CompanyLogo意义离不开形式布提出的语言形式是指词汇形式与语法形式。即使我们能够知道词汇的意义，但是在在整个语句中，我们可能仍然不能完全说明语句的意义。例如“John、poor、ran、way、a”这五个语素组成“PoorJohnranaway”，这五个语素本身并不能完全说明这段话的意义，这短话的意义还包含在语素的先后次序，即配列关系中。于是，布龙菲尔德提出了语法形式与配列关系的概念。每一种语言都用形式的配列意义来表示部分意义，在每一种语言里各种形式的有意义的配列，构成了这种语言的语法，在布龙菲尔德看来，语言研究的对象是语法形式及其配列关系。CompanyLogo3.FonF&FonM&FonFsinlanguageteachingpedagogyCompanyLogo4.FonM&FonFinclassroomteachingFonMAccuracytimeAuthenticcontextFonFaninstructionwhichadoptsanintegrationofformsandmeaningcanmakethespokenEnglishlearningmoreeffectivethanFonMwhichstressesonlythemeaningalone.SpokenEnglishTeachingCompanyLogoVocabularyteachingCompanyLogo5.ComparisonbetweenFonFS&FonM&FonF•Partsoflanguagearetaughtseparatelyandstepbystepsothatacquisitionisaprocessofgradualaccumulationofpartsuntilthewholestructureoflanguagehasbeenbuildup…•Atanyonetimethelearnersisbeingexposedtoadeliberatelylimitedsampleoflanguage(Wilkins1967:2)FonFSandSLAProblems:a)Separatethegrammaticalformfrommeaningb)CurbtheCommunicativecompetencec)LackinterestinlearningCompanyLogoFonMandSLAThisteachingapproachholdsthatpeopleatanyagestagecanlearnalanguagewell,eitherinoroutoftheclassroom.Thisapproachdoesnotseeanylanguageasalearningobjective,butamediatorofcommunication.Problems:a)Age(childrenVs.adults)b)Efficiencyc)SystematicGrammarandrulesCompanyLogoFonF&SLAThisisacomprehensiveteachingapproachthatcombinesthegrammaticalformteachingandthecommunicativeteachingmethod.(Fotos,19