语言学教程Chapter11

Chapter11LinguisticsandForeignLanguageTeaching►Appliedlinguistics►Theoreticalviewsoflanguageexplicitlyorimplicitlyinformtheapproachesandmethodsadoptedinlanguageteaching.►Linguistics,asthescienceoflanguage,shouldbeoffundamentalimportanceforteachersoflanguage.►AccordingtoMcDonough,ateacherwhoisabletoexplainsomelinguisticfeatureswouldhaveastrongerpositionthanonewhohandlestheargumentbyusingauthority–“it’slikethat”,“it’sanexception”,or“it’slessformal”.1.Linguisticsandlanguagelearning►Manylanguagelearningtheoriesareproposedbasedoncertainlinguistictheories.►Infact,knowledgeinlinguisticsliesattherootofunderstandingwhatlanguagelearnerscanlearn,howtheyactuallylearnandwhattheylearnultimately.►AsEllis(1994)pointsout,“whereasmuchoftheearlier[secondlanguageacquisition]workfocusedonthelinguisticand,inparticular,thegrammatical-propertiesoflearnerlanguageandwaspsycholinguisticinorientation,laterworkhasalsoattendedtothepragmaticaspectsoflearnerlanguageand,increasingly,hasadoptedasociolinguisticperspective.►Althoughcertainlanguagelearners(e.g.,advancedlearnersandstudentsmajoringaforeignlanguage)certainlybenefitfromaknowledgeoflinguistics,itisnotsensibletorecommendthemajorityoflanguagelearnerstostudylinguisticswhiletheyarestillstrugglingwiththetaskoflearningthelanguageitself.1.1Grammar►Doweteachgrammar?►Howdoweteachgrammar?►Asacompromisebetweenthe“purelyform-focusedapproaches”andthe“purelymeaning-focused”approaches,arecentmovementcalledFOCUSONFORMseemstotakeamorebalancedviewontheroleofgrammarinlanguagelearning.FocusonForm►Althoughlanguagelearningshouldgenerallybemeaning-focusedandcommunication-oriented,itisstillnecessaryandbeneficialtofocusonformoccasionally.►Focusonformoftenconsistsofanoccasionalshiftofattentiontolinguisticcodefeatures—bytheteacherand/oroneormorestudents—triggeredbyperceivedproblemswithcomprehensionorproduction.UniversalGrammar►TwovariablesconcerningtheamenabilityoflanguageelementstofocusonformaretherelevanceofUniversalGrammar(UG)andthecomplexityoflanguagestructures.►Accordingtotheadvocatesoffocusonform,ifanL2structureispartofUG,theamenabilityishigh;otherwise,theamenabilityislow.►TheproblemisthatnooneknowsforsurewhatexactlyispartofUG.Itisherethatthestudyoflinguisticscomesintoplay.►ThestudyofUG,whichisoftenconsideredasthetheoryforthesakeoftheory,isnowneededinlanguagelearningresearchinthemostpracticalsense.►ThestudyofUGhasattractedconsiderableattentionfrommanysecondlanguageacquisitionresearchersbecauseknowledgeoflinguisticuniversalsmayhelptoshapeL2acquisitioninanumberofways.►Forexample,itcanprovideexplanationsfordevelopmentalsequencesandlanguagetransfer.RoleofGrammar►Currently,thegeneralconsensusisthatalthoughlanguagelearningshouldbemeaning-focusedandcommunication-oriented,itisstillnecessaryandbeneficialforlanguagelearnerstopayacertaindegreeofattentiontothestudyofgrammar.13►Researchinsecondlanguageacquisitionhasindicatedthatgrammarhasitsduevalueintheprocessoflanguagelearning.Thestudyofgrammarfacilitatestheinternalizationofthestructuresofthetargetlanguage.Theproblemsunsolvedarewhatgrammar(orwhataspectsofgrammar)learnersshouldlearnandhowtheycanlearnit.1.2Input►Languagelearningcantakeplacewhenthelearnerhasenoughaccesstoinputinthetargetlanguage.►Thisinputmaycomeinwrittenorspokenform.►Inthecaseofspokeninput,itmayoccurinthecontextofinteractionorinthecontextofnon-reciprocaldiscourse.►Viewsdivergegreatlyastowhatkindofinputshouldbeprovidedforlanguagelearners.►Authenticinput:theinputshouldvaryinstyle,mode,medium,andpurposeandshouldberichinfeatureswhicharecharacteristicsofauthenticdiscourseinthetargetlanguage.16►Comprehensibleinput(Krashen):i+1,thelanguagethatlearnersareexposedtoshouldbejustfarenoughbeyondtheircurrentcompetencesothattheycanunderstandmostofitbutstillbechallengedtomakeprogress.17►Premodifiedinput:materialthatisfinelytunedinadvancetothelearner’slevel►Interactivelymodifiedinput:material(usuallyspokendiscourse)thatismodifiedwhentheteacherandthelearnersinteract.IttendstodoabetterjobInput-basedteaching►Directmethod►Naturalapproach►Communicativeapproach►Suggestopedia►Silentway►Communitylanguagelearning(CLL)►Totalphysicalresponse1.3Interlanguage—output►ThetypeoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguageisoftenreferredtoasINTERLANGUAGE.►Itisoftenunderstoodasalanguagesystembetweenthetargetlanguageandthelearner’snativelanguage.►Interlanguageisadynamiclanguagesystem,whichisconstantlymovingfromthedepartureleveltothenative-likelevel.►Interlanguagereferstothelearners’independentsystemofthesecondlanguagewhichisneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.21►Characteristicsofinterlanguage:systematicitypermeabilityfossilization►Fossilizationisaprocessoccurringfromtimetotimeinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.22►Causestoaccountforfossilization:►lackofacculturation►Willtomaintainidentity►Inappropriateextrinsicfeedback►Cognitivematuration►Satisfactiono