语言学教程Linguistics and Foreign Language Teaching

语言学与外语教学

Chapter 11 Linguistics and Foreign Language Teaching

语言学与外语教学

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.

语言学与外语教学

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.

语言学与外语教学

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.

语言学与外语教学

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.ellis@auckland.ac.nz

语言学与外语教学

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.

语言学与外语教学

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.

语言学与外语教学

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

语言学与外语教学

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 features—by the teacher and/or one or more students— triggered by perceived problems with comprehension or production.

语言学与外语教学

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.

语言学与外语教学

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.

语言学与外语教学

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.

语言学与外语教学

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.

语言学与外语教学

Grammar-based teaching Grammar-translation method Audiolingual method (听说法) Situational language teaching

语言学与外语教学

2.2 Input and language learning SLA= Second Language Acquisition Listening, Speaking, Reading, Writing, Translating 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 Sleeping water stood on the romantic stone flinging his arm to say farewell to his parents.

语言学与外语教学

2. Comprehensible input可理解性输入 (black, Australian—today, India, Japan) V—b r---l t , d 情书，东爱，恋人，面 3.Krashen’s INPUT HYPOTHESIS输入 …… 此处隐藏：3583字，全部文档内容请下载后查看。喜欢就下载吧 ……