外語教學(xué)法90分筆記

1、外語教學(xué)法復(fù)習(xí)筆記第一章總論The Nature of FLTM外語教學(xué)法的性質(zhì)FLTM is a science which studies the processes and pattern of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching. That is to say, it examines the practices and procedures in foreign language teaching; studies approac

2、hes, methods and techniques; and also studies principles and belief that underlie them. In short, FLTM is an inter-disciplinary science and it makes uses of theories of different subjects.學(xué)科性質(zhì) It includes a lot of disciplines such as linguistics, psychology, psycholinguistics and sociolinguistics. T

3、herefore, we say that FLTM is an inter-disciplinary science and it makes use of many subjects.語言研究的歷史we are quite certain that ,according to the records available ,language study is at leastmore than 2500 years old.The goal of foreign language teaching is to help the learner master the target langua

4、ge in the shortest possible time.What do we mean by mastering the target language? We mean that the learner is able to havesuccessful communications with others in the target language.Theories of Linguistics語言學(xué)理論 Traditional linguistics:傳統(tǒng)語言學(xué)The traditional linguistics we mean the traditional study

5、of language in ancient Greece. It has a traditionof more than 2000 years. In the fifth century B.C. the ancient Greeks began to make a serious study of language in the realm 領(lǐng)域 of philosophy.古希臘的兩個(gè)著名論戰(zhàn)：one was between the naturalists and the conventionalists on the relationsbetween form and meaning.

6、 The naturalists argued that the forms of words reflected directly the nature of objects while the conventionalists thought that language was conventional and there was no logic connection between form and meaning of words.The other was between the analogists and anomalists on the regularizes of lan

7、guage. the analogists thought that language in general was regular and there were rules for people to follow while the anomalists thought that language was basically irregular and that was why there were so many exception and irregularities in the Greek language.Natural of traditional linguistics傳統(tǒng)語

8、言學(xué)的特征：Traditional linguistics was practical in nature.People made a study of language in order to understand the classic words of ancient times and to teach students. They gave priority to the written form and used words as their starting point. They often took a prescriptive approach when they disc

9、ussed rules of language.American structuralism美國結(jié)構(gòu)主義 It started at the beginning of the 20th century in America. Itbecame popular and influential in the 1930s and 40s through the world. The two forerunners of structuralism Franz Boas and Edward Sapir. Franz Boas found that the traditional grammatica

10、l model could not be used to analyse the structures of those languages. Sapir found that although Indians languages had no written forms, they were very systematic and were very efficient in communications within their communities. The father of American structuralism Leonard Bloomfield. He accepted

11、 thetheories and principles of behaviourism. He characterized language and language acquisition in terms of behaviourist terminology. He thought language was a habit of verbal behaviour which consisted of a series of stimuli and responses. He argued that to acquire a language was to form a habit of

12、verbal behaviour and learning a second language was learning a new habit. He thought that speech was primary and writing was secondary. Transformational generative linguistics轉(zhuǎn)換生成語言學(xué)The transformational generative linguistics was first put forward byNoam Chomsky in 1957. He wrote abook Syntactic Str

13、uctures to spread his theory. His main points-Chomsky assumes that children are born with a language acquisition device (LAD). This LAD is made up of general principles called universal grammar. Once the child is born, the particular language environment will trigger the LAD. The child will use and

14、test the principles again and again until his hypothesis agree with the actual grammar of the language. Chomsky has also made the distinction between thelinguistic competence and linguisticperformance . (4)linguistic competence refers to the internalized knowledge that at native speaker of that lang

15、uage processes. Linguistic performance refers to the actual utterance produced by the native speakers. Chomsky believes that linguistics should study the linguistic competence, not the performance, of the native speaker so as to set up a system of rules that will generate an infinite number of gramm

16、atical sentences. In order to gain the goal, Chomsky argues that we should use a deductive, hypothesis-testing approach should be used.s perception Functional Linguistics 功能語言學(xué)It develops from the London School of linguistics and the precursor of it was Bronislaw Malinowski.Malinowski s conclusion i

17、s that“ the meaning of any single word is to a very hign degree dependent on itscontext. ” And an usances has no meaning at all if it is out of the context of situation. It was Malinowski who created the phrase “ context of situation ” . J.R.Firth, a linguist, approached the context of situation fro

18、m a different point of view. He accepted Malinowskiw andlsevibought the meaning of linguisticitems depends on the context of situation. Firth s main approach to the notion of function in context wasby means of concept system. He believes any linguistic item has got two sets of context: the context o

19、f the other possible choices in a system and the context where the system itself occurs. People refer to his theory as system-structure theory. Halliday developed Firth s theory of systemic linguistics and made progress in the study of context. He thought linguistic events should be accounted for at

20、 three primary levels: substance, form and context. The substance is the material of language which can be phonic or grahic. The form is the organization of the substance into meaningful events. The context is the relation of the form to non-linguistic features of the situations in which the languag

21、e operates, and the relation of form to linguistic features other than those of the item under attention. He also said that language has formal meaning and contextual meaning. The formal meaning of a linguistic item is its operation in the network of formal relations. The contextual meaning of an it

22、em refers to its relation to extra features, i.e.the context. Halliday thought a particular situation type consists of three dimensions: the ongoing social activity, the role relationship involved, and the sysbolic or rhetorical channel. He called these three dimensions “field ” , “aeidor “modeTHe b

23、elieves that there is a systematic relationship between thecontext and the text.Theories of Psychology心理學(xué)理論The first laboratory of experimental psychology was set up at the University of Leipzig, Germany, in 1879. It announced the official birth of psychology. It was opened by WillhelmWundt .第一個(gè)心理實(shí)驗(yàn)

24、室建立Gestalt psychology格式塔心理學(xué)It was founded by a group of German psychologists in the 1920s. Their research was focused on the area of perception, aiming at the study of the relationship between parts and whole in people experience. They found that people perceived objects and scenes as organized whol

25、es before they noticed their component pars. They used the word Gestalt, which meansorganized shape ” or “ whole form in English, to name their school of psychology They argued that an object was not the sum of the individual parts. For example, an article is not the sum of individual words that mak

26、e up the article. So people s mind should be understood in terms of a whole.Psychoanalysis精神分析法It is theory of the mind put forward by Sigmund Freud . Freud found that many of his patients mentalproblems were caused by some disturbing events in their childhood. But the patients could not remember th

27、ese disturbing events. The part of the mind which is out of the reach of consciousness was called byFreud the subconscious mind, Which was the most important concept in psychoanalysis.Freud dividedthe mind into conscious and unconscious mind and he was the first to study unconscious mind. Freud beli

28、eved the contents of the unconscious mind consist of buried memories and instinctive wishes and will influence the activities of the conscious mind. The basic approach of Freud was to analyse the irrational behaviour of the patients, including their dreams and slips of the tongue.Behaviorism行為主義In 1

29、913, the American psychologist John B. Watson publish ed an article “ Psychology as the BehavioristViews it ” . The article was regarded as a formal introduction to behaviorism. Watson did a lot of experiments with nonhum an animals and animal s behaviors without any consideration of the animal smin

30、d. The goal of psychology set out in his articles was to understand the environmental conditions that would cause an animal to behave in a particular way. According to Watson, there was no fundamental difference between human behavior and that of other animals. Wats on s ideas were accepted by many

31、psychologists. The dominant position of behaviorism was maintained until the mid-1960s.The leader of behaviorism was Skinner.He developed a new kind of apparatus for studying learning inanimals and a new way of describing the learning process. Watson s heory is called classic behaviorism while Skinn

32、er s theory is called neo -behaviorism. The early behaviorists focused the attention on the topic of learning and they tried to characterize learning in terms ofstimuli and response . Stimuli areobservable events in the world that affect behavior and responses are observable behavioral acts.Skinner

33、argued that learning process could be divided into two kinds: classical conditioning and operant conditioning. In classical conditioning a stimulus that did not elicit a response comes to elicit a response. By operant conditioning the occurrence of a response will be determined by the consequences o

34、f the response. For example, we look up a word in a dictionary because we can find out the meaning of the word in it. Cognitive psychology認(rèn)知心理學(xué)The term cognition means knowledge and cognitive psychology can be defined as the study of people sability to acquire, organize, remember and use knowledge t

35、o guide their behavior.The most importantfactor that has made cognitive psychology the dominant approach is the development of the computer technology. The brain works in a similar way to process information. The brain receives information through senses, processes it and sends it out as behavior ac

36、tions.The American linguist Noam Chomsky greatly influenced cognitive psychology.In hisbook Syntax Structure (1957) Chomsky argued that language should be viewed as a system of mental rules which are wired into the brain as a result of evolution. Cognitive psychologists maintain that all the relatio

37、nship among stimuli, responses and consequences are learned and are integrated into the animal s knowledge.There are two principal types of cognitive structures schemas and concepts. Schemas refer to sets of rules that define particular categories of behavior. Concepts are rules that describe proper

38、ties of events and their relation with one another.認(rèn)知結(jié)構(gòu)主要分為兩種 -schemas 圖式 and concepts 概念。圖式是指能夠解釋特定行為種類的多套規(guī)則，概念指的是能夠描述事件特性與事件之間相互關(guān)系的種種規(guī)則。Children acquire schemas and concepts by interacting with their environment with the help of twoprocess assimilation 同化 and accommodation 調(diào)節(jié). 兒童通過 assimilation 同化

39、 and accommodation 調(diào)節(jié)的過程認(rèn)知了圖式和概念。Assimilation refers to the process by which new item are added to a concept or schema. Accommodation refers to the process by which the existing concept or schema is changed on the basis of new information.Theories of Second Language Acquisition二語習(xí)得 The habit formati

40、on theory習(xí)慣形成說It comes from the behaviorist psychology and was very popular in the 1950s and 60s. According to behaviorists, learning a second language means the formation of a set of linguistics habits.Imitation andpractice play an important role in the process of habit-formation . According to the

41、 habit-formation theory, the old habit mother tongue of the learner will either facilitate or get in the way of the second language learning. Negative transfer means the learner transfers the ways of expression in the mother tongue to the target language. They will cause errors. The hypothesis of li

42、nguistic universals語言共性說In order to perform thisIt believed that there exist certain linguistic properties which are true to all the natural languages in the world. The hypothesis of linguistic universals is born of the study of linguistic universals. Core grammar and peripheral grammar: Chomsky div

43、ides the grammar of a natural language into core grammar and peripheral grammar. According to him, human beings are born with a language acquisition device which consists of a set of general principles. The core grammar of a natural language agrees with the inborn set of general principles while the

44、 peripheral grammar can not be governed by the language acquisition device. The core grammar agrees with the inborn general principles and is much easier to learn. The acculturation theory文化認(rèn)同說The meaning of the theory: By acculturation they mean that individuals of one culture have to go through th

45、e process of modification in attitudes, knowledge, and behavior in order to function well in another culture. It involves social and psychological adaptations. The relation between acculturation and second language acquisition: The degree of acculturation will control the degree of second language a

46、cquisition. Factors which determine the degree of acculturation success: The social and psychological distance play a decisive role in acculturation success. Negative psychological factors that will increase the psychological distance: language shock, culture shock, low motivation and high boundarie

47、s.The discourse theory話語交際說It was put forward by Hatch in the late 1970s . It was developed from Halliday s theory of first languageacquisition. The theory believes there is little difference between the first language acquisition process and the process of second language acquisition only through c

48、ommunication discourses.The monitor theory自我監(jiān)測說It was put forward by Krashen in the late 1970s . The theory consists of the following five hypotheses: The acquisition-learning hypothesis The theory claims that adult learners of a second language have to ways of developing their competence acquisitio

49、n and learning. The basic distinction between language acquisition and language learning is whether the learner pays a conscious attention to the rules of the target language. Acquisition refers to the subconscious process in which learners develop their language proficiency. Learning refers to the

50、conscious process in which learners acquire the knowledge of rules of the target language. The monitor hypothesis Different functions According to Krashen, acquisition is responsible for the fluency of the utterances produced by speakers while learning isresponsible for the accuracy of the speeches

51、or passages. Three conditionsIn 1882, Victor published a pamphletmonitor function, language learners have to satisfy at least three conditions: sufficient time to monitor his production, to have his focus on form, and to have clear knowledge of the rules of the target language. The natural order hyp

52、othesis Same order The hypothesis claims that foreign language learners acquire the rules of the target language in the same order no matter where, when and how they are learning the language. Speed In Krashen s point of view, language teaching cannot change the natural order of language acquisition

53、. It can only facilitate the speed of acquisition. The inputhypothesis Language input and language acquisition According to Krashen, the only way for people to acquire a language is by understanding messages or receiving comprehensive input. They move from their current level to the next level by un

54、derstanding input. The affective filter hypothesis Purpose Itattempts to explain the variation in speed of language acquisition among individuals of the same group.The three affective factors which determines the speed of successmotivation, self-confidence, andanxiety. Influence of the three factors

55、 learners with high motivation, self-confidence, and low anxiety will do much better than those that are unmotivated, lacking in self-confidence and concerned too much with failure. That is to say, learners with a low affective filter will get more input than learners with a high affective filter. T

56、he cognitive hypothesis 認(rèn)知說 Cognitive psychologists regard learning as a cognitive process because they think it involves internal presentations which offer regulation and guidance for performance. Notions In the cognitive theory,automaticity and restructuring are the most important notions because

57、learners have to select appropriate vocabulary, grammatical rules and conventions governing language use. Modes Cognitive psychologists think the process of language communication is a kind of information processing. When processing information, people use two ways which are called automatic and con

58、trolled modes.Teaching and practice will help the learner to acquire the automatic processing capacity. Differentstages The cognitive theory holds that language learning at the beginning stage involves more of the process of automaticity while at the advanced stage it involves more of the process of

59、 restructuring.A Brief History of Foreign Language Teaching(外語教學(xué)的簡要?dú)v史)The Reform Movement外語教學(xué)與改革運(yùn)動(dòng)(1882-1906)Grammar-Translation Method It was the first method used at the end of the 18th century. The principal aim was to help learners to acquire a reading knowledge of the target language. This meth

60、od did not pay attention to the importance of speech. The primary of speech entitled Language Teaching Must Start A Fresh Which started the reform movement. The principles of the movement were the primacy of speech and the absolute priority of an oral method in the classroom. Modern language teachin