Chapter14 Linguistics and Foreign Language Teaching

1、Chapter14 Linguistics and Foreign Language Teaching Outline14.1 The relation of linguistics to foreign language teaching14.2 The development of teaching methodologies14.3 Various linguistic views and their significance in language learning and teaching14.4 Syllabus design14.5 Types of syllabus14.6 T

2、esting14.1 The relation of linguistics to foreign language teaching Applied linguistics is conducive to foreign language teaching in two major aspects:1. Applied linguistics extends theoretical linguistics in the direction of language and teaching, so that the teacher is enabled to make better decis

3、ion on the goal and content of the teaching.2. Applied linguistics states the insights and implications that linguistics theories have on the language teaching methodology.14.2 The development of teaching methodologies1. Grammar-translation method: the most traditional method of L2 teaching. It is p

4、rimary goal is to develop literal mastery of the second language. Learning strategy: memorization2. Direct Method: alternative to grammar translation, creating a natural learning environment within the classroom.The major emphasis: communicatingProblems: adults do not learn exactly like children, an

5、d they express the need for explicit instruction in grammar.3. Audiolingual methodGoal: develop nativelike speaking ability in its learners. L2 learning should be regarded as a mechanistic process of habit formation.e.g. dialogue memorization pattern drills but the drills or patterns are not to be e

6、xplained.4. Communicative language teaching: an approach that seeks to produce communicatively competent language learners. Including: grammatical knowledge Knowledge of the appropriateness of language use (e.g. social cultural knowledge)Table 14.2 A Retrospective of Foreign Language Teaching14.3 Va

7、rious linguistic views and their significance in language learning and teaching1. Traditional grammar: pre-20th centuryEmphasis: correctness, literary excellence The use of Latin models, priority of the written language2. Structuralist linguistics: describing linguistic features in terms of systems

8、or structuresBeginning: describing the current spoken language used in communicationFocus: grammatical structure of a language3. Transformational-Generative linguistics: as a system of innate rulesLanguage learning is not a matter of habit formation, but an activity of building and testing hypothesi

9、s.4. Functional linguistics: a semantic-sociolinguistic approach.Features: Language as an instrument used to perform various functions in social interaction.Learning language is learning to meanMeta-functions: the ideational function the interpersonal function the textual function5. The theory of co

10、mmunicative competenceCompetence ChomskyCommunicative competence D.H. HymesFour components: Possibility: the ability to produce grammaticed sentences Feasibility: the ability to produce sentences which can be decided by the human brain Appropriateness: the ability to use correct forms of language in

11、 a specific socio-cultural context Performance: the fact that the utterance is completed. Aim of language learning: the ability to perform a repertoire of speech acts so as to take part in speech events Thus, Hallidays functional grammar & Hymes theory both form notion/function-based syllabus. N

12、ovel: a learner-centered teaching methodology14.4 Syllabus design14.4.1 Definition Syllabus: the planning of a course of instruction curriculum: including all the learning goals, objectives, contents, processes, resources and means of evaluation planned for students both in and out of the school.14.

13、4.2 Major factors in syllabus design.1. Selecting participants2. Processe.g. the learners present mastery of the language future requirement e.g. arrangement of content preparation of materials selection of teaching methodology and techniques means of course evaluation3. Evaluation Internal evaluati

14、on 內(nèi)部評估: checking whether and to what degree the program has taught what it meant to teach. External evaluation 外部評估：finding out whether and to what degree the programme is useful to the learner in their work. 14.5 Types of syllabus1. Structural syllabus: grammar oriented base on a selection of lang

15、uage items and structures. Drawback: only concentrating on the grammatical forms and the meaning of individual words without context students are not taught how to use these sentences appropriately in real situation2. Situational syllabus 情景教學法: language is used for communicatione.g. dialogues entit

16、led At the airport at the bankAural-oral teaching method聽說教學法: new materials are heard and spoken before they are read and written by the learnersFeatures: description Structuralist Syllabus is essentially grammatical3. Notional- functional syllabus 意會-功能教學大綱：influenced by Halliday & Hymes Notio

17、n: the meaning one wants to convey Function: what one can do with the language Aims of teaching: knowledge of language structure the ability of using them in different situations to express ideas. The notional-functional approach to language teaching views all course components as a systematic whole

18、, and classroom activities should be learner-centered. Problems: it is impossible to make an exhaustive list of notions and functions no one-to-one relationship between notion/functions and language forms e.g. Its cold today. the notional-functional syllabus treats language as isolated units, only t

19、hey are notional rather than structural isolates.4. Communicative syllabus Aim: the learners communicative competence Based on notion-functional syllabus, it teaches the language needed to express and understand different kinds of functions, and emphasizes the process of communication.Janice Yalden

20、ten components: as detailed a consideration as possible of the purpose for which the learner wish to acquire the target language some idea of the setting in which they will want to use the target language. the socially defined role the learners will assume in the target language, as well as the role

21、s of their interlocutors the communicative events in which the learners will participate: everyday situations, vocational or professional situations, academic situations and so on. the language functions involved in these events, or what the learner will need to be able to do with or through the lan

22、guage. the notion involves, or that the learner will need to be able to talk about. the skills involves in the knitting together of discourse: discourse and rhetorical skills the variety or varieties of the target language that will be needed, and the levels in the spoken and written language which

23、the learners will need to reach. the grammatical content that will be needed. the lexical content that will be needed.5. Fully communicative syllabusIt stresses the linguistic competence is only a part of communicative competence.Features: departure from well-planned syllabus.6. Communicative-gramma

24、tical approach In the past 30 years, the mainstream practice in Chinas foreign language teaching has been dominated by the communicative approach. The teaching of grammar a communicative-grammatical approach, a communicative approach coupled with grammar instruction14.6 TestingEvaluation: external e

25、valuation Internal evaluation- the use of test Testing: any procedure for measuring ability, knowledge, or performance14.6.1 Two different approaches to testingTwo approaches: Psychometric- structuralist 心理測量結(jié)構(gòu)主義方法 Psycholinguistic- sociolinguistic 心理語言學社會語言學方法1. Psychometric- structuralist: discove

26、r the learners mastery of linguistic knowledge or linguistic competenceFeatures: usage of statistical analysis to examine the test result Used much in the West2. Psycholinguistic-sociolinguistic approach: testing is to check the learners performance, and test results should be measured by quality in

27、stead of quantity.14.6.2 Types of test1. Aptitude test 學習潛能測試: it attempts to measure the learners aptitude or natural abilities to learn language. Features: measuring the ability to identify and remember sound patterns in a new language. The ability to identify the grammatical functions.2. Proficie

28、ncy test: to discover what the testee already knows about the target language.3. Achievement test: assessing how much a learner has mastered the content of a particular course.4. Diagnostic test: designed to discover mainly what the testee does not know about the language.14.6.3 Requirements of a go

29、od test1. Validity: the degree to which a test measures what it is meant to measure. Content validity: referring to the extent to which the test adequately covers the syllabus area to the tested. Construct validity: if the test proves the theoretical construct on which it is based. Empirical validit

30、y: if the results of a test correlated with some external criteria. Face validity: based on the subjective judgement of an observer.2. Reliability: consistency Reliability can be affected by two kinds of errors:The extrinsic sources of errors: the variability of the testers and testee, and the variability of the test situation The intrinsic sources of error: within the test itself with a lack of stability or equivalenceStability reliability: a m