英語(yǔ)教學(xué)分析 西華師范大學(xué) 期末

1、英語(yǔ)教學(xué)分析復(fù)習(xí)重點(diǎn)I填空題 （8分，4個(gè)語(yǔ)言學(xué)流派）Traditional linguisticsStructural linguisticsTransformational generative linguisticFunctional linguisticsII 名詞解釋 ： 共四個(gè) （14分）LanguageLanguage is a system of arbitrary vocal symbols used for human communication1. L1: (native language .mother tongue , primary language)2. L2(s

2、econd language , non- native language ,foreign language, secondary language)3. Simple definition of mother Tongue: a language learned from birth (Wikipedia)4. Simple definition of second language: any language learned after mother or first language. (Wikipedia)5. First language: it is a language tha

3、t is acquired in infancy and early childhood , learn at home usually from the parents .6. Foreign language: it is a language which is taught as a school subject, but which is not used as a medium of instruction in schools nor as language of communication within a country ( ingovernment ,business, in

4、dustry)7. Second language :it is a language that is not a native language in a country but which is used as a medium of communication (in education , government)8. Methodology : is that which links theory and practice .Approach : （教學(xué)理論）the theoreticalassumptions about how a language iseffectively ,t

5、aught in light ofthe nature oflanguage(教學(xué)法總稱Methodology Method:（教學(xué)方法） the overall plans ordesigns of teaching a language that is based onsystematic principles and teaching procedures.Technique: （教學(xué)技巧）the specific ways/strategies used in classroom in different kinds oflanguage teaching contexts.9. Wh

6、ats their relations?For approach, method, and technique, which determineswhich?-approach determines method, in turn, method determines technique. The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with anapproach.10Errors and mistakes .A

7、 mistake refers to a performance error that is either randomguess or a slip ,in that it is a failure to utilize aknown system correctly, mistakes are of nosignificant to language learning because they aremade at random and and non-systematic .An error is that a noticeable deviation in using the targ

8、et languageIt is because that learners do make errors andthat these errors can be observed ,analyzed andclassified to11.learning and acquisitionAcquisition: the subconscious process in which second languagelearners develop their language proficiencythrough understanding language and throughusing lan

9、guage for meaningful communication .Learning : the conscious process in which second language learner acquire the epic knowledge of the rules of the target language . 12language learning : a conscious learning .knowing about the language ,focus on the grammar and vocabulary ,communication is not emp

10、hasized ,correction of all the errors .13 Contrastive analysis（CA）is an approach to the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences. It is based on the assumption that it is viable to predict and

11、describe the patterns that will cause difficulty in learning, and those that will not cause difficulty by comparing systematically the language and culture to be learned with the native language and culture of the student.contrastive analysis both have strong vision and weak vision . the strong visi

12、on is that errors can be predicted by indentifying the difference between first language and secondlanguage ,because all the second language errors come from the first language and the grater differences between fl and sl ,the more errors will occur . the short vision14.Error analysisthe study and a

13、 type of linguistic analysis that focuses on the errors learners (second and foreign) make.in the 1970s, EA supplanted取代Contrastive Analysis (CA), which sought（seek）to predict the errors that learners make by identifying the linguistic differences between their L1 and the target language. The underl

14、ying assumption of CA was that errors occurred primarily as a result of interference when the learner transferred native language habits into the L2.Functions of error ：errors could be significant in three ways:（1）they provided the teacher with information about how much the learner had learnt,（2）th

15、ey provided the researcher with evidence of how language was learnt(3) they served as devices by which the learner discovered the rules of the target language.15.Interlanguage theoryIt is used to refer to the systematic knowledge of an L2 which is independent of both these learners L1 and the target

16、 language. It mainly refers to (1) the series of inter-connected systems which characterize acquisition; (2) the system that is observed at a single stage of development; and (3) particular first and second language combinations.Features of IL1.the L2 learner's IL system is permeable可滲透的，in the

17、sense that （就。而言）rules that constitute組成the learner's knowledge at any one stage are not fixed, but are open to amendment改善.2.The L2 learner's IL system is constantly changing -that is ,there is a constant revison and extension擴(kuò)大 of rules in the process of L2 approximation . Interlanguage is

18、 dynamic. This is best explained byKrashen's natural order hypothesis.3.Despite the variablility of IL , it is possible to detect發(fā)現(xiàn) the rule-based nature of the learner's use of the L2; in other words, language learning is systematic.III 辨析題 （24分，共4個(gè)）1. L1 vs. L2SL vs. FLAcquisition Vs learn

19、ing案例分析題：（18分，三個(gè)小問(wèn)）LAD :language acquisition deviceMade up of a set of general priciples called UG.(universalgrammar)Born with it.An analysis of language learning and teachingNature of language learningLearning-acquiring or getting of knowledge of a subject or a skill by study experience, or instruc

20、tionLanguage learning: skill, knowledge and thinking patterns.can be defined as the activities which are intended to bring about learning, which including both the formal instruction（正規(guī)語(yǔ)言）or method of training, but also the individualized instruction（個(gè)別教學(xué)）, self-study, computer-assisted instruction

21、and the use of media.Nature of language teachingTeaching is guiding and facilitating(促進(jìn)) learning, enabling the learner to learn, setting the conditions for learning.-Knowledge,Ways ,Sequences（序列）,Rewards and punishment.Relationship between learning and teachingLearning is the prerequisite(首要條件) and

22、 the basis of teaching. Understanding of how the learning process works will determine our philosophy of education, our teaching styles, our approach, methods and classroom techniques.Two polarized views of human learning1) Behavioristic views（行為主義觀點(diǎn)）-stimulus（刺激）, response and reinforcement（加強(qiáng)）Infl

23、uenced by this view, language teachers believe that learn a new language is to learn a new set of habits. However, human beings learning involves not only passive stimulus and response behaviors, but also active and conscious focus on acting upon events outsideand inside the organism（有機(jī)體）.2) Cogniti

24、ve views（認(rèn)知主義）-Chomskys Innateness Hypothesis（先天性假設(shè)） This term is used loosely to describe methods in which students are asked to think rather than simply repeat.claims that language learner is born with LAD, which is composed of a set of abstract（抽象的） principles called Universal grammar（普遍文法）and so

25、me parameters（參數(shù)）that vary across languages. The learning process is just a process of hypotheses forming and hypotheses testing.Language learning is regarded as the learners active internal linguistic processing rather than passive repetition.The reasons are as follows:1) Little input abundant perf

26、ect output2) Similar stages in learning the languageNature of L2 learningAdd new concepts to our existing cognition through assimilation(同化) and accommodation（調(diào)節(jié)）.the task for L2 learning is the acquisition of semantic（語(yǔ)義）, transformational（轉(zhuǎn)換）, syntactic（句法） and phonological competence（語(yǔ)言能力） for th

27、e realization（領(lǐng)悟） of language independent deep structure conceptual system（概念系統(tǒng)） Major modern L2 learning theories1. The habit-formation Theory(behaviorism) （習(xí)慣形成理論）language is a set of linguistic habits and the linguistic habits are formed through identifying(識(shí)別) and strengthening the associations

28、between stimuli and responses.According to the behaviorist theories, the main impediment(阻礙) to language learning was interference（干擾） from prior knowledge. That is to say, the old habits of language will interfere with the learning of the target language when the two sets of linguistic habits are d

29、ifferent. This is called negative transfer. However, the old habits will sometimes facilitate the learning of the target language when the two set of linguistic habits are the same. As is called positive transfer. It is shown that the learners acquire L2 features with little difficulty.Influences of

30、 habit formation theory（Error correction（糾錯(cuò)） and prediction-Contrastive analysis對(duì)比分析）2. The Hypothesis of linguistic universal（語(yǔ)言共性說(shuō)）We are born with LAD .In the second language acquisition process, people have found that second language learner usually acquire the core grammar of the target languag

31、e and then the peripheral grammar.Core grammar agrees with the inborn general principle and is much easier to learn.Core grammar of the learner's mother tonger will facilitate thedevelopment of the learner's interlanguage and will exert a positive influence on the acquisition of the target l

32、anguage.3. Constructivism(建構(gòu)主義)-自己對(duì)知識(shí)的整理和積累建構(gòu)in contrast to more traditional views which see learning as the accumulation（積累） of facts or the development of skills, the main underlying（潛在）assumption of constructivism is that individuals are actively involved right from birth in constructing（構(gòu)建）perso

33、nal meaning, that is their own personal understanding, from their experiences.啟發(fā)：View learners as actively involved in making their own sense of language input, not as passive receive。Learning requirements should be in accordance with the cognitive level of the learner.In the process of learning, le

34、arners knowledge system is constantly being restructured.應(yīng)用：1，Learning involves meaningful and meaningless learning activities. Teachers should encourage students meaningful learning.2，The teaching curriculum課程 is eventually shaped by the teacher himself.3,Learners can definitely benefit from explic

35、it instruction, collabrative learning, peer feedback etc.4,Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery The acculturation theory（文化遷移）the process of becoming adapted to a new cultureBe adapted to target languageThe

36、extent(程度) to which learners acculturate（使適應(yīng)文化）depends on two sets of factors: social distance and psychological distance.The successful acculturation will bring about successful second language acquisition.Second language acquisition is just one aspect of acculturation.The degree of acculturation w

37、ill determine the degree of the second language acquisition.The discourse theory(談話理論)language learning is learning to mean. That is to say, the learners learn to perform different functions of language through choosing correct language forms in face-to-face communications.Only through communication

38、 discourses can learner acquire the second language.The monitor theory(監(jiān)控理論)二語(yǔ)習(xí)得有兩種不同的途徑，一是把學(xué)習(xí)者注意力有意識(shí)地集中在目的語(yǔ)的形式特征上，即learning，；另一種是學(xué)習(xí)者利用下意識(shí)的過(guò)程，運(yùn)用目的語(yǔ)進(jìn)行真正的交際，注重內(nèi)容，意義和效果，即acquisition。習(xí)得是主要過(guò)程，而學(xué)習(xí)只是以監(jiān)控者的身份運(yùn)用自己所學(xué)的對(duì)所說(shuō)的話進(jìn)行監(jiān)控和修正。There are five basic hypotheses in this model:The Acquisition-Learning Hypothesis

39、（習(xí)得-學(xué)習(xí)理論）assumed that second language learners have two independent means of developing knowledge of a second (including foreign) language. One way is through what he called acquisition and the other through learning.Acquisition: the subconscious process in which second language learners develop the

40、ir language proficiency through understanding language and through using language for meaningful communication. -Focus on meaning，communicative fluency（流暢） Learning:the conscious process in which second Language learner acquire the explicit knowledge of the rules of the target language.-Attend to fo

41、rm，accuracy（精確）(b)The Monitor Hypothesis （監(jiān)控模式）The Monitor Hypothesis points that acquisition and learning are used in very specific ways. Normally, acquisition “initiates”（啟動(dòng)） our utterances（表達(dá)） in a second language and is responsible for our fluency. Learning has only one function, and that is as

42、a monitor or editor. Learning comes into play only to make changes in theform of the our utterance, after it has been “produced” by the acquired system. -應(yīng)該注重交際Conditions for Monitor to happenThere is sufficient time for the speaker to monitor his speech. The speaker should pay conscious attention t

43、o formThe speaker has an explicit knowledge of the rules of the target language.(c) The Natural Order Hypothesis（自然順序假設(shè)）Foreign language learners acquire the rules of the target language in the same order.This hypothesis states that elements of language (or language rules) are acquired in a predicta

44、ble order. The order is the same regardless of whether or not instruction is involved. Acquirers of a given language tend to acquire certain grammatical structures early, and others later.The natural order of acquisition is independent of the order of rules taught in the classroom；Classroom teaching

45、 can facilitate the speed of acquisition in natural order有些規(guī)則掌握的快，有些則慢，這是種自然順序。(d) The Input Hypothesis（輸入假設(shè)）we acquire (not learn) language by understanding input that is a little beyond our current level of (acquired) competence.We use i to represent current competence and i+1 to represent the nex

46、t level. Then how do the learners move from i to i+1. The Input Hypothesis claims that a necessary condition to move from stage i to stage i+1 is that the acquirer understands input that contains i+1 ( a little beyond the present level) , where “understand” means that the acquirer is focused on the

47、meaning and not on the form of the message. Here the input that can be understood by a learner is referred to as “comprehensible input”. They can understand i+1 because of the situation, context, facial expressions and gestures, etc.提醒老師注意學(xué)生現(xiàn)有語(yǔ)言水平。在輸入難度上，要考慮學(xué)生接受程度不同，適當(dāng)輸入。Comprehensible input can be

48、facilitated through:Linguistic and extra-linguistic contextKnowledge of the worldPreviously acquired knowledgePictures, gestures, translation and explanation in the classroom Simplified codesRepeating補(bǔ)充：The output hypothesisInput alone is not sufficient for acquisition, because when one hears langua

49、ge, one can often interpret the meaning without the use ofsyntax. But this is not the case with language production or output, because one is forced to put the words into some order. Production then may “force the learner to move from semantic processing to syntactic processing” (Swain, 1985), as is

50、 called comprehensible output”. This term means that the learners are “pushed” or “stretched” in their production as a necessary part of making themselves understood.(e) The Affective Filter Hypothesis（情感過(guò)濾假設(shè)）states how affective factors relate to the second language acquisition process.These affect

51、ive factors include motivation, self-confidence, anxiety, etc.The filter is too high or strong, the input cannot reach that part of the brain responsible for language acquisition, or the language acquisition device. If it is low, it can reach LAD easily. Thus, the optimal condition for SLA is to ena

52、ble the learners low affective filter.Classrooms that encourage low filters are those that promote low anxiety among the students, and keep students “off the defensive” Low filter：High motivation，High self-confidence，Low anxiety High filter：Low motivation，Low self-confidence，High anxiety 習(xí)得語(yǔ)言必須具備：co

53、mprehensible input，Low filter應(yīng)用：1，Classroom activities should provide as many opportunities as possible to make acquisition happen.2，Learners should monitor their performance when possible, particularly when task requirements focus on form (e.g. writing), learners should try to refine their language

54、.3，Teachers should create relaxing classroom atmosphere. Input form should be interesting.4，Teachers should lessen learners' pressure. More positive feedback is encouraged and less criticism.5，Provide as much comprehensible input as possible in classroom teaching.6，The focus in the classroom sho

55、uld be on listening and reading. speaking can be delayed.7，he ability to speak fluently cannot be taught directly; rather it “emerges” independently in time, after the acquirer has built up linguistic competence by understanding input.IV綜合敘述題Individual learner differences1.Focus on rate，final succes

56、s，Route in L2 acquisition2.Classification on Personal factors（Group dynamics，Attitudes toteacher and materialIndividual learning techniques），General factorsthe standard to divide those differences is whether they are fixed or immutable and those that are variable, influenced by social settings and the actual course of L2 development.The fixed or immutable factors are called general factors.The mutable and developmental factors are