Ekgmtnn外語教學(xué)法筆記-供參考

1、秋風(fēng)清，秋月明,落葉聚還散,寒鴉棲復(fù)驚。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 teac

2、hing; studies approaches ,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 subiects. 學(xué)科性質(zhì)It includes a lot of disciplines such as linguistics, psychology, psycholinguistics an

3、d sociolinguistics. Therefore, 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 least more than 2500 years old.The goal of foreign language teachingis to help the learner m

4、aster the target language in the shortest possible time. What do we mean by mastering the target language? We mean that the learner is able to have successful 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 me

5、an the traditional study of language in ancient Greece. it has a tradition of more than 2000years. In the fifth century B.C. the ancient Greeks began to make a serious study of language in the realm of philosophy.古希臘的兩個(gè)著名論戰(zhàn)：one was between the naturalists and the conventionalists on the relations be

6、tween form and meaning.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

7、 the regularizes of language. 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 tr

8、aditional linguistics傳統(tǒng)語言學(xué)的特征： Trditional 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 prescriptiv

9、e approach when they discussed rules of language. American structuralism 美國(guó)結(jié)構(gòu)主義It started at the beginning of the 20th century in America. It became 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

10、 the traditional grammatical 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 Leon

11、ard Bloomfield. He accepted the theories 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 lang

12、uage was to form a habit of 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)換生成論The transformational generative linguistics was first put forward by Noam Chomsky in 1957.

13、He wrote a book Syntactic Structures 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

14、LAD. The child will use and test the principles again and again until his hypothesis agree with the actual grammar of the language. Chomsky has also made the distinction between the linguistic competence and linguistic performance. linguistic competence refers to the internalized knowledge that at n

15、ative speaker of that language 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 a

16、n infinite number of grammatical sentences. In order to gain the goal, Chomsky argues that we should use a deductive, hypothesis-testing approach should be used. 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

17、s conclusion is that “the meaning of any single word is to a very hign degree dependent on its context.” And an utterances 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

18、 situation from a different point of view. He accepted Malinowskis view and he thought the meaning of linguistic items depends on the context of situation. Firths main approach to the notion of function in context was by means of concept system. He believes any linguistic item has got two sets of co

19、ntext: the context of 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 Firths theory of systemic linguistics and made progress in the study of context. He thought linguistic events should

20、be accounted for at 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 i

21、n which the language operates, and the relation of form to linguistic features otherthan those of the item under attention. He also said that language has formal meaning and contextual meaning.theformalmeaning of a linguistic item is its operation in the network of formal relations. The contextual m

22、eaning of an item 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”, “ten

23、or”,and “mode”. He believes that there is a systematic relationship between the context 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 W

24、illhelm Wundt.第一個(gè)心理實(shí)驗(yàn)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 peoples perception experience. They found that people perceived

25、objects and scenes as organized wholes before they noticed their component pars. They used the word Gestalt, which means “ organized 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 n

26、ot the sum of individual words that make up the article. So peoples mind should be understood in terms of a whole. Psychoanalysis心里分析 It is theory of the mind put forward by Sigmund Freud. Freud found that many of his patients mental problems were caused by some disturbing events in their childhood.

27、 But the patients could not remember these disturbing events. The part of the mind which is out of the reach of consciousness was called by Freud the subconscious mind, Which was the most important concept in psychoanalysis. Freud divided the mind into conscious and unconscious mind and he was the f

28、irst to study unconscious mind. Freud believed 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 a

29、nd slips of the tongue. Behaviourism 行為主義 In 1913, the American psychologist John B. Watson published an article “ Psychology as the Behaviourist Views it ”. The article was regarded as a formal introduction to behaviourism. Watson did a lot of experiments with nonhuman animals and animals behaviour

30、s without any consideration of the animals mind. 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 behaviour and that of other

31、animals. Watsons ideas were accepted by many psychologists. The dominant position of behaviourism was maintained until the mid-1960s. The leader of behaviourism was Skinner. He developed a new kind of apparatus for studying learning in animals and a new way of describing the learning process. Watson

32、s theory is called classic behaviourism while Skinners theory is called neo-behaviourism. The early behaviourists focused the attention on the topic of learning and they tried to characterize learning in terms of stimuli and response. Stimuli are observable events in the world that affect behaviour

33、and responses are observable behavioural acts. Skinner 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

34、 of a response will be determined by the consequences of 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)知理論 The term cognition means knowledge and cognitive psychology can be defined as the study of peoples ab

35、ility to acquire, organize, remember and use knowledge to guide their behaviour. The most important factor 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 t

36、hrough senses, processes it and sends it out as behaviour actions. The American linguist Noam Chomsky greatly influenced cognitive psychology. In his book 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 e

37、volution. Cognitive psychologists maintain that all the relationship among stimuli, responses and consequences are learned and are integrated into the animals knowledge. There are two principal types of cognitive structuresschemas and concepts. Schemas refer to sets of rules that define particular c

38、ategories of behaviour. Concepts are rules that describe properties of events and their relation with one another. Children acquire schemas and concepts by interacting with their environment with the help of two process assimilation and accommodation. Assimilation refers to the process by which new

39、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二語獲得論The habit formation theory It comes from the behaviourist psychology and was very popular in the

40、1950s and 60s. According to behaviourists, learning a second language means the formation of a set of linguistics habits. Imitation and practice play an important role in the process of habit-formation. According to the habit-formation theory, the old habitmother tongue of the learner will either fa

41、cilitate 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 linguistic universals 語言共性說 It believed that there exist certain linguistic properti

42、es 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 divides the grammar of a natural language into core grammar and peripheral grammar. According to him, human

43、 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 peripheral grammar can not be governed by the language acquisition device. The core grammar agrees with

44、 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 the process of modification in attitudes, knowledge, and behaviour in order to function well in another

45、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 acquisition. Factors which determine the degree of acculturation success: The social and psychological

46、 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 boundaries. The discourse theory 話語交際說 It was put forward by Hatch in the late 1970s. It was developed from Ha

47、llidays theory of first language acquisition. The theory believes there is little difference between the first language acquisition process and the process of second language acquisition only through communication discourses. The monitor theory 監(jiān)控理論 It was put forward by Krashen in the late 1970s. T

48、he 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 acquisition and learning. The basic distinction between language acquisition and language learning is whethe

49、r 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 conscious process in which learners acquire the knowledge of rules of the target language. The mon

50、itor hypothesis Different functions According to Krashen, acquisition is responsible for the fluency of the utterances produced by speakers while learning is responsible for the accuracy of the speeches or passages. Three conditions In order to perform this monitor function, language learners have t

51、o 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 hypothesis Same order The hypothesis claims that foreign language learners acquire the rules of the target lan

52、guage in the same order no matter where, when and how they are learning the language. Speed In Krashens point of view, language teaching cannot change the natural order of language acquisition. It can only facilitate the speed of acquisition. The input hypothesis Language input and language acquisit

53、ion 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 understanding input. The affective filter hypothesis Purpose It attempts to explain the variation in speed of

54、 language acquisition among individuals of the same group. The three affective factors which determines the speed of success motivation, self-confidence, and anxiety. Influence of the three factors learners with high motivation, self-confidence, and low anxiety will do much better than those that ar

55、e 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. The cognitive hypothesis 認(rèn)知假說 Cognitive psychologists regard learning as a cognitive process because the

56、y 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 learners have to select appropriate vocabulary, grammatical rules and conventions governing language

57、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 controlled modes. Teaching and practice will help the learner to acquire the automatic processing capaci

58、ty. Different stages 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 restructuring.A Brief History of Foreign Language Teaching(外語教學(xué)的簡(jiǎn)要?dú)v史)The Reform Movement(1882-1906

59、) 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 method did not pay attention to the importance of speech. The primary of speech In 1882, Victor published a pam

60、phlet 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 teaching and research (1906-1940) During this period, the teaching of English