王海嘯教授：從語(yǔ)言的系統(tǒng)性看大學(xué)英語(yǔ)教學(xué)資料

1、從語(yǔ)言(yyn)的系統(tǒng)性看大學(xué)英語(yǔ)教學(xué)南京大學(xué)(nn jn d xu) 王海嘯2013 西安共三十八頁(yè)目 錄從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力語(yǔ)言技能的內(nèi)涵外語(yǔ)能力發(fā)展研究(ynji)對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示共三十八頁(yè)從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力語(yǔ)言技能的內(nèi)涵外語(yǔ)能力發(fā)展研究(ynji)對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示共三十八頁(yè)語(yǔ)言維度語(yǔ)音、語(yǔ)調(diào)(ydio)、詞法、句法 技能維度聽(tīng)、說(shuō)、讀、寫基于知識(shí)(zh shi)與技能的語(yǔ)言能力界定Carroll關(guān)于“語(yǔ)言能力”共三十八頁(yè)組織能力（Organizational competence）：語(yǔ)法能力（Grammatical competence）語(yǔ)篇能力（Te

2、xtual competence）語(yǔ)用能力（Pragmatic competence）施為能力（llocutionary competence） 社會(huì)(shhu)語(yǔ)言能力（Sociolinguistic competence）語(yǔ)言交際能力(nngl)的界定Bachman (1990) 的 “語(yǔ)言交際能力”中的“語(yǔ)言能力” 共三十八頁(yè)Bachman的 “語(yǔ)言(yyn)交際能力” 知識(shí)結(jié)構(gòu)關(guān)于世界(shji)的知識(shí)語(yǔ)言能力關(guān)于語(yǔ)言的知識(shí)策略能力心理生理運(yùn)動(dòng)機(jī)制語(yǔ)境語(yǔ)言交際能力的界定共三十八頁(yè)從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力語(yǔ)言技能的內(nèi)涵外語(yǔ)能力發(fā)展研究(ynji)對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示共三十八頁(yè)輸入

3、(shr)輸出(shch)接受性技能產(chǎn)出性技能共三十八頁(yè)聽(tīng)的能力(nngl)Phonetic and phonological perceptionVocabulary and Morphological perceptionSyntactic perceptionDiscourse and style/register perception作為接受(jishu)性技能共三十八頁(yè)說(shuō)的能力(nngl)Phonetic and phonological productionVocabulary and Morphological productionSyntactic productionDisc

4、ourse and style/register production作為(zuwi)產(chǎn)出性技能共三十八頁(yè)讀的能力(nngl)Graphemic perceptionVocabulary and Morphological perceptionSyntactic perceptionDiscourse and style/register perception作為(zuwi)接受性技能共三十八頁(yè)寫的能力(nngl)Graphemic productionVocabulary and Morphological productionSyntactic productionDiscourse an

5、d style/register production作為(zuwi)產(chǎn)出性技能共三十八頁(yè)寫的能力(nngl)Traditional conceptions of writing expertise are based on the view that good writing is good writing, regardless of audience, purpose or context. This reflects the notion of autonomous texts, , that suggests a text can mean the same thing to all

6、 people because all the assumptions needed to understand it are fully explicit and recoverable from its pages. Writing expertise here is the ability to adhere to style-guide prescriptions concerning grammar, arrangement and punctuation.Hyland, 2005:59作為(zuwi)產(chǎn)出性技能共三十八頁(yè)輸入(shr)輸出(shch)接受性技能產(chǎn)出性技能從交際能力的

7、角度看：共三十八頁(yè)聽(tīng)的能力(nngl)In any intentional or goal-directed communication, the participants success or failure depends upon a number of factors:the understanding each has of the situationthe clarity of their goalstheir perception of and sensitivity to one anothers needsthe strategic choices they makethei

8、r ability to put their choices into actiontheir ability to monitor their progress toward the goalstheir ability to provide feedback about their perceived progressRost, 2005:55-56從交際(jioj)能力的角度看共三十八頁(yè)聽(tīng)的能力(nngl)To improve listening at the receiving stageTo improve listening at the interpreting stageTo

9、improve listening at the recalling stageTo improve listening at the evaluating stageTo improve listening at the responding stageCommunication in the Real World: An Introduction to Communication Studies從交際(jioj)能力的角度看共三十八頁(yè)聽(tīng)的能力(nngl)Form and content of input shaped by outputSelection of input determin

10、ed by output task從交際(jioj)能力的角度看共三十八頁(yè)說(shuō)的能力(nngl)Output relevant to inputForm and content shaped by inputOutput helps to generate relevant and comprehensible inputSensitivity to addressee and environment從交際(jioj)能力的角度看共三十八頁(yè)說(shuō)的能力(nngl)A further complicating factor is that when the spoken language is the

11、 focus of classroom activity there are often other aims which the teacher might have: for instance, helping the student to gain awareness of or to practice some aspect of linguistic knowledge , or to develop production skills , or to raise awareness of some socio-linguistic or pragmatic point .Hughe

12、s, 2005:6從交際(jioj)能力的角度看共三十八頁(yè)讀的能力(nngl)Purposes for readingReading to search for simple informationReading to skim quicklyReading to learn from textsReading to integrate informationReading to write (or search for information needed for writing)Reading to critique textsReading for general comprehensi

13、onGrabe & Stoller, 2005:13從交際(jioj)能力的角度看共三十八頁(yè)讀的能力(nngl)Reading comprehension is an extraordinary feat of balancing and coordinating many abilities in a very complex and rapid set of routines that makes comprehension a seemingly effortless and enjoyable activity for fluent readers.Grabe & Stoller, 2

14、005:29從交際(jioj)能力的角度看共三十八頁(yè)寫的能力(nngl)Writing as a cognitive process, as is suggested by Flower and Hayes (1981) model thatwriters have goalsthey plan extensivelyall work can be reviewed, evaluated and revised, planning, drafting, revising and editing are recursive, interactive and potentially simulta

15、neousplans and text are constantly evaluated in a feedback loopCited in Hyland, 2005:25從交際(jioj)能力的角度看共三十八頁(yè)寫的能力(nngl)Writing as a situated act this perspective gives greater emphasis to the actual performance of writing in a particular context. Writing is seen as a social act that can only occur wit

16、hin a specific situation. It is therefore influenced both by the personal attitudes and social experiences that the writer brings to the writing and the impact of particular political and institutional contexts in which it takes place.Hyland, 2005:30從交際(jioj)能力的角度看共三十八頁(yè)從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力語(yǔ)言技能的內(nèi)涵外語(yǔ)能力發(fā)展研究

17、(ynji)對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示共三十八頁(yè)外語(yǔ)(wiy)能力發(fā)展研究聽(tīng)說(shuō)讀寫是互動(dòng)(h dn)的，如：Implicit vs. explicit vocabulary learningInaccuracy in production related to inability of perceptionTask type effectMultiple sources of learning (e.g., vocabulary acquisition studies)從微觀上看共三十八頁(yè)外語(yǔ)(wiy)能力發(fā)展研究語(yǔ)言能力是通過(guò)(tnggu)語(yǔ)言使用發(fā)展的語(yǔ)言技能使用的綜合性語(yǔ)言使用的目的性語(yǔ)言使

18、用的情感因素從中觀上看共三十八頁(yè)從宏觀(hnggun)上看：一個(gè)關(guān)于中介語(yǔ)的比喻外語(yǔ)(wiy)能力發(fā)展研究共三十八頁(yè)從宏觀(hnggun)上看：一個(gè)關(guān)于中介語(yǔ)的比喻外語(yǔ)(wiy)能力發(fā)展研究共三十八頁(yè)從語(yǔ)言(yyn)知識(shí)與技能到語(yǔ)言(yyn)交際能力語(yǔ)言技能的內(nèi)涵外語(yǔ)能力發(fā)展研究對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示共三十八頁(yè)應(yīng)用性，創(chuàng)造性整體性，綜合性、過(guò)程的非線性智力因素(yn s)、情感因素(yn s)以學(xué)習(xí)者為中心，個(gè)體性學(xué)習(xí)者、教師、學(xué)習(xí)內(nèi)容的互動(dòng)Problem, Participation, Progress語(yǔ)言(yyn)的系統(tǒng)性要求英語(yǔ)教學(xué)的對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示共三十八頁(yè)對(duì)外語(yǔ)教學(xué)與測(cè)試(csh)的啟示綜合(zngh)技能培養(yǎng)教學(xué)目標(biāo)課型設(shè)置綜合課、單項(xiàng)技能課教學(xué)設(shè)計(jì)Task-based, project-based, content-based共三十八頁(yè)對(duì)外語(yǔ)教學(xué)與測(cè)試(csh)的啟示語(yǔ)言與非語(yǔ)言