從語(yǔ)言的系統(tǒng)性看大學(xué)英語(yǔ)教學(xué)課件

從語(yǔ)言的系統(tǒng)性看大學(xué)英語(yǔ)教學(xué)南京大學(xué)王海嘯2013

西安從語(yǔ)言的系統(tǒng)性看大學(xué)英語(yǔ)教學(xué)南京大學(xué)王海嘯2013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)展研究對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示目錄從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力從語(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)展研究對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力語(yǔ)言維度語(yǔ)音、語(yǔ)調(diào)、詞法、句法技能維度聽、說、讀、寫基于知識(shí)與技能的語(yǔ)言能力界定Carroll關(guān)于“語(yǔ)言能力”語(yǔ)言維度基于知識(shí)與技能的語(yǔ)言能力界定Carroll關(guān)于“語(yǔ)言組織能力（Organizationalcompetence）：語(yǔ)法能力（Grammaticalcompetence）語(yǔ)篇能力（Textualcompetence）語(yǔ)用能力（Pragmaticcompetence）施為能力（llocutionarycompetence）

社會(huì)語(yǔ)言能力（Sociolinguisticcompetence）語(yǔ)言交際能力的界定Bachman(1990)的“語(yǔ)言交際能力”中的“語(yǔ)言能力”組織能力（OrganizationalcompetenceBachman的“語(yǔ)言交際能力”知識(shí)結(jié)構(gòu)關(guān)于世界的知識(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Bachman的“語(yǔ)言交際能力”知識(shí)結(jié)構(gòu)語(yǔ)言能力策略能力從語(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)展研究對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力輸入輸出接受性技能產(chǎn)出性技能輸入輸出接受性技能產(chǎn)出性技能聽的能力Phonetic

and

phonological

perceptionVocabulary

and

Morphological

perceptionSyntactic

perceptionDiscourse

and

style/register

perception作為接受性技能聽的能力Phoneticandphonological說的能力Phonetic

and

phonological

productionVocabulary

and

Morphological

productionSyntactic

productionDiscourse

and

style/register

production作為產(chǎn)出性技能說的能力Phoneticandphonological讀的能力Graphemic

perceptionVocabulary

and

Morphological

perceptionSyntactic

perceptionDiscourse

and

style/register

perception作為接受性技能讀的能力Graphemicperception作為接受性技寫的能力Graphemic

productionVocabulary

and

Morphological

productionSyntactic

productionDiscourse

and

style/register

production作為產(chǎn)出性技能寫的能力Graphemicproduction作為產(chǎn)出性技寫的能力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

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作為產(chǎn)出性技能寫的能力Traditionalconceptionsof輸入輸出接受性技能產(chǎn)出性技能從交際能力的角度看：輸入輸出接受性技能產(chǎn)出性技能從交際能力的角度看：聽的能力Inanyintentionalorgoal-directedcommunication,theparticipants’successorfailuredependsuponanumberoffactors:theunderstandingeachhasofthesituationtheclarityoftheirgoalstheirperceptionofandsensitivitytooneanother’sneedsthestrategicchoicestheymaketheirabilitytoputtheirchoicesintoactiontheirabilityto

monitortheirprogresstowardthegoalstheirabilitytoprovidefeedbackabouttheirperceivedprogressRost,2005:55-56從交際能力的角度看聽的能力Inanyintentionalorgoal聽的能力ToimprovelisteningatthereceivingstageToimprovelisteningattheinterpretingstageToimprovelisteningattherecallingstageToimprovelisteningattheevaluatingstageToimprovelisteningattherespondingstageCommunication

in

the

Real

World:

An

Introduction

to

Communication

Studies從交際能力的角度看聽的能力Toimprovelisteningatth聽的能力Form

and

content

of

input

shaped

by

outputSelection

of

input

determined

by

output

task從交際能力的角度看聽的能力Formandcontentofinput說的能力Output

relevant

to

inputForm

and

content

shaped

by

inputOutput

helps

to

generate

relevant

and

comprehensible

inputSensitivity

to

addressee

and

environment從交際能力的角度看說的能力Outputrelevanttoinput從交說的能力A

further

complicating

factor

is

that

when

the

spoken

language

is

the

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

….Hughes,2005:6從交際能力的角度看說的能力Afurthercomplicatingfac讀的能力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

comprehensionGrabe

&

Stoller,2005:13從交際能力的角度看讀的能力Purposesforreading從交際能力的讀的能力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,2005:29從交際能力的角度看讀的能力Readingcomprehensionisa寫的能力Writing

as

a

cognitive

process,

as

is

suggested

by

Flower

and

Hayes’

(1981)

model

thatwriters

have

goalsthey

plan

extensively…all

work

can

be

reviewed,

evaluated

and

revised,

…planning,

drafting,

revising

and

editing

are

recursive,

interactive

and

potentially

simultaneousplans

and

text

are

constantly

evaluated

in

a

feedback

loop…Cited

in

Hyland,2005:25從交際能力的角度看寫的能力Writingasacognitivepro寫的能力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

within

a

specific

situation.

It

is

therefore

influenced

both

by

the

personal

attitudes

and

social

experiences

that

the

writer

brings

to

thewritingand

the

impact

of

particular

political

and

institutional

contexts

in

which

it

takes

place.Hyland,2005:30從交際能力的角度看寫的能力Writingasasituatedact從從語(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)展研究對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力外語(yǔ)能力發(fā)展研究聽說讀寫是互動(dòng)的，如：Implicit

vs.

explicit

vocabulary

learningInaccuracy

in

production

related

to

inability

of

perceptionTask

type

effectMultiple

sources

of

learning

(e.g.,

vocabulary

acquisition

studies)從微觀上看外語(yǔ)能力發(fā)展研究聽說讀寫是互動(dòng)的，如：從微觀上看外語(yǔ)能力發(fā)展研究語(yǔ)言能力是通過語(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)言使用的情感因素從中觀上看外語(yǔ)能力發(fā)展研究語(yǔ)言能力是通過語(yǔ)言使用發(fā)展的從中觀上看從宏觀上看：一個(gè)關(guān)于中介語(yǔ)的比喻外語(yǔ)能力發(fā)展研究從宏觀上看：一個(gè)關(guān)于中介語(yǔ)的比喻外語(yǔ)能力發(fā)展研究從宏觀上看：一個(gè)關(guān)于中介語(yǔ)的比喻外語(yǔ)能力發(fā)展研究從宏觀上看：一個(gè)關(guān)于中介語(yǔ)的比喻外語(yǔ)能力發(fā)展研究從語(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)展研究對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力應(yīng)用性，創(chuàng)造性整體性，綜合性、過程的非線性智力因素、情感因素以學(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)試的啟示應(yīng)用性，創(chuàng)造性語(yǔ)言的系統(tǒng)性要求英語(yǔ)教學(xué)的對(duì)外語(yǔ)教學(xué)與測(cè)試的啟對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示綜合技能培養(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對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示綜合技能培養(yǎng)對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示語(yǔ)言與非語(yǔ)言目的的平衡語(yǔ)言使用的意義性英語(yǔ)教學(xué)與大學(xué)教育對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示語(yǔ)言與非語(yǔ)言目的的平衡對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示From

the

MOE

of

Singapore對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示FromtheMOEofSin對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示動(dòng)機(jī)與策略動(dòng)機(jī)的產(chǎn)生有些動(dòng)機(jī)是需要培養(yǎng)的動(dòng)機(jī)不必是相同的動(dòng)機(jī)不必是不變的動(dòng)機(jī)對(duì)過程的影響動(dòng)機(jī)對(duì)注意的影響動(dòng)機(jī)對(duì)加工的影響策略能力是語(yǔ)言交際能力的一部分對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示動(dòng)機(jī)與策略對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示測(cè)試對(duì)教學(xué)的反撥測(cè)試的綜合性趨勢(shì)Performance

tests對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示測(cè)試對(duì)教學(xué)的反撥結(jié)語(yǔ)語(yǔ)言學(xué)習(xí)中的輸入與輸出就好比是太極圖中的白與黑，它們你中有我，我中有你。組合在一起，才能形成一個(gè)充滿活力的生命體?！苯Y(jié)語(yǔ)語(yǔ)言學(xué)習(xí)中的輸入與輸出就好比是太極圖中的白與黑，它們ThankYou!ThankYou!從語(yǔ)言的系統(tǒng)性看大學(xué)英語(yǔ)教學(xué)南京大學(xué)王海嘯2013

西安從語(yǔ)言的系統(tǒng)性看大學(xué)英語(yǔ)教學(xué)南京大學(xué)王海嘯2013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)展研究對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示目錄從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力從語(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)展研究對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力語(yǔ)言維度語(yǔ)音、語(yǔ)調(diào)、詞法、句法技能維度聽、說、讀、寫基于知識(shí)與技能的語(yǔ)言能力界定Carroll關(guān)于“語(yǔ)言能力”語(yǔ)言維度基于知識(shí)與技能的語(yǔ)言能力界定Carroll關(guān)于“語(yǔ)言組織能力（Organizationalcompetence）：語(yǔ)法能力（Grammaticalcompetence）語(yǔ)篇能力（Textualcompetence）語(yǔ)用能力（Pragmaticcompetence）施為能力（llocutionarycompetence）

社會(huì)語(yǔ)言能力（Sociolinguisticcompetence）語(yǔ)言交際能力的界定Bachman(1990)的“語(yǔ)言交際能力”中的“語(yǔ)言能力”組織能力（OrganizationalcompetenceBachman的“語(yǔ)言交際能力”知識(shí)結(jié)構(gòu)關(guān)于世界的知識(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Bachman的“語(yǔ)言交際能力”知識(shí)結(jié)構(gòu)語(yǔ)言能力策略能力從語(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)展研究對(duì)外語(yǔ)教學(xué)與測(cè)試的啟示從語(yǔ)言知識(shí)與技能到語(yǔ)言交際能力輸入輸出接受性技能產(chǎn)出性技能輸入輸出接受性技能產(chǎn)出性技能聽的能力Phonetic

and

phonological

perceptionVocabulary

and

Morphological

perceptionSyntactic

perceptionDiscourse

and

style/register

perception作為接受性技能聽的能力Phoneticandphonological說的能力Phonetic

and

phonological

productionVocabulary

and

Morphological

productionSyntactic

productionDiscourse

and

style/register

production作為產(chǎn)出性技能說的能力Phoneticandphonological讀的能力Graphemic

perceptionVocabulary

and

Morphological

perceptionSyntactic

perceptionDiscourse

and

style/register

perception作為接受性技能讀的能力Graphemicperception作為接受性技寫的能力Graphemic

productionVocabulary

and

Morphological

productionSyntactic

productionDiscourse

and

style/register

production作為產(chǎn)出性技能寫的能力Graphemicproduction作為產(chǎn)出性技寫的能力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

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作為產(chǎn)出性技能寫的能力Traditionalconceptionsof輸入輸出接受性技能產(chǎn)出性技能從交際能力的角度看：輸入輸出接受性技能產(chǎn)出性技能從交際能力的角度看：聽的能力Inanyintentionalorgoal-directedcommunication,theparticipants’successorfailuredependsuponanumberoffactors:theunderstandingeachhasofthesituationtheclarityoftheirgoalstheirperceptionofandsensitivitytooneanother’sneedsthestrategicchoicestheymaketheirabilitytoputtheirchoicesintoactiontheirabilityto

monitortheirprogresstowardthegoalstheirabilitytoprovidefeedbackabouttheirperceivedprogressRost,2005:55-56從交際能力的角度看聽的能力Inanyintentionalorgoal聽的能力ToimprovelisteningatthereceivingstageToimprovelisteningattheinterpretingstageToimprovelisteningattherecallingstageToimprovelisteningattheevaluatingstageToimprovelisteningattherespondingstageCommunication

in

the

Real

World:

An

Introduction

to

Communication

Studies從交際能力的角度看聽的能力Toimprovelisteningatth聽的能力Form

and

content

of

input

shaped

by

outputSelection

of

input

determined

by

output

task從交際能力的角度看聽的能力Formandcontentofinput說的能力Output

relevant

to

inputForm

and

content

shaped

by

inputOutput

helps

to

generate

relevant

and

comprehensible

inputSensitivity

to

addressee

and

environment從交際能力的角度看說的能力Outputrelevanttoinput從交說的能力A

further

complicating

factor

is

that

when

the

spoken

language

is

the

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

….Hughes,2005:6從交際能力的角度看說的能力Afurthercomplicatingfac讀的能力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

comprehensionGrabe

&

Stoller,2005:13從交際能力的角度看讀的能力Purposesforreading從交際能力的讀的能力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,2005:29從交際能力的角度看讀的能力Readingcomprehensionisa寫的能力Writing

as

a

cognitive

process,

as

is

suggested

by

Flower

and

Hayes’

(1981)

model

thatwriters

have

goalsthey

plan

extensively…all

work

can

be

reviewed,

evaluated

and

revised,

…planning,

drafting,

revising

and

editing

are

recursive,

interactive

and

potentially

simultaneousplans

and

text

are

constantly

evaluated

in

a

feedback

loop…Cited

in

Hyland,2005:25從交際能力的角度看寫的能力Writingasacognitivepro寫的能力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

within

a

specific

situation.

It

is

therefore

influenced

both

by

the

personal

attitudes

and

social

experiences

that

the

writer

brings

to

thewritingand

the

im