外語(yǔ)教學(xué)法自考題模擬18

外語(yǔ)教學(xué)法自考題模擬18Ⅰ.MultipeChoice1、In1957,NoamChomsky'sbookSyntacticStructureswaspublishedwhichstartedthe .A.Americanstructuralism B.transformationalgenerativelinguisticsC.functionallinguistics D.cognitivepsychology2、WhichoneofthefollowingactivitiesisincludedintheacquisitionactivitiesintheNaturalApproach?A.Affective-humanisticactivities. B.Communicativeactivities.C.Skill-gettingactivities. D.Socialactivities.3、AccordingtoM.A.KHallidaywhichofthefollowingshouldNOTbetakenintoconsiderationintermsoflinguisticevents?A.Form. B.Context.C.Substance. D.Culture.4、Accordingtotherecordsavailable,humanbeingshavebeenengagedinthestudyoflanguagefor centuries.A.10 B.15C.20 D.255、Krashenidentifiesthreekindsofaffectivevariablesrelatedtosecondlanguageacquisition: .motivation,self-confidenceandanxietycomprehension,acquisitionandanxietyinput,competenceandself-confidencesituation,motivationandself-confidence6、TheGrammar-TranslationMethodwasatonetimecalled sinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.A.aural-oralmethod B.minimummethodC.AudiolingualMethod D.ClassicalMethod7、ItbecameakeyfeatureoftheOralApproachinthe1960sthat .newlanguagepointsareintroducedandpractisedinsituationsaccuracyismaintainedreadingandwritingareintroducedlatertranslationshouldbeavoided8、Thediscoursetheorywasestablishedby inthelate1970sanddevelopedfromM.A.K.Halliday'stheoryoffirstlanguageacquisition.A.E.Hatch B.M.A.K.HallidayC.StephenKrashen D.JosephH.Greenberg9、Thegenerative-transformationalschooloflinguisticsemergedthroughtheinfluenceof .A.NoamChomsky B.Ｊ.PiagetC.Ｄ.Ausubel D.Ｊ.Ｂ.Bruner10、WhichofthefollowingdoKrashenandTerrellNOTemphasize?A.Communication. B.Vocabulary.C.Meaning. D.Grammar.11、The1920ssawtheemergenceofanewpsychologicalschoolcalled foundedbyagroupofpsychologists.A.cognitivepsychology B.behaviouristpsychologyC.psychoanalysis D.Gestaltpsychology12、Chomskyholdsthepositionthatlinguistsshouldstudythe ofnativespeaker.A.linguisticperformance B.linguisticcompetenceC.communicativeperformance D.communicativecompetence13、AccordingtotheAudiolingualMethod, forlearningtohappen.A.astimulus B.reinforcementC.aresponse D.ahypothesis

isnotacrucialelement14、WhichofthefollowingisforbiddeninaDirectMethodclassroom?A.Usinggestures. B.Sketchdrawing.C.Thefirstlanguage. D.Writing.15、 ofsecondlanguageacquisitionwasdevelopedfromtheHalliday'stheoryoffirstlanguageacquisition.A.Habitformationtheory B.DiscoursetheoryC.Monitortheory D.CognitivetheoryⅡ.FillingBlanks16、TheNaturalApproachconsiders anylanguageteachingprogram.

asthemostimportantelementof17、The Approachemphasizesondictation,imitationandcontrolledoral-basedreadingandwritingtasks.18、The Methodaimstoenablethelearnerstoreadandtranslateitsliterature.19、Traditionallinguisticswas innature.20、Accordingtothe approach,languagelearninginreallifediffersfromlanguagelearningintheclassroom.21、ForCandlin,themeaning involvedinmakingchoicesanddecisionsliesattheheartofthelanguagelearningprocess.22、The Approachemphasizesonoralskills:useofonlythetargetlanguageintheclassroom.23、Inthe Approach,classtimeisdevotedprimarilytoprovidinginputforacquisition;theteacherspeaksonlythetargetlanguage,studentsmayuseeitherL1,orL2;errorsarecorrected.24、Inthe Approach,theteachercreatesspeecheswhichenablestudentstointeractusingthetargetlanguage.Studentsarenotforcedtorespondinthetargetlanguageimmediately.25、TheTotalPhysicalResponsemethodseessuccessfuladultsecondlanguagelearningasaprocessparalleledtochildren'sfirstlanguage .26、InpracticetheCognitiveApproachinvolvesmoreactiveuseofthestudents'mentalpower,whichisespeciallysuitablefor learners.27、TheCognitiveApproachlaysemphasisonthe acquisitionoflanguageasameaningfulsystem.28、TheGrammar-TranslationMethodbelievesthatgrammaristhe oflanguage,andlanguagematerialsarearrangedaccordingtothegrammarsystem.29、The MethodatonetimewascalledClassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguageofLatinandGreek.30、Palmerinsistedtherewasabasicdifferencebetweenthe capacitiesofhumanbeingsandthetrainedor"studial"capacitiesoftheclassroomlearner.Ⅲ.Matching languageacquisitiondevice(LAD.2) 3) 4) 5)

stimulusandresponsethediscoursetheoryacquisitionandlearningtheinputhypothesisTheformerreferstothesubconsciousprocessleadingtothedevelopmentof"competence";thelatterreferstoconsciousstudyandknowledgeofgrammaticalrules.Asortofmechanismordevicewhichcontainsthecapacitytoacquireone'sfirstlanguage.Itassumesthathumansacquirelanguageinonlyoneway--byunderstandingmessages,orbyreceiving"comprehensibleinput".Itbelievesthereislittledifferencebetweenthefirstlanguageacquisitionprocessandtheprocessofsecondlanguageacquisition--onlythroughcommunicationdiscourses.Theformerservestoelicitbehaviour;thelatteristriggeredbytheformer.Ⅳ.QuestionsforBriefAnswers36、WhatistheattitudeoftheCognitiveApproachtowardsmistakesinthelanguagelearningprocess?37、WhataretheprinciplesandconsequencesoftheReformMovement?38、Howdoesthecognitivepsychologyexplaintheacquisitionofknowledge?39、WhatarethemaindisadvantagesoftheCognitiveApproach?40、WhatisChomsky'sexplanationofthefirstlanguageprocess?41、WhataretheprinciplesandconsequencesoftheReformMovement?Ⅴ.QuestionsforLongAnswers42、ArethereanysimilaritiesanddifferencesbetweentheOralApproachandtheAudiolingualMethodintermsoflanguagetheoriesandlearningtheories?43、DiscussinyourownwordsanyfivecharacteristicsoftheAudiolinguaiMethod.答案:Ⅰ.MultipeChoice1、B[解析]1957年喬姆斯基出版了他的專著《句法結(jié)構(gòu)》。這本書在語(yǔ)言學(xué)界掀起了一場(chǎng)革命，還產(chǎn)生了一個(gè)新的學(xué)派——轉(zhuǎn)換生成語(yǔ)言學(xué)。2、A[解析]語(yǔ)言習(xí)得活動(dòng)分為四類：情感人文活動(dòng)(Affective-humanisticactivities)、解決問題活動(dòng)(Problem-solvingactivities)、游戲活動(dòng)(Games)和內(nèi)容活動(dòng)(Contentactivities)。3、D[解析]韓禮德認(rèn)為linguisticevents應(yīng)該從三個(gè)層面進(jìn)行研究：substance,formandcontext，因此排除D。4、D[解析信人們開始研究語(yǔ)言至少2500多年了，即25個(gè)世紀(jì)。故選D。5、A[解析克拉申在其提出的情感過(guò)濾器假設(shè)(Affectivefilterhypothesis)中確定了三種可變的情感因素與第二語(yǔ)言的習(xí)得有關(guān)，包括動(dòng)機(jī)(motivation)、自信(self-confidence)、憂慮(anxiety)。這三種情感因素影響了語(yǔ)言的學(xué)習(xí)速度。6、D[解析]語(yǔ)法翻譯法是指以翻譯和語(yǔ)法學(xué)習(xí)為主要教學(xué)活動(dòng)的外語(yǔ)或第二語(yǔ)言教學(xué)法。由于這種教學(xué)法首先被用來(lái)進(jìn)行拉丁語(yǔ)和希臘語(yǔ)等古典語(yǔ)言的教學(xué)，它曾一度被稱為古典法(ClassicalMethod)。7、A[解析意義的上下文中去練習(xí)，而不是被當(dāng)成孤立的、互不相關(guān)的成分來(lái)教。這條原則在20世紀(jì)60年代成了口語(yǔ)法的最重要的特征。8、A[解析話語(yǔ)交際說(shuō)(Discoursetheory)是由韓禮德的第一語(yǔ)言習(xí)得理論發(fā)展而來(lái)的，由哈奇(Hatch)于20世紀(jì)70年代后期提出。韓禮德認(rèn)為，第一語(yǔ)言習(xí)得的過(guò)程實(shí)際上就是學(xué)會(huì)用語(yǔ)言進(jìn)行B章分析(DiscourseAnalysis)，并創(chuàng)建系統(tǒng)功能語(yǔ)法(Systemic-functionalgrammar)。選項(xiàng)C克拉申是自然法的奠基人，提出了自我監(jiān)測(cè)模式(MonitorModel)。選項(xiàng)D格林伯格通過(guò)比較分析不同語(yǔ)言以確認(rèn)語(yǔ)言中的共性，屬于語(yǔ)言共性說(shuō)中較有影響的一個(gè)。9、A[解析1957一個(gè)新的學(xué)派轉(zhuǎn)換生成語(yǔ)言學(xué)lllinguistics)。因此說(shuō)轉(zhuǎn)換生成語(yǔ)言學(xué)的出現(xiàn)受到了喬姆斯基的影響。、D[解析[解析]格式塔心理學(xué)產(chǎn)生于20世紀(jì)20年代，由德國(guó)心理學(xué)家韋特墨、考夫卡和勒文等人所創(chuàng)立。1890年由弗洛伊德提出精神分析的心理學(xué)理論，1913年美國(guó)心理學(xué)家華生發(fā)表了題為《行為主義者眼中的心理學(xué)》被認(rèn)為是將行為主義正式引入心理學(xué)領(lǐng)域，直到20世紀(jì)60年代，行為主義開始從其支配地位走下坡路，其地位逐漸被一種新的認(rèn)知心理學(xué)所取代，代表人物皮亞杰和喬姆斯基。12、B、D[解析(response)和表明反應(yīng)是否適當(dāng)并在未來(lái)促使反應(yīng)重復(fù)(或抑制)的強(qiáng)化(reinforcement)。學(xué)習(xí)是刺激、反應(yīng)和強(qiáng)化的過(guò)程。14、C[解析]直接法課堂教學(xué)中只用外語(yǔ)來(lái)授課和進(jìn)行交流，完全避免使用母語(yǔ)。15、B[解析]話語(yǔ)交際說(shuō)是由韓禮德的第一語(yǔ)言習(xí)得理論發(fā)展而來(lái)的，由哈奇于20世紀(jì)70年代后期提出。Ⅱ.FillingBlanks16、input[解析]自然法認(rèn)為語(yǔ)言輸入是任何一種語(yǔ)言教學(xué)程序中最重要的部分。17、Oral[解析]口語(yǔ)法的教學(xué)技巧主要有：(1)用情景介紹新句型(newsentencepatternspresentedinsituations)；(2)操作練習(xí)(Drill-basedpractice)；(3)指導(dǎo)下的復(fù)述和替代練習(xí)(Guidedrepetitionandsubstitutionactivities)；(4)聽說(shuō)、模仿和教師規(guī)定的以口語(yǔ)為基礎(chǔ)的朗讀和寫作(Dictation,imitationandcontrolledoral-basedreadingandwritingtasks)。18、Grammar-Translation[解析能夠幫助學(xué)生發(fā)展智力；(4能夠更好的理解第一語(yǔ)言。19、practical[解析approach)。20、Oral[解析AccordingtotheOralApproach，languagelearninginreallifediffersfromlanguagelearninginthe口語(yǔ)法奠基人帕默爾區(qū)分了自然環(huán)境中的語(yǔ)言知識(shí)去完成手中任務(wù)。21、negotiation[解析坎德林(Candlin)這樣的意義協(xié)商必然涉及作出選擇和決定，這個(gè)協(xié)商過(guò)程就是語(yǔ)言學(xué)習(xí)的核心。22、Oral[解析]口語(yǔ)法強(qiáng)調(diào)口語(yǔ)優(yōu)先于書面語(yǔ)，課堂教學(xué)用目標(biāo)語(yǔ)。23、Natural[解析自然法的課堂教學(xué)采取了一種獨(dú)特的教學(xué)方法，有如下特征：(1)課堂時(shí)間應(yīng)主要提供有助于習(xí)得的語(yǔ)言輸入。(2)教師在課堂上只能講目標(biāo)語(yǔ)，學(xué)生則可以使用母語(yǔ)或目標(biāo)語(yǔ)。(3)家庭作業(yè)(4)生發(fā)表意見、完成任務(wù)和解決問題。24、Natural[解析25、acquisition[解析全身反應(yīng)法(TotalPhysical認(rèn)為，成年人學(xué)習(xí)第二語(yǔ)言與小孩習(xí)得母語(yǔ)的循小孩學(xué)母語(yǔ)的途徑。26、adult[解析外語(yǔ)的情況。27、conscious[解析(meaningfulsystem)，強(qiáng)調(diào)在理解的基礎(chǔ)上有意識(shí)的學(xué)習(xí)語(yǔ)言(consciousacquisition)，其依據(jù)的理論基礎(chǔ)是認(rèn)知理論和轉(zhuǎn)換生成語(yǔ)法理論。28、core[解析內(nèi)容，學(xué)習(xí)語(yǔ)法的過(guò)程是訓(xùn)練智能的重要手段，教材內(nèi)容是根據(jù)語(yǔ)法體系來(lái)安排的。29、Grammar-Translation[解析語(yǔ)法翻譯法是指以翻譯和語(yǔ)法(translationand學(xué)習(xí)為主要教學(xué)活動(dòng)的外語(yǔ)稱為古典法(ClassicalMethod)。30、spontaneous[解析]PalmerinsistedthereWasabasicdifferencebetweenthespontaneouscapacitiesofhumanbeingsandthetrainedor"studial"capacitiesoftheclassroomlearner.(acquiredlanguage)的自發(fā)能力(spontaneouscapacities)與學(xué)生通過(guò)訓(xùn)練或“學(xué)習(xí)”得到的能力(trainedor"studialcapacities)之間有著根本的不同，他認(rèn)為：自發(fā)能力在習(xí)得口語(yǔ)的過(guò)程中被得到充分發(fā)揮，而學(xué)得的能力則是培養(yǎng)讀寫能力所需要的。Ⅲ.Matching31、喬姆斯基認(rèn)為每一個(gè)兒童生來(lái)就具有語(yǔ)言習(xí)得機(jī)制(LAD：LanguageAcquisitionDevice)，不需要教他們語(yǔ)言，也不需要糾正其語(yǔ)言錯(cuò)誤，只要讓他們生活在語(yǔ)言環(huán)境之中，就能學(xué)會(huì)語(yǔ)言，并且在不知不覺中掌握其本族語(yǔ)的語(yǔ)言規(guī)則。32、行為主義心理學(xué)試圖解釋外部事物(刺激物)是如何引起個(gè)體行為的變化(反應(yīng))。33、話語(yǔ)交際說(shuō)(Discoursetheory)是由韓禮德的第一語(yǔ)言習(xí)得理論發(fā)展而來(lái)的，由哈奇(Hatch)于20世紀(jì)70年代后期提出。韓禮德認(rèn)為，第一語(yǔ)言習(xí)得的過(guò)程實(shí)際上就是學(xué)會(huì)用語(yǔ)言進(jìn)行交際的過(guò)學(xué)生只有通過(guò)話語(yǔ)交際才能習(xí)得第二語(yǔ)言。34、自然法的提倡者克拉申的第二語(yǔ)言習(xí)得中自我監(jiān)測(cè)模式(MonitorModel)區(qū)分了獲得和使用第二語(yǔ)言和外語(yǔ)中的兩個(gè)性質(zhì)截然不同的過(guò)程，一個(gè)是“習(xí)得”(Acquisition)，另一個(gè)是“學(xué)習(xí)”(Learning)，習(xí)得是潛意識(shí)過(guò)程導(dǎo)致“語(yǔ)言能力”的發(fā)展和提高，而學(xué)習(xí)是有意識(shí)的學(xué)習(xí)語(yǔ)法規(guī)則。35、自然法奠基人克拉申提出語(yǔ)言輸入假設(shè)認(rèn)為人們習(xí)得語(yǔ)言的唯一途徑——理解信息，即接受“可理解的輸入”，它指的是習(xí)得者能夠根據(jù)語(yǔ)言使用的環(huán)境和語(yǔ)言的形式理解所表達(dá)的話語(yǔ)。Ⅳ.QuestionsforBriefAnswers36、TheCognitiveApproachholdsthatmistakesareunavoidableinthecreativeuseoflanguage.Studentsshouldbeledtolearnandusethelanguagebymakinghypothesis,testingthehypothesisandthenmakingcorrections.Theteachershouldanalyzethemistakestofindthecauseanddosomeremedialworkaccordingly. 、TheprinciplesoftheReformMovementweretheprimacyofspeech,thecentralityoftheconnectedtextasthekerneloftheteaching-learningprocess,andtheabsolutepriorityofanoralmethodologyintheclassroom.Theconsequencesweregreat.ManypeopletookpartReformMovement.Alotofbookswerepublished.Anappliedlinguisticapproachtolanguageteachingbegantoshape. Thetermcognitivemeansknowledgeand"cognitive"psychologycanbedefinedasthestudyofpeople'sabilitytoacquire,organize,rememberanduseknowledgetoguidetheirbehaviour.Asfortheacquisitionofknowledge,cognitivepsychologybelievesthattherearetwoprincipaltypesofcognitivestructureswhicharecalledschemasandconcepts.Theschemasrefertosetsofrulesthatdefinecategoriesofbehaviourandconceptsarerulesthatdescribepropertiesofeventsandtheirrelationswithoneanother.Childrenacquireschemasandconceptsbyinteractingwiththeirenvironmentwiththehelpoftwoprocesses-assimilationandaccommodation. 、(1)Teachersfinditdifficulttoselectandpreparemeaningfulpresentations.Andstudentswhoareslowtocomprehenddonotworksuccessfullywiththemethodbecauselearningdependsalotonanalysisandunderstanding.(2)Therearenotyetcompleteandsystematicpracticalactivitiesandproceduresforclassroomuse. 、Chomskyassumesthatchildrenarebornwithalanguageacquisitiondevice(LAD).ThisLADismadeupofasetofgeneralprinciplescalleduniversalgrammar.Oncethechildisborn,theparticularlanguageenvironmentwilltriggertheLAD.Children'slanguageacquisitionprocesscompleteswhentheuniversalgrammarissuccessfullytransformedintothegrammarofaparticularlanguage. 、TheprinciplesoftheReformMovementweretheprimacyofspeech,thecentralityoftheconnectedtextasthekerneloftheteaching-learningprocess,andtheabsolutepriorityofanoralmethodologyintheclassroom.Theconsequencesweregreat.ManypeopletookpartintheReformMovement.Alotofbookswerepublished.Anappliedlinguisticapproachtolanguageteachingbegantotakeshape.Ⅴ.QuestionsforLongAnswers42、IntermsoflanguagetheoriesthereexistlittledifferencesbetweentheOralApproachandtheAudiolingualMethod.ThetwoapproacheshavethefollowingsimilaritiesbothholdastructuralviewoflanguageStructurallinguisticsviewslanguageasasystemofstructurallyrelatedelementsfortheexpressionofmeaning.Bothidentifylanguagewithspeech,andspeechabilityisapproachedthroughoralpracticeofstructureHowevertheOralApproachwasdevelopedbytheBritishappliedlinguists,whiletheAudiolingualMethodwasdevelopedbytheAmericanstructuralists.Intermsoflearningtheories,thetwomethodsalsohavesomethingincommon:bothbelieveinatheoryoflearningthatisbasedonatypeofbehavioristhabit-formationtheory.Foreignlanguagelearningisconsideredbasicallyaprocessofhabitformation.However,therearealsodifferencesbetweenthem:whilebothmethodsemphasizetheestablishmentofgoodspeechhabitsthro