英語教師語言藝術(shù)與技巧

英語教師語言藝術(shù)與技巧WhatisLanguagePlatothereisauniversallycorrectandacceptablelogicoflanguageformantofollowinexpressinghisideas.Aristotlelanguageisarrivedatbyconventionandagreementofthespeakersofagivenlanguage.Languageisacodethatwelearntouseinordertocommunicateideasandexpressourwantsandneeds.Reading,writing,speaking,andsomegesturesystemsareallformsoflanguage.Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.Languageisameansofverbalcommunication.Teacher’slanguageConversationalstructureOpeninggreetingpoliteremarkssmalltalkMessagetopic1subtopicSubtopictopic2Closingwinding-uptalkpoliteremarksfarewellsTwomainprinciplesinconversation:speakerstakingturnsandspeakerscooperatingTurn-takingAdjacencypairs

Strategiesofturn-takingselectionornominationself-selectionoverlapofturnssilencebodylanguageadjacencypairs:Anadjacencypairisasequenceoftworelatedutterancesbytwodifferentspeakers.Thesecondutteranceisalwaysaresponsetothefirst.e.g.:A:Youleftthelighton.B:Itwasn’tme.Greeting---greetingquestion---answerInvitation---acceptance/refusaloffer---decline/acceptanceComplaint---apology/refusalcongratulations---thanksSummons---responseassessment---agreement/disagreementCompliment---thanks/minimizationModelinclassSinclair&CoulthardModel(RankStructure)LessonaperiodofteachingaparticularlessonTransactionmarkboundariesindiscourseDefinedasunitswhoseboundariesaretypicallymarkedbyFrame:somethinglinguisticwhichindicatestothestudentsthatonetransactionisgoingtobeginorhasendedandanotherisbeginning;well,ok,allright,right,now,goodFocus:ametastatementwhichtellsthestudentswhatthetransactionisgoingtobeabout.Exchangeinformingexchange;directingexchange;elicitingexchangeMove

t---s,t---s;t---s---tElicitingexchangeInitiatingmoveRespondingmoveFollow-upmove(feedback)Actdefinedprincipallybytheirfunctionsinthediscourse,bythewaytheyservetoinitiatesucceedingdiscourseactivityorrespondtoearlierdiscourseactivity.e.g.:T:well,Lisa,doyouknowthedifferencebetweenmoveandact?L:Yes,sir,theyareasdifferentasthatofwordandmorpheme.T:Yes.Agoodgirl.largerpatternsofwrittendiscourseproblem-solutionsituation-problem-solution-evaluation(SPSnEv)claim-counterclaim/hypothetical-realquestion-answergeneral-specificrhetoricalpatternsFormoreinformation：張應(yīng)林.語篇分析學(xué)[M].華中師范大學(xué)出版社，2006.McCarthy,M.DiscourseAnalysisforLanguageTeachers[M].Cambridge:CambridgeUniversityPress，1991.Elements

Speaker:thepersonwhoispresentinganoralmessagetoalistener(personalcredibility,yourknowledgeofthesubject,yourpreparationofthespeech,yourmannerofspeaking,yoursensitivitytotheaudienceandtheoccasion,andenthusiasm)Message:whateveraspeakercommunicatestosomeoneelse(theverbalmessageandthenonverbalmessage)Verbal:narrowyourtopicdown;doresearchandchoosesupportingdetails;organizeyourideas;expressaccurately,clearly,vividlyandappropriatelyNonverbal:sendingthemessagewithyourtoneofvoice,appearance,gestures,facialexpression,posturesandeyecontactChannel:themeansbywhichamessageiscommunicatedListener:thepersonwhoreceivesthespeaker’smessageeverythingaspeakersaysisfilteredthroughalistener’sframeofreference/schema---thetotalofhisorherknowledge,experience,goals,values,andattitudes

Feedback:themessages,usuallynonverbal,sentfromalistenertoaspeaker(leaningforwardintheirseats;applaudinginapproval;laughingatyourjokes;shufflingtheirfeetandgazingattheclock…)Interference:anythingthatimpedesthe

communicationofamessage(externalandinternal)Situation:thetimeandplaceinwhichspeechcommunicationoccurssituationmessagechannel

feedbackinterferencesituation

WhattoteachCompetence:alanguageuser’sunderlyingknowledgeaboutthesystemofrulesPerformance:actualuseoflanguageinconcretesituationsWiththeattentiongiventothestudyofmeaning,moreandmorelinguistscametorealizetheimportanceofcontextsinthestudyofmeanings.Theybelievethatforalanguageinuse,meaningsarenotabstract,theyarecloselyrelatedtocontexts.Meaningscannotbedeterminedwithouttakingintocountsuchcontextualfactorsas“Whosayswhattowhom,when,whereandhow.”Whencontextsaretakenintoconsiderationinthestudyofmeanings,pragmaticshencecomesintoexistence.LinguisticKnowledgeknowledgeofthetargetlanguageKnowledgeofthepreviousdiscoursePhonology,vocabulary,grammar,etc.Non-linguisticKnowledgeSituationalKnowledgeBackgroundKnowledge

SettingTopicDegreeofformalityRelationbetweeninteractants

Social&culturalnormsCooperativeprinciplesGeneralknowledge

Mutualunderstandingofinteractants

ExamplesExample1Itwasgoodofyoutocome.Whatdoyoumean?Example2Itisthetaste.Example3Yourhandwritingisreallyexcellent.N…n…no.Oh,really?Thankyou.Example4Doyoulikerugby?IamaNewZealander.Example5Areyougoingtotheseminar?It’sonpragmatics.Moreexamples高高興興上班去，平平安安回家來。Doyoulikerice?IamaCantonese,youknow.Icouldeatthewholeofthatcake.Oh,thanks.Dohaveanotherdrink.IwonderifImightrespectfullyrequestyoutostoppickingyournose?Willwegetananswersoon?Everybodyenjoyedtheplay,didn’tthey?Whodidyoutalkto?Noneofthemwereabletocome.SwitzerlandisbetweenFrance,Germany,Austria,andItaly.Wouldyoumindmesittinghere?Galileosaidthattheearthtravelsroundthesun.Thetwoboyslookedatoneanothersuspiciously.CanIuseyourtelephone?Don’tworry:it’smehere.Themachinesarenottwentiethcenturyenough.Allthiswasonceuponatime.GolfplaysJohn.Willyouhavesomemore?Oh,yes,please.It’sdelicious.Oh,no,thankyou.Idon’twantmuchtoeat.Thankyou.Iamsorrytohearaboutyourgrandma.Iwassorrytohearthatyourgrandmakilledherself.Iwasverysorrytohearyourgrandmatrippedoverthecat,cartwheeleddownthestairsandbrainedherselfontheelectricitymeter.Pragmatics:Studiesoflanguagecomprehensionandapplication(理解語言、使用語言)Studiesoflanguageappropriatenessandtactfulness(語言合適、語言得體)Don’tbuythat.Iwouldn’tbuythatifIwereyou.Iboughtoneofthoseanditfellapartinaweek.Yourhandwritingisreallyexcellent.N…n…no.Oh,really?Thankyou.錢冠連1997《漢語文化語用學(xué)》清華大學(xué)出版社Tourist:Isthereatoiletaroundhere?Attendant:Youwanttouse?Tourist:(somewhatastonished)SureIdo.Attendant:Godownthesteps.廣州酒家——食在廣州第一家。GuangzhouRestaurant---EatinginGuangzhou,weareNumberOne.GuangzhouRestaurant---IfyouhadachancetoeatoutinGuangzhou,itwillbeyourfirstchoice.**是我家，衛(wèi)生靠大家。**是我家，清潔齊參加。**是咱們的家，讓我們一塊兒參加清潔衛(wèi)生工作吧。忽見東府里幾個人,慌慌張張跑來,說:“老爺殯天了!”眾人聽了,嚇了一大跳,忙都說:“好好的并無疾病,怎么就沒了!”家人說:“老爺天天修煉,頂是功成圓滿,升仙去了?！?《紅樓夢》譯文:…someservantsfromtheEasternMansioncamerushingupfrantically.“Theoldmaster’sascendedtoHeaven!”theyannounced.Everybodywasconsternated.“Hewasn’teverill,lhowcouldhepassawaysosuddenly?”theyexclaimed.Theservantsexplained.“HisLordshiptookelixirseveryday;nowhemusthaveachievedhisaimandbecomeanimmortal.”一家動物園里的某一鱷魚觀賞點(diǎn)在鱷魚池邊豎立標(biāo)示牌,標(biāo)牌上畫著一條張開大嘴的鱷魚,寫著:Thelastoneisdelicious,bringmeanotherone.譯文1:上一個好吃,再來一個。(申楠,譯)譯文2:鱷魚傷人,禁止入水。(方夢之,譯)譯文3:人肉真香,再來一個!(云楨,譯)CultureAwarenessRobertson,1981,cultureconsistsofallthesharedproductsofhumansociety.Thismeansnotonlysuchmaterialthingsascities,organizationsandschools,butalsonon-materialthingssuchasideas,customs,familypatterns,languages.Puttingitsimply,culturereferstotheentirewayoflifeofasociety,“thewaysofapeople.”Languageisapartofcultureandplaysaveryimportantroleinit.Somesocialscientistsconsideritthekeystoneofculture.Withoutlanguage,theymaintain,culturewouldnotbepossible.Ontheotherhand,languageisinfluencedandshapedbyculture;itreflectsculture.Inthebroadestsense,languageisthesymbolicrepresentationofapeople,anditcomprisestheirhistoricalandculturalbackgroundsas