語言與心理學(xué)

語言與心理學(xué)第1頁，課件共53頁，創(chuàng)作于2023年2月IntroductionofFLTMFLTMisasciencewhichstudiestheprocessesandpatternsofforeignlanguageteaching,aimingatrevealingthenatureandlawsofFLT.Thatistosay,itexaminesthepracticesandproceduresinFLT;studiesapproaches,methodsandtechniquesandalsostudiesprinciplesandbeliefsthatunderlinessuchaslinguistics,psychology,psycholinguisticsandsociolinguistics.Onlywhenwehaveasoundknowledgeofthesedisciplines,canwemakeastudyofFLTM.第2頁，課件共53頁，創(chuàng)作于2023年2月Partone:Theoriesoflinguistics1.1Traditionallinguistics1.2Americanstructuralism1.3TransformationalgenerativelinguisticsbyNoamChomsky

1.4Functionallinguistics

1.5Interactiveview第3頁，課件共53頁，創(chuàng)作于2023年2月

1.1Traditionallinguistics

Thelinguistsbelievethattoalargeextent,madeastudyoflanguageinordertounderstandtheclassicworksofancienttimesandtobeabletoteachstudents,enablingthemtounderstandandappreciatethoseclassicworks.Theyarguedthatthewrittenformoflanguagewassuperiortothespokenformandtookwordsastheirstartingpointtouselanguagecorrectly.

Themostinfluentialmethodis‘theGrammar-TranslationMethod(GTM)’.第4頁，課件共53頁，創(chuàng)作于2023年2月1.2Americanstructuralism

ThetwoforerunnersofitwereFranzBoas(ananthropologist人類學(xué)家)andEdwardSapir.LeonardBloomfield,alinguistinAmerica,isregardedasthefatherofAmericanstructuralism.

Hecharacterizedlanguageandlanguageacquisitionintermsofbehavioristterminology.Forhim,alanguagewasahabitofverbalbehaviorwhichconsistsofaseriesofstimuliandresponses.Hearguedthattoacquirealanguagewastoformhabitofverbalbehaviorandlearningasecondlanguagewaslearninganewhabit.Hebelievedthatthepurposeoflanguagewasspeechandspeechwasprimaryandwritingwassecondary.第5頁，課件共53頁，創(chuàng)作于2023年2月

ThemostinfluentialmethodisAudio-lingualmethod.Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:（teachingcontents)thesoundsystem(phonology語音學(xué));thedifferentunitsofmeaningproducedbysoundcombination(morphology詞素)andthesystemofcombiningunitsofmeaningforcommunication(syntax句法).Tolearnalanguagemeanstolearnthesestructuralitemstobeabletounderstandandproducelanguage

第6頁，課件共53頁，創(chuàng)作于2023年2月1.3TransformationalgenerativelinguisticsbyNoamChomsky

Hebelievedthatitwouldbedifficultforthestructuralismstoexplainwhychildrenacquiretheirfirstlanguageinafewyearsandwhythesamestructurecanbeusedtoexpressdifferentmeaningsanddifferentstructurescanbeusedtoexpressthesamemeaning.Heassumesthatchildrenarebornwithalanguageacquisitiondevice(LAD)

第7頁，課件共53頁，創(chuàng)作于2023年2月LanguageAcquisitionDevice(LAD)LADismadeupofasetofgeneralprinciplescalleduniversalgrammar(UG).Thesegeneralprinciplescanbeappliedtoallthelanguagesintheworld.Oncethechildisborn,theparticularlanguageenvironmentwilltriggertheLAD.NoamChomskyassumesthatthechildwillmakehypothesesontheirbasisofthegeneralprinciples,thenhewilltestthehypothesesagainsttheactuallanguagedata.Hehasalsomadethedistinctionbetweenlinguisticcompetenceandlinguisticperformance.第8頁，課件共53頁，創(chuàng)作于2023年2月Linguisticcompetencereferstotheinternalizedknowledgeofthelanguagethatanativespeakerofthatlanguagepossesses.Itincludestheabilitytounderstandandproduceaninfinitenumberofsentences,todetectambiguitycontainedinsentences,totellwhetherasentenceisgrammaticalornot,tounderstandtheinternalstructureofsentences,todetectparaphrases.

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Linguisticperformancemeanstheactualutterancesproducedbythenativespeakers.Thenativespeakermaymakemistakesorerrorsinhisperformance,butthisdoesnotmeanthathehasnotgottheabilitytoproducegrammaticalsentences.Inshortword,heholdsthepositionthatlinguisticshouldstudythelinguisticcompetence,notperformancetrytosetupasystemofrulesthatwillgenerateaninfinitenumberofgrammaticalsentencesofthelanguage.Heisinterestedinthementalprocessandhewascalledanativist先天論者第10頁，課件共53頁，創(chuàng)作于2023年2月1.4Functionallinguistics

ThefunctionallinguisticsdevelopsdirectlyfromtheLondonSchoolofLinguisticandtheanthropologist,BronislawMalinowski.HerealizedthatitwasverydifficulttotranslatethenativewordsandexpressionsintoEnglish.Tounderstandanutterance,hehadtoresorttoothersortsofknowledgelikethesituationinwhichtheutterancewasspoken,andthepropersettingofnativeculture.Therefore,hearrivedattheconclusionthat“themeaningofanysinglewordistoaveryhighdegreedependentonitscontext(1923:306)andanutterancehasnomeaningatallifitisoutofthecontextofsituation”.第11頁，課件共53頁，創(chuàng)作于2023年2月Inthe1960s,Britishlinguistproposedasyllabusbasedoncommunicativefunction.Itnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthingssuchasoffering,suggesting,advising,apologizing,likesordislikes,etc.Therefore,learnerslearnalanguagetobeabletodothingswithitandperformfunctions.Learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformfunctions.ThemostinfluentialmethodistheCommunicativeApproach.第12頁，課件共53頁，創(chuàng)作于2023年2月1.5Interactionalview

Itconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts.Themostinfluentialmethodis“Task-basedInstruction”.

第13頁，課件共53頁，創(chuàng)作于2023年2月Teacher’srolescontroller,assessor,organizer,prompter/facilitator,participant,resource-provider/developer,counselor,adviser,sponsor,coach,trainer,rolemodel,protector,researcher,leader,demonstrator,learner,mentor,manager,instructor,tutor,assessor,listener,audience,actor,artist,singer,friend…doer,culturalbeing…第14頁，課件共53頁，創(chuàng)作于2023年2月

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第34頁，課件共53頁，創(chuàng)作于2023年2月Criticalthinkingskills

Criticalthinkingbringsconsciousawareness,skills,andstandardstotheprocessofobserving,analyzing,reasoning,evaluating,reading,andcommunicating.Mayfield(2007)Book1Unit5---importantpeoplevs.greatpeople第35頁，課件共53頁，創(chuàng)作于2023年2月Criticalthinking—

22comprehensionstrategiesDrawingconclusionsUnderstandingcauseandeffectMakingconnectionsComparingviewpointsEvaluatingideasReadingbetweenthelinesMakingjudgments第36頁，課件共53頁，創(chuàng)作于2023年2月22comprehensionstrategies(cont.)MakingcomparisonsInterpretingmeaningMakinginferencesComparingcharactersReadingamapInterpretinggraphsandchartsMakingcalculationsExaminingreasons第37頁，課件共53頁，創(chuàng)作于2023年2月22comprehensionstrategies(cont.)SeparatingfactsfromopinionIdentifyingthemainideaOrganizinginformationSequencingSummarizingRecallingdetailsSynthesizing第38頁，課件共53頁，創(chuàng)作于2023年2月MakingjudgmentsHighlightthethreepiecesofinformationinthetextthatyouthinkeveryoneshouldknow:Mostimportant_________________Secondmostimportant___________Leastimportant__________________第39頁，課件共53頁，創(chuàng)作于2023年2月Developingalternativesolutions

Withagroup,brainstormthreedifferentsolutionsto..’sproblem.A__________________B__________________C___________________Whenyoubrainstorm,everyonecontributeideas.Writedowneveryidea.….第40頁，課件共53頁，創(chuàng)作于2023年2月ExaminingreasonsWhydoyouthinkit’snecessaryinthisexperimenttocollect…?____________________________Howdoyouthinktheauthorsaystouse…?_____________________________Whydoyouthink…?____________________________第41頁，課件共53頁，創(chuàng)作于2023年2月Consciousness-raisingtasks(CR)1Thereisanattempttoisolateaspecificlinguisticfeatureforfocusedattention2Thelearnersareprovidedwithdatathatillustratethetargetedfeatureandtheymayalsobeprovidedwithanexplicitruledescribingorexplainingthefeature.3Thelearnersareexpectedtoutilizeintellectualefforttounderstandthetargetedfeature.4learnersmaybeoptionallyrequiredtoverbalizearuledescribingthegrammaticalstructure.Ellis(1991)第42頁，課件共53頁，創(chuàng)作于2023年2月Thepost-taskphaseThreemajorpedagogicalgoals:--提供再做任務(wù)的機(jī)會(huì)（toprovideanopportunityforarepeatperformanceofthetask）--反思任務(wù)是怎樣完成的（toencouragereflectiononhowthetaskwasperformed）--關(guān)注語言的形式（toencourageattentiontoform）第43頁，課件共53頁，創(chuàng)作于2023年2月RepeatperformanceCarryoutsecondperformancepublicly－Complexityincreases－Expressmoreclearly－Becomemorefluent第44頁，課件共53頁，創(chuàng)作于2023年2月ReflectingonthetaskPresentareportonhowtheydidthetaskandwhattheydecidedordiscovered–oralorwrittenSummarytheoutcomeofthetaskReflectorevaluateoftheirownperformance(fluency,complicityoraccuracy)Metacognitivestrategies元認(rèn)知策略(planning,monitoringandevaluating)第45頁，課件共53頁，創(chuàng)作于2023年2月Thepost-taskphaseReviewingoflearnererrors反思錯(cuò)誤Consciousness-raisingtasks語法意識(shí)Production-practiceactivities操練活動(dòng)Noticingactivities注意語言的準(zhǔn)確第46頁，課件共53頁，創(chuàng)作于2023年2月ReviewingoflearnererrorsTeachermovesfromgrouptogrouptolistenandnotedowntheerrorsAddresstheseerrorswiththewholeclass-canbewrittenontheboard-studentscanbeinvitedtocorrectit-listenagainandedittheirownperformance-teachercomments第47頁，課件共53頁，創(chuàng)作于2023年2月Consciousness-raisingtasks(CR)Thelearnersareexpectedtoutilizeintellectualefforttounderstandthetargetedfeatures通過思考理解語法用法Learnersmaybeoptionallyrequiredtoverbalizearuledescribingthegrammaticalstructure可以使學(xué)生口頭表達(dá)Todirectstudentstoattendexplicitlytoaspecificformtheyusedincorrectlyorfailedtouseatallinthemaintask補(bǔ)充不足

第48頁，課件共53頁，創(chuàng)作于2023年2月Prod