语言学教程11章

null11.3 Linguistics and Language Teaching11.3 Linguistics and Language TeachingLinguistics theories influence our general orientation in approaches to language teaching. Linguistic knowledge helps teachers to better explain the specific language items they teach. nullCommunicative language teaching (CLT) Communicative competenceTask-based language teaching（TBLT)Discourse-based view of language teachingnullDefinition: What a learners knows about how a language is used in particular situations for effective and appropriate communication. Dell Hymes 戴尔·海姆斯Communicative competencenullknowledge of the grammar and vocabularyknowledge of rules of speakingknowledge of how to use and respond to different types of speech acts and social conventions knowledge of how to use language appropriately. nullnullCommunicative language teaching (CLT) Communicative competenceTask-based language teaching（TBLT)Discourse-based view of language teachingnullCommunicative language teaching (CLT) It is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “communicative approach”. 它是一种教授第二语言或外语的教学法，此教学法强调“互动（interaction）”的重要性，是语言学习的工具，也是其终极目标。 nullCommunicative language teaching (CLT) Communicative competenceTask-based language teaching（TBLT)Discourse-based view of language teachingnullTask-based language teaching（TBLT)Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language 任务型语言学习,又称任务型教学（TBLT）、任务型教学法（ TBI），是一种语言教学法。这种教学法重视真实道地的语言，而学生必须使用目标语言完成有意义的任务A real-world tasks 真实任务A real-world tasks 真实任务Pedagogical tasks 教学任务Task-basedTask-based A real-world task is very close to something we do in daily life or work. Pedagogical tasks are those activities that students do in the classroom but that may not take place in real life. Drawbacks Drawbacks 1) Overemphasizes the role of external factors in the process of language acquisition and gives little importance to internal learning processes. 2) Similar to the behavioristic view of language acquisition in that environmental factors and input are at the very center in attempting to explicate the acquisition process. 3) Overstresses the role of knowledge of competence and functions in acquiring a language, and hence fails to notice universal principles that guide language acquisition. Universal Grammar (UG) Universal Grammar (UG)Noam Chomsky(乔姆斯基) A native speaker possesses a kind of linguistic competence. The child is born with knowledge of some linguistic universals. While acquiring his mother tongue, he compares his innate language system with that of his native language and modifies his grammar. Input is poor and deficient in two ways. Input is poor and deficient in two ways. 1、It is “degenerate” because it is damaged by performance features such as slips, hesitations or false starts. Accordingly, the input is not an adequate base for language learning. eg: “你坏透了！” null2、It is devoid of grammar corrections. It does not normally contain “negative evidence”, the knowledge from which the learner could exercise what is “not” possible in a given language. Although UG was not originally proposed to account for second language acquisition, many researchers are working on its implication for language learning and teaching. Although UG was not originally proposed to account for second language acquisition, many researchers are working on its implication for language learning and teaching. Vivian Cook wrote a whole book to account for second language acquisition based on Chomsky’s linguistic theory. null3、The communication function is discarded in UG. 4、Chomsky is concerned only with ‘competence’, there can be little likelihood of SLA researchers carrying out empirical research. The communicative syllabusThe communicative syllabus The communicative syllabusThe communicative syllabusaim task approach the contents of teaching appoach advantages and disadvantagesAimAim A communicative syllabus aims at the learner's communicative competence. TaskTask Based on a notional-functional syllabus, it teaches the language needed to express and understand different kinds of functions, and emphasizes the process of communication. Approach Approach The approach to communicative syllabus is communicative approach (交际法).Ten components (listed by Yalden) Ten components (listed by Yalden) the purposes the setting (physical aspects as well as social setting) the socially defined role the communicative events the language function Ten components Ten components the notions the discourse and rhetorical skills the levels of the target language which the learner's will need to reach the grammatical content the lexical content 优点优点 以学生为中心, 强调学生的主动性和相互作用 以交际为目的, 注重语言的功能性和社会性 注重语言的运用能力 从长远来看，交际法交给学生的实际生活中应用语言的适当技巧，因为它是建立在与这些实际用法十分接近的基础上的。缺点缺点目标集中于交际能力诸方面，而不限于语法和语言能力，增加了学习语法的困难。 没能处理好语法知识的教学问题：用意念功能范畴不能完全取代传统的语法知识，强调语法教学只学使用(use)、不学用法(usage)，这实际上是行不通的；而培养语法意识又会影响能力的培养等。 The Task-Based Syllabus The Task-Based Syllabus --Presented by Yanmin & Minlinull*A task-based syllabus： is based on task-based learning, an approach where learners carry out tasks such as solving a problem or planning an activity. (more concerned with the classroom processes) *syllabus: the planning of course of instruction. a description of the course content, teaching procedures and learning experiences. stimulate learning > language knowledge / skills null1号、Long--a task is "a piece of work undertaken for oneself or for others,freely or for some reward"What is a task?Long vs panbhu&Nunan vs Skehang、filling out a formg、filling out a form b、 borrowing a library booka、 buying a pair of shoes f、taking a driving teste、typing a letterd、sorting lettersc、taking a hotel reservationYes or no?null2号、Prabhu --an activity which required learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process.缺点：it is not clear what kind of outcome the students are supposed to arrive at.null3号、Nunan--a task is a piece of classroom work, which involves learners in comprehending, maniulating(处理), producing or interacting in the target language ( mearning > form. )null Long: tasks are those things we do in the real world. Prabhu&Nunan: tasks are the activities we do in the classroom后来的研究者将任务划分为 real-world tasks and pedagogical tasks两大类的原因所在。Differerces:null※这些定义并不矛盾而且是互补的，各种定义强调不同的方面，完善整个系统:a、if we are talking about language learning tasks, they cannot be a hundred percent real. 毕竟，课堂上大多数活动都是为了学习和操练相关语言而设计的。b、pedagogical tasks can be designed in such a way that they have a varying degree of resemblance to real-world thingas.nullIn later defintions, the distinction between real and non-real features is intentionally blurred, though authenticity is always emphasized as a key feature of tasks. 4号、Skehan--describes what a task is like rather than gives a concise definition.Skehan's five key characteristics of a task:Skehan's five key characteristics of a task: meaning is primary learners are not given other people's meaning to regurgitate has a relationship to the real world (authenticity of a language) task completion has some priority the assessment of task performance is in terms of task outcomesnull5、特邀嘉宾:( the latest available definitions)Bygate, Skehan&Swan and Will— tasks are always activities where the target language is used by the learner for a communicative purpose in order to achieve a outcome.a task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective.nullAdvantages of the task-based syllabus 1、 Adequate consideration of needs analysis 2 、Authenticity of materials 3 、Humanistic orientation 4、Variety of tasks null Drawbacks of the task-based syllabus 1、The ambiguity of definition of task 2、Ignorance of other functions of language 3、Difficulty of grading the difficulty level of task 4、Scant attention to form *Procedures for the design of tasks remain unclear. *Some weak learners let others supply the more challenging language they need. null结构教学 大纲 专科护士培训大纲语法等级大纲网络小说大纲模版专职安全员生产检查释经讲道讲章大纲 交际教学大纲 任务型教学大纲outline:一、A task-based syllabus stimulate learning > language knowledge / skills 二、 Long: real world. Prabhu&Nunan: classroom Skehan: what a task is like （5大特征） 三、advantages & disadvantages The six principles of TBLTThe six principles of TBLT1.A task should have a clear purpose任务要目的明确1.A task should have a clear purpose任务要目的明确 A task shoule have communicatve purposes rather than pure pedagogical purposes.(教学目的）nullFor example: 1.Students perform a task of finding out the favourite food of their classmates throught interviews. 2.The teacher ask the students to find out the advantages of internet throught discuission.null In the classroom, the teacher ask the students to role-paly a dialogue printed in the textbook.?2.A task should have some degree of resemblance to real-world.任务要与真实活动有某种程度的相似2.A task should have some degree of resemblance to real-world.任务要与真实活动有某种程度的相似1.We ask students to listen to a weather forecast of major cities. 2.We ask students to do a kind of Ture or False judgement exercise.For example:null1.Answering reading comprehension quesrions by choosing the right answer from A, B, C and D.?3.A task should involve information seeking,processing and conveying.任务要涉及信息获取、加工和传递3.A task should involve information seeking,processing and conveying.任务要涉及信息获取、加工和传递 When students perform the task, they need to obtian information, reorganise（重新组织） information and convey information one way or another.null Students perform a task of finding out the favourite food of their classmates throught interviews. processing.get informatiom from each students. organize and put the informatiom together. present the results through graphs or tables. information seekingconveyingnull1.the teacher ask the students to role-paly a dialogue printed in the textbook. 2.Students present their groups’ discussions. ?4.A task should involve the students in some modes of doing things.任务要使学生以一定的方式做事情4.A task should involve the students in some modes of doing things.任务要使学生以一定的方式做事情 A task should involve the students in a mode of doing things, by which we mean they must do something which can be observed.null Traditional classroom activities such as “listen carefully and get ready to answer question” “draw pictures while listening” null1.Disscusion in the classroom. 2.Completing tables or figures. 3.Think over and answer the questions.?5.A task should involve the meaning-foused use of language. 任务要 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达意义为主5.A task should involve the meaning-foused use of language. 任务要表达意义为主 A task should require the students to focus on understanding meaning and conveying meaning rather than manipulating(篡改）the structures.6.A task should end with a tangible product任务结束后要有明确的结果 6.A task should end with a tangible product任务结束后要有明确的结果 1.A report or a graph based on a mini survey. 2.A shoppong list based on group discussion.nullA picture drawn based on given information.?