[胡]-11-1-外語教學(xué)
Ⅰ語言學(xué)與語言教學(xué)
Ⅱ語言學(xué)和語言學(xué)習(xí)
Ⅲ語言學(xué)和教學(xué)大綱設(shè)計(jì)
Ⅳ對比分析和錯(cuò)誤分析
Ⅴ測試
Ⅵ語料庫
Ⅶ外語教育政策和總結(jié)
?
?
對這一章我的評價(jià)是：大雜燴-記憶為主~學(xué)習(xí)參照[戴-10]，一脈相承
?
?
語言學(xué)&語言教學(xué)：
?
【名詞解釋-進(jìn)化版本】——Linguistic studies can often be applied to the solution of such practical problems as the recovery of speech ability. Such as lexicography, translation, the study of such applications is generally known as「Applied Linguistics」.
But in a narrow sense, Applied Linguistics refers to the application of linguistic theories and principles to language teaching, especially the teaching of foreign and second languages, such as syllabus, speech theory, language planning.[戴]
?
?
【選填判斷】——
?
1.【語言教學(xué)】是【應(yīng)用語言學(xué)】中的一部分，屬于【語言學(xué)】及語言研究的范疇。
?
2.【應(yīng)用語言學(xué)】is a bridge between the theories of linguistics and the practice of foreign language teaching. 老師們更好地教學(xué)，學(xué)生們更好地習(xí)得語言，雙贏。
?
3. At the macro level, linguistic theories influcnce our general orientation in approaches to language teaching.
At the micro level, linguistic knowledge helps teachers better explain the specific language items they teach.
?
?
The Discourse-based View of Language Teaching：
?
【簡述】——The discourse-based view of language focuses on complete spoken or written texts and on the social and cultural contexts over the words, clauses and sentence.
Accordingly, the discourse-based view of language teaching aims at developing discourse competence, which is similar to the well-known concept of communicative competence.
According to discourse theorists, language learners are supposed to know how and when to use the language in various settings, and to cognized various forms to enhance competence such as grammatical and pragmatic competence.
超過詞匯、句子，而關(guān)注完整的語篇以及語篇所在的社會和文化背景。相應(yīng)地，培養(yǎng)學(xué)習(xí)者的語篇能力。學(xué)習(xí)者要掌握如何及何時(shí)在不同情景用語言，也要會識別各種語言形式，以提高語法能力和語用能力等能力。
?
【名詞解釋+強(qiáng)化】——「Communicative Competence」refers to what a learners knows about how a language is used in particular situations for effective and appropriate communication.
Communicative Competence includes knowledge of grammar and vocabulary, knowledge of rules of speaking, knowledge of how to use and respond to different types of speech acts and social convention, and knowledge of how to use language appropriately.
?
[辨證概念]——與「Competence」-「Performance」中的「Competence」相比，「Communicative Competence」相當(dāng)于能力和表現(xiàn)的優(yōu)化結(jié)合。但不宜結(jié)合，不宜替換，建議分開背。
?
?
該理念下的兩個(gè)產(chǎn)物：CLT and TBLT.
the Communicative Language Teaching
the Task-based Language Teaching
?
任務(wù)類型有兩種：「Real-world Tasks」and「Pedagogical Tasks」.
A Real-World Task is very close to something we do in daily life or work.
I.e. students may be asked to work in groups, discuss how the sports facilities in their school can be improved, and make some suggestion to the headmaster.
?
同時(shí)，Pedagogical Tasks are those activities that students do in the classroom but those may not take place in real life.
例如，學(xué)生兩人一組，教師給每個(gè)人發(fā)一張圖片，圖片上的大部分內(nèi)容是相同的，但是還有一些不同之處，活動(dòng)要求找出來和描述這些不同。
?
又因?yàn)檫@些任務(wù)基于語篇觀的教學(xué)，in the sense that it is designed to help the students to learn or review certain language knowledge or skills, instead of practise particular linguistic item.
?
?
?
語篇為基礎(chǔ)的語言教學(xué)-缺點(diǎn)：
It overemphasizes語言習(xí)得過程中的external factors而沒有對internal learning process給予足夠的重視。
它與「行為主義語言習(xí)得觀」有一個(gè)共同之處，即把environmental factors和input視為語言習(xí)得的核心。
它默認(rèn)了學(xué)習(xí)能力的存在，高估其作用，卻沒有注意到指導(dǎo)語言習(xí)得的一些普遍規(guī)律。
?
?
?
?
?
The Universal Grammar and Language Teaching：
UG起源內(nèi)容在[戴-10] 兒童語言習(xí)得. 而在此僅涉及【選填判斷】——
1.普遍語法首要回答的問題是<為什么第一語言習(xí)得可以基于少量的外界輸出可以得到普遍的語言能力？>
?
2.普遍語法認(rèn)為語言習(xí)得的本質(zhì)不依賴于外界的語言輸出，也不在于模仿、重復(fù)與實(shí)踐。
?
3.根據(jù)喬姆斯基的UG, [胡]得到了that language learning is not a matter of habit formation, but an activity of building and testing hypothesis.
?
4.普遍語法認(rèn)為there are a deep structure, a surface structure and some transformational rules.
?
5.語言輸入是貧乏的，僅靠語言輸入或僅靠模仿、重復(fù)、練習(xí)與鞏固是不足以習(xí)得語言。
?
6.人們在說話時(shí)不少有口誤、含糊不清、咋舌，降低了語言輸入的質(zhì)量。在此情況下，輸入端也沒有語法糾正，但正因?yàn)?lt;學(xué)習(xí)者可以感知到哪些語言是不能被接受的>反證了UG的存在。
?
7.起初UG不是為了二語習(xí)得，卻給了二語習(xí)得提供了極大的啟發(fā)。
?
8+9+10+11. 弊端有肆條
(a).忽視語言習(xí)得的過程，淡化<熟能生巧>而強(qiáng)調(diào)內(nèi)在的天賦。
(b).過分關(guān)注普遍的語法規(guī)律，而忽視了每種語言獨(dú)特之美。
(c).語言最重要的用途在于交際，而被普遍語法忽略。
(d).喬姆斯基著重解釋和描述內(nèi)在的LAD-UG之類的，而這又很難被證實(shí)。
?
[雜談]——弊端可以被推導(dǎo)出來的~領(lǐng)域拓展，
(a).【天賦】和【努力】的辯證關(guān)系，哪個(gè)決定論？目前來說是【天賦】，即LAD-UG。但過分強(qiáng)調(diào)【關(guān)鍵少數(shù)】的【天賦】，而忽略【勤奮和努力】是不行的。
(b).【共性】與【個(gè)性】的辯證關(guān)系，LAD-UG在乎普遍規(guī)律，假設(shè)的是大腦中存在想象的“黑匣子”存在適用于所有語言學(xué)習(xí)的天賦機(jī)制。
(c). 在[戴-10]說過這屬于【唯心主義】。假如在同級無法合理的解釋和預(yù)測，往形而上的上級走而引入類似于<宇宙的監(jiān)管者><上帝神>就更難解釋和預(yù)測了。
《這話千萬別亂說呀~卷子上可不能這樣寫，就復(fù)試口述時(shí)說說讓考官耳目一新》
