语言与心理学幻灯片.ppt

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1、语言与心理学第1页，共53页，编辑于2022年，星期二Introduction of FLTMvFLTM is a science which studies the processes and patterns of foreign language teaching,aiming at revealing the nature and laws of FLT.That is to say,it examines the practices and procedures in FLT;studies approaches,methods and techniques and also stu

2、dies principles and beliefs that underlines such as linguistics,psychology,psycho linguistics and sociolinguistics.Only when we have a sound knowledge of these disciplines,can we make a study of FLTM.第2页，共53页，编辑于2022年，星期二Part one:Theories of linguisticsv1.1 Traditional linguisticsv1.2 American struc

3、turalismv1.3 Transformational generative linguistics by Noam Chomsky v1.4 Functional linguistics v1.5 Interactive view第3页，共53页，编辑于2022年，星期二 1.1 Traditional linguistics vThe linguists believe that to a large extent,made a study of language in order to understand the classic works of ancient times and

4、 to be able to teach students,enabling them to understand and appreciate those classic works.They argued that the written form of language was superior to the spoken form and took words as their starting point to use language correctly.The most influential method is the Grammar-Translation Method(GT

5、M).第4页，共53页，编辑于2022年，星期二1.2 American structuralism The two forerunners of it were Franz Boas(an anthropologist 人类学家人类学家)and Edward Sapir.Leonard Bloomfield,a linguist in America,is regarded as the father of American structuralism.He characterized language and language acquisition in terms of behavio

6、rist terminology.For him,a language was a habit of verbal behavior which consists of a series of stimuli and responses.He argued that to acquire a language was to form habit of verbal behavior and learning a second language was learning a new habit.He believed that the purpose of language was speech

7、 and speech was primary and writing was secondary.第5页，共53页，编辑于2022年，星期二 The most influential method is Audio-lingual method.The structural view of language sees language as a linguistic system made up of various subsystems:（teaching contents)the sound system(phonology语音学语音学);the different units of m

8、eaning produced by sound combination(morphology词素词素)and the system of combining units of meaning for communication(syntax句句法法).To learn a language means to learn these structural items to be able to understand and produce language 第6页，共53页，编辑于2022年，星期二1.3 Transformational generative linguistics by N

9、oam Chomsky He believed that it would be difficult for the structuralisms to explain why children acquire their first language in a few years and why the same structure can be used to express different meanings and different structures can be used to express the same meaning.He assumes that children

10、 are born with a language acquisition device(LAD)第7页，共53页，编辑于2022年，星期二Language Acquisition Device(LAD)vLAD is made up of a set of general principles called universal grammar(UG).These general principles can be applied to all the languages in the world.Once the child is born,the particular language e

11、nvironment will trigger the LAD.Noam Chomsky assumes that the child will make hypotheses on their basis of the general principles,then he will test the hypotheses against the actual language data.He has also made the distinction between linguistic competence and linguistic performance.第8页，共53页，编辑于20

12、22年，星期二Linguistic competence refers to the internalized knowledge of the language that a native speaker of that language possesses.It includes the ability to understand and produce an infinite number of sentences,to detect ambiguity contained in sentences,to tell whether a sentence is grammatical or

13、 not,to understand the internal structure of sentences,to detect paraphrases.第9页，共53页，编辑于2022年，星期二v Linguistic performance means the actual utterances produced by the native speakers.The native speaker may make mistakes or errors in his performance,but this does not mean that he has not got the abil

14、ity to produce grammatical sentences.vIn short word,he holds the position that linguistic should study the linguistic competence,not performance try to set up a system of rules that will generate an infinite number of grammatical sentences of the language.He is interested in the mental process and h

15、e was called a nativist 先天论者先天论者第10页，共53页，编辑于2022年，星期二1.4 Functional linguistics The functional linguistics develops directly from the London School of Linguistic and the anthropologist,Bronislaw Malinowski.He realized that it was very difficult to translate the native words and expressions into Eng

16、lish.To understand an utterance,he had to resort to other sorts of knowledge like the situation in which the utterance was spoken,and the proper setting of native culture.Therefore,he arrived at the conclusion that“the meaning of any single word is to a very high degree dependent on its context(1923

17、:306)and an utterance has no meaning at all if it is out of the context of situation”.第11页，共53页，编辑于2022年，星期二In the 1960s,British linguist proposed a syllabus based on communicative function.It not only sees language as a linguistic system but also a means for doing things such as offering,suggesting

18、,advising,apologizing,likes or dislikes,etc.Therefore,learners learn a language to be able to do things with it and perform functions.Learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform functions.The most influential method is the Communicati

19、ve Approach.第12页，共53页，编辑于2022年，星期二1.5 Interactional view It considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Therefore,learners not only know the grammar and vocabulary of the language but as importantly they need to know the ru

20、les for using them in a whole range of communicative contexts.The most influential method is“Task-based Instruction”.第13页，共53页，编辑于2022年，星期二Teachers rolescontroller,assessor,organizer,prompter/facilitator,participant,resource-provider/developer,counselor,adviser,sponsor,coach,trainer,role model,prote

21、ctor,researcher,leader,demonstrator,learner,mentor,manager,instructor,tutor,assessor,listener,audience,actor,artist,singer,frienddoer,cultural being第14页，共53页，编辑于2022年，星期二 Best wishes for you!第15页，共53页，编辑于2022年，星期二 第16页，共53页，编辑于2022年，星期二第17页，共53页，编辑于2022年，星期二 第18页，共53页，编辑于2022年，星期二第19页，共53页，编辑于2022年，

22、星期二 第20页，共53页，编辑于2022年，星期二 第21页，共53页，编辑于2022年，星期二 第22页，共53页，编辑于2022年，星期二第23页，共53页，编辑于2022年，星期二第24页，共53页，编辑于2022年，星期二 第25页，共53页，编辑于2022年，星期二第26页，共53页，编辑于2022年，星期二 第27页，共53页，编辑于2022年，星期二第28页，共53页，编辑于2022年，星期二第29页，共53页，编辑于2022年，星期二v)第30页，共53页，编辑于2022年，星期二 第31页，共53页，编辑于2022年，星期二 第32页，共53页，编辑于2022年，星期二第3

23、3页，共53页，编辑于2022年，星期二 第34页，共53页，编辑于2022年，星期二Critical thinking skills Critical thinking brings conscious awareness,skills,and standards to the process of observing,analyzing,reasoning,evaluating,reading,and communicating.Mayfield(2007)Book 1 Unit 5 -important people vs.great people第35页，共53页，编辑于2022年，星

24、期二Critical thinking 22 comprehension strategiesvDrawing conclusionsvUnderstanding cause and effectvMaking connectionsvComparing view points vEvaluating ideasvReading between the linesvMaking judgments第36页，共53页，编辑于2022年，星期二22 comprehension strategies(cont.)vMaking comparisonsvInterpreting meaningvMak

25、ing inferencesvComparing charactersvReading a mapvInterpreting graphs and chartsvMaking calculationsvExamining reasons第37页，共53页，编辑于2022年，星期二22 comprehension strategies(cont.)vSeparating facts from opinion vIdentifying the main ideavOrganizing informationvSequencing vSummarizing vRecalling details vS

26、ynthesizing 第38页，共53页，编辑于2022年，星期二Making judgmentsHighlight the three pieces of informationin the text that you think everyoneshould know:Most important_Second most important_Least important_第39页，共53页，编辑于2022年，星期二Developing alternative solutions With a group,brainstorm three different solutions to.s

27、 problem.A _B _C _ When you brainstorm,everyone contribute ideas.Write down every idea.第40页，共53页，编辑于2022年，星期二Examining reasonsvWhy do you think its necessary in this experiment to collect?_vHow do you think the author says to use?_vWhy do you think?_第41页，共53页，编辑于2022年，星期二Consciousness-raising tasks(

28、CR)1 There is an attempt to isolate a specific linguistic feature for focused attention2 The learners are provided with data that illustrate the targeted feature and they may also be provided with an explicit rule describing or explaining the feature.3 The learners are expected to utilize intellectu

29、al effort to understand the targeted feature.4 learners may be optionally required to verbalize a rule describing the grammatical structure.Ellis(1991)第42页，共53页，编辑于2022年，星期二The post-task phaseThree major pedagogical goals:-提供再做任务的机会提供再做任务的机会（to provide an opportunity for a repeat performance of the

30、task）-反思任务是怎样完成的反思任务是怎样完成的（to encourage reflection on how the task was performed）-关注语言的形式关注语言的形式（to encourage attention to form）第43页，共53页，编辑于2022年，星期二Repeat performancevCarry out second performance publicly Complexity increases Express more clearlyBecome more fluent第44页，共53页，编辑于2022年，星期二Reflecting o

31、n the taskvPresent a report on how they did the task and what they decided or discovered oral or written vSummary the outcome of the taskvReflect or evaluate of their own performance(fluency,complicity or accuracy)vMetacognitive strategies 元认知策略元认知策略(planning,monitoring and evaluating)第45页，共53页，编辑于2

32、022年，星期二The post-task phasevReviewing of learner errors反思错误vConsciousness-raising tasks语法意识vProduction-practice activities操练活动vNoticing activities 注意语言的准确第46页，共53页，编辑于2022年，星期二Reviewing of learner errorsvTeacher moves from group to group to listen and note down the errorsvAddress these errors with t

33、he whole class v-can be written on the boardv-students can be invited to correct itv-listen again and edit their own performancev-teacher comments 第47页，共53页，编辑于2022年，星期二Consciousness-raising tasks(CR)vThe learners are expected to utilize intellectual effort to understand the targeted features 通过思考理解

34、语法用法vLearners may be optionally required to verbalize a rule describing the grammatical structure 可以使学生口头表达vTo direct students to attend explicitly to a specific form they used incorrectly or failed to use at all in the main task补充不足 第48页，共53页，编辑于2022年，星期二Production-practice activitiesvRepetition 重复

35、活动vSubstitution 替换练习vGapped sentences 填空练习vJumbled sentences 打乱的句子vTransformation drills 变换句型vDialogues 对话第49页，共53页，编辑于2022年，星期二Consciousness-raising tasksvThere is an attempt to isolate a specific linguistic feature for focused attention就某一语法现象单独讲解vThe learners are provided with data that illustrat

36、e the targeted feature or an explicit rule describing or explaining the feature 给例子说明语法用法或对语法详细描述第50页，共53页，编辑于2022年，星期二Consciousness-raising tasksvThe learners are expected to utilize intellectual effort to understand the targeted features 通过思考理解语法用法vLearners may be optionally required to verbalize

37、a rule describing the grammatical structure 可以是学生口头表达vTo direct students to attend explicitly to a specific form they used incorrectly or failed to use at all in the main task补充不足 第51页，共53页，编辑于2022年，星期二 Intercultural communicationv思维方式 历史地理 民族特性v价值观念 文学戏剧 交通通讯v词语概念 体育运动 闲暇娱乐 v生活习惯 传统节日 杰出人物v社交礼仪 教育体系 现代科技 v体态语言 饮食文化 音乐美术 v禁忌幽默 宗教信仰 生态环境 第52页，共53页，编辑于2022年，星期二 Thanks!第53页，共53页，编辑于2022年，星期二