David Nunan第二语言教与学课后答案.pdf

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1、1章答案QUESTIONS AND TASKSIWhat two competing views of education are presented in the first section of the chapter?答案(1)The function of an educational system is the transmission of a received body of facts,values,andprocedures for conceptualizing and adding to that body of knowledge.(2)The function of

2、an educational systemis to create the conditions whereby learners might generate their own skills and knowledge.21n your view,what are the three most important points about experiential learning made in the chapter?【答案】(1)It facilitates personal growth;(2)It takes into account differences in learnin

3、g ability;(3)It isresponsive both to learner needs and practical pedagogical considerations.3What is the difference between inductive learning and deductive learning?【答案】(1)Deductive learning is a process of adding to our knowledge by working from principles toexamples;(2)In induction,one works from

4、 examples to principles,rules,and generalizations.4What is communicative language teaching,and what factors led to its emergence in ELT?答案(1)Communicative language teaching regards language as a system for expressing meanings.(2)Theinsight that there ought to be different syllabuses for different le

5、arners led to the emergence in ELT.5Identify two different senses in which the term learner-centered can he used.【答 案】(1)A learning-centered classroom is designed to enable the learner to make critical pedagogicaldecisions by systematically training them in the skills they need to make such decision

6、s;(2)A learning-centeredclassroom is consistent with a particular line of second language acquisition research that suggests acquisition isfacilitated when opportunities for learners to interact are maximized.6Would a learner-centered approach work in your situation?Why or why not?【答案】Suggested reas

7、ons:The concept of learner-centered education has been controversial in our situation,mainly because it is susceptible to multiple interpretations.Some teachers react negatively to the concept,because they feel that,implicit in the notion,is a devaluing of their own professional roles.Others believe

8、 that itinvolves handing over to the learner duties and responsibilities that rightly belong to the teacher.7Which of the principles of adult learning articulated by Brundage and MacKeracher do you agree with?Whichdo you disagree with?How do the principles relate to a humanistic,experiential view of

9、 education?【答案】(1)Agree:Adults who value their own experience as a resource for further learning or whose experience is valued byothers are better learners;Adults learn best when they are involved in developing learning objectives fbr themselves that are congruentwith their current and idealized sel

10、f-concept.Adults have already developed organized ways of focusing on,taking in,and processing information.Theseare referred to as cognitive style.The learner reacts to all experience as he/she perceives it,not as the teacher presents it.Adults enter into learning activities with an organized set of

11、 descriptions and feelings about themselves thatinfluences the learning process.(2)Disagree:Adults are more concerned with whether they are changing in the direction of their own idealized selfconcept than whether they are meeting standards and objectives set for them by others.(2)Adults do not lear

12、n when overstimulated or when experiencing extreme stress or anxiety.Those adults who can process information through multiple channels and have learnt how to learn are themost productive learners.Adults learn best when the content is personally relevant to past experience or present concerns and th

13、elearning process is relevant to life experiences.Adults learn best when novel information is presented through a variety of sensory modes and experienceswith sufficient repetitions and variations on themes to allow distinctions in patterns to emerge.(3)This list strongly reflects the humanistic and

14、 experiential traditions that emphasize the constructive role ofthe learner within the learning process.8Do you agree with the assertion that there is a degree of negotiation in every classroom?Think of a class thatyou taught,observed,or took part in as a learner in which negotiation occurred and gi

15、ve three to five examplesof negotiation.【答案】There are levels and degrees of negotiation.Example:T:One of the things,er,we practice in this course.is.or some of the things we practice are learningstrategies.And one of the learning strategies that will help you learn new words is the learning strategy

16、 of“classifying”.Do you know what classifying means?S s:No noT:H ave you heard this word before?S s:NoT:Classifying means putting things that are similar together in groups.OK?S o if I said,er,I want all of thegirls to go down to that comer of the room,and all the boys to go into this corner of the

17、room,I would beclassifying the class according to their sex or their gender.W hat Td like you to do now in Task 5 is to classifysome of the words from the list in Task 4.OK?In the preceding task,students had read a postcard and circledthe words that describe people.They were then given a three-colum

18、n table with the headings:color”,“age”,and size”.9Identify three differences between a“traditional“and a tttask-based language classroom【答案】(1)An emphasis on learning to communicate through interaction in the target language in a“task-based language classroom.(2)The introduction of authentic texts i

19、nto the learning situation in a“task-based”language classroom.(3)Provision of opportunities for learners to focus,not only on language itself,but also onthe learning process in a utask-basedM language classroom.lOS tudy a unit of work from a textbook that you are familiar with.Identify ways in which

20、 the unit can bemodified to give learners an opportunity to make choices and decisions,and contribute their own ideas.【答案】Example:S tudy the following extracts.One is a piece of genuine conversation,the other is taken from a language teachingtextbook.W hat differences can you see between the two ext

21、racts?W hat language do you think the nonauthenticconversation is trying to teach?W hat grammar would you need in order to lake part in the authentic conversation?Text 1A:Excuse me,please.Do you know where the nearest bank is?B:Well,the City Bank isnt far from here.Do you know where the main post of

22、fice is?A:No,not really.Tmjust passing through.B:Well.First go down through this street to the traffic light.A:OK.B:Well.First go down through this street to the traffic light.Text 2A:How do I get to the Kensington Road?B:Well you go down Fullarton Road.A:.what,down Old Belair,and around.?B:Yeah.And

23、 then you go straight.A:.past through the hospital?B:Yeah,keeping going straight,past the racecourse to the roundabout.You know the big roundabout?Text 1A:OK.B:Then turn left and go west on sunset Boulevard for about two blocks.The bank is on your right,just past thepost office.A:All right.Thanks!B:

24、Youre welcome.I have not acknowledged the source of this extract,because I do not wish to appear to be criticizing thetext from which it was extracted.It is cited here for contrastive purposes only.Text 2 A:Yeah.B:And Kensington Roads off to the right.A:What,off the roundabout?B:Yeah.A:Right.The dis

25、parity between contrived and authentic data can be seen in the above extracts that,themselves,have beenturned into a classroom task.The advantage of using authentic data is that learners encounter target languageitems(in the case of the example below,comparative adjectives and adverbs)in the kinds o

26、f contexts wherethey naturally occur,rather than in contexts that have been concocted by a textbook writer.Ultimately,this willassist learners because they will experience the language item in interaction with other closely relatedgrammatical and discourse elements.11 Design a link sequence of tasks

27、 using the ideas presented in the final section of the chapter.【答案】(1)Pre-task phase:On general cognitive demands of the task An emphasis on linguistic factors Supporting learners in performing a task similar to the task they will perform in the during-task phase of thelesson Non-task preparation ac

28、tivities:brain storming;mind map While(During)-task phase;Structure:whole-class vs.small group work;individual or interaction Set a time for completing the task.(3)Vary the number of participants.Introduce a surprise element.Tell students they will have to present a report to the whole class.Pair an

29、d group work are seen as central to task-based teaching(3)Post-task phase To provide an opportunity for a repeating performance of the task To encourage reflection on how the task was performed(3)To encourage attention to form12Carry out a survey of your students and colleagues like the one on page

30、33.【答案】Example:Imagine that you are going as an exchange student to another country.Complete the following survey(check theappropriate space under the YOU column.)YOU YOUR PARTNERThis would bother us.a lot a little not at all a lot a little not at alla.the weather _ _ _ _ _ _b.the food _ _ _ _ _ _c.

31、getting around _ _ _ _ _ _tipping e.language f.social customs _ _ _ _ _ _g.being away from home_ _ _ _ _ _h.meeting people _ _ _ _ _ _i.money matters _ _ _ _ _ _j shopping _ _ _ _ _、2章答案QU ES TIONS AND TAS KSIWhy is second language acquisition fundamentally different from first language acquisition?

32、【答案】(1)People who learn a second language differ from children learning their first language in a number of ways.Perhaps the most striking of these is that very few adult second-language learners reach the same competence asnative speakers of that language.Children learning a second language are mor

33、e likely to achieve native-likefluency than adults,but in general it is very rare fbr someone speaking a second language to pass completely fora native speaker.W hen a learners speech plateaus in this way it is known as fbssilization.(2)In addition,some errors that second-language learners make in t

34、heir speech originate in their first language.(3)Also,when people learn a second language,the way they speak their first language changes in subtle ways.These changes can be with any aspect of language,from pronunciation and syntax to gestures the learner makesand the things they tend to notice.2W h

35、y is the issue of the effect of chronological age on acquisition more complex than it at first appears?答案】Because it is necessary to distinguish between the effect of age on the route of acquisition(whetherthe same target language items are acquired in the same order fbr different learners),the rate

36、(how rapidly thelearners acquire the language),and ultimate attainment(how proficient they end up being).3 W hat is the“critical period”,and what is it meant to explain?【答案】(1)The“critical period refers to a limited period of time in the development of an organism during which aparticular behavior c

37、an be acquired.(2)The critical period hypothesis argues that,biological changes in the brain around puberty result in the twohemispheres of the brain functioning independently.After these neurological changes have taken place,acquiring another language becomes increasingly difficult.4W hat is the co

38、mprehensible input hypothesis,and what is it meant to explain?【答案】(I)Comprehensible input:A hypothesis that learners will acquire language best when they are given theappropriate input.The input should be easy enough that they can understand it,but just beyond their level ofcompetence.If the learner

39、 is at level i,then input should come at level i+1.(2)Comprehensible input is an essential component in S tephen Krashens Input H ypothesis,where regulatedinput will lead to acquisition so long as the input is challenging,yet easy enough to understand withoutconscious effort at learning.5In what are

40、as does instruction make a difference to acquisition?In what area does it not make a difference?【答案】(1)Instruction makes a difference to acquisition in the following aspects grammatical forms;both meaning-and form-focused;(3)on integrative as well as discrete-point tests;in S mall group tasks.declar

41、ative knowledge(2)Instruction doesnt makes a difference to acquisition in the following aspects on the acquisition of question forms.in acquisition of some structures(tense and aspect)on comprehensible input procedural knowledge6W hy is small group work beneficial for language acquisition?【答案】Becaus

42、e(1)the purpose of language is to communicate and socialize with others,and its best to learnsomething within its context of usage.W orking in small groups allows people to truly learn and use a newlanguage in the way it is intended to be used.(2)W orking in small groups is also less intimidating th

43、an doing everything in large groups,and it allowseveryone the ability to participate and practice the language in a way that is natural and conducive to languageacquisition.(3)Lastly,by working in small groups,it makes it easier for people to practice their listening and speaking skillsas opposed to

44、 strictly reading and writing in the language.7Make a summary of the research into the effect of learner strategy training on acquisition.【答案】Despite the current interest in learning styles and strategies,investigations into the effect of learner strategytraining are relatively uncommon,and results

45、are rather mixed.Around fifteen years ago,Cohen and Aphek(1980)looked at the effect of strategy training on vocabularyacquisition.They found that certain techniques,such as the paired associates technique,did result in successfulacquisition.At about the same time.Carroll(1981)looked at inductive lea

46、rning.In this study,it was found that the ability tostudy samples of language and induct the rules governing that particular aspect of language was an aspect oflanguage aptitude.O?Malley(1987)studied the effect of different types of strategy training(metacognitive,cognitive,andsocioaffective)on diff

47、erent language skills,and found that the training had a significant effect on speaking,butnot on listening.8W hat do you think are the three most important characteristics of the good language learner?If possible,interview a number of good learners(learners who have developed high levels of communic

48、ative skill in arelatively short time).Are there any patterns?Do the results reflect in any way the results obtained by R ubin andThompson?【答案】(1)1 think the three most important characteristics of the good language learner are:find their own way;organize information about language;creative and expe

49、riment with language.(2)There are four patterns:Concrete“learners;Analytical“learners;Communicative“learners;Authority-oriented“learners.(3)The results show as R ubin and Thompson suggest,that good or efficient learners tend to exhibit specificcharacteristics,as they go about learning a second langu

50、age.91nterview several language learners about what works for them and what doesnt work for them.Can youidentify any patterns?W hat similarities and differences emerge?【答案】(1)The results of the interview:Things that helped mostConversation with English speakers/in groupsFinding opportunities to prac