applied linguistics-new 应用语言学.doc

applied linguistics-new 应用语言学 应用语言学隐藏 窗体顶端窗体底端应用语言学概论 应用语言学概论教学大纲 LOGO Contents An Introduction to Applied Linguistics 学分 2 学时 32 考核 考试 2011-09 主要教学内容 绪论 应用语言学研究的历史与现状 学科性质与定位 研究方法 发展趋势 2011-09 学科理论框架 应用语言学在当代语言学研究中所出 的地位 语言与语言学的关系 2011-09 语言学的发展途径 语言的本质和不同语言之间的可比度问题 语言研究的历史 语言的共性特征 语言对比 跨文化对比中的语法问题 抽象语言观和社会语言观 习得的基本问题 语言学流派及对教学的影响 2011-09 考核方式 平时成绩1： 出勤和课堂参 与 10% 平时成绩2： 学期小论文 30% 期末考试 60% 2011-09 Learning strategies Anticipation Call up Previous knowledge focus attention on the topic recall your own Chinese and English learning experience 2011-09 Learning strategies Consolidating knowledge summarize the main ideas of the topics ask additional questions interpret the ideas make personal response and share opinions test out the ideas 2011-09 Learning strategies Anticipation Text Text Text Cycle name Text Text 2011-09 LOGO http:/en.bab.la/news/world-languages.html Theoretical linguistics Its concerned with developing models of linguistic knowledge. the core of theoretical linguistics syntax phonology morphology semantics 2011-09 Applied linguistics Applied linguistics is an interdisciplinary field of study. psychology anthropology education linguistics sociology 2011-09 Applied linguistics Major branches of applied linguistics include bilingualism and multilingualism, computer-mediated communication (CMC), conversation analysis, contrastive linguistics, linguistics language assessment, literacies, discourse analysis, language pedagogy, pedagogy second language acquisition, acquisition lexicography, language planning and policies, pragmatics, forensic linguistics, and translation. 2011-09 Diagram the early days 1960s 1970s 1990s 2011-09 Relationship between linguistics and applied linguistics Their relationship is to be a fruitful partnership. Its neither a top-down imposition by theorists on practitioners, nor a bottom-up cynicism levelled by practitioners against theoreticians. Both sides of the linguistics/applied linguistics relationship ought to be accountable to and in regular dialogue with each other. 2011-09 中国英语教学研究会 中国英语教学研究会成立于1981年6月，属 教育部高教司直接领导、并隶属于中国外 语教学研究会（总会）。中国英语教学研 究会的领导机构为常务理事会，下设秘书 处。研究会已历经四届，第一届会长为王 佐良先生，第二届会长为许国璋教授，第 三届会长为胡文仲教授，第四届会长为文 秋芳教授。常务理事会成员主要由全国各 地高校有英语专业博士点的英语院系学者 组成。 2011-09 中国英语教学研究会一直在国内外举 行多种多样的学术与交流活动，2001 年经教育部和外交部批准作为代表中 国的单位会员加入了国际应用语言学 学会。研究会定期举办中国英语教学 国际研讨会；自2005年起，在每三年 一度的大型国际研讨会期间的两年里， 每年召开一次年会。 2011-09 中国英语教学研究会于2005年成功申请获 得了第16届国际应用语言学大会的承办权， 第16届国际应用语言学大会（AILA Congress 2011）将于2011年8月23-28日在 北京召开。 /11/0824/19/7C8DK8UO00014JB6.html /video/2011-08/26/c_121914594.htm /contentfile/2009/09/21/173623484823095.html / 2011-09 Diagram Text Add Your Title Text Text ?Text ?Text ?Text ?Text ? Add Your Title Text Text Text Text Text ?Text ?Text ?Text ?Text ? 1 2 3 4 5 1 2 3 4 5 Text 2011-09 Diagram Text Text Text Text Concept Text Text Add Your Text 2011-09 Diagram Add Your Text Add Your Text Add Your Text Add Your Text Add Your Text Add Your Text Add Your Text Add Your Text 2011-09 Diagram Add Your Title Add Your Title Add Your Title ThemeGallery is a Design Digital Content & Contents mall developed by Guild Design Inc. ThemeGallery is a Design Digital Content & Contents mall developed by Guild Design Inc. ThemeGallery is a Design Digital Content & Contents mall developed by Guild Design Inc. 2011-09 Diagram Text Text Text ThemeGallery is a Design Digital Content & Contents mall developed by Guild Design Inc. ThemeGallery is a Design Digital Content & Contents mall developed by Guild Design Inc. ThemeGallery is a Design Digital Content & Contents mall developed by Guild Design Inc. 2011-09 Marketing Diagram Concept Concept concept Concept 2011-09 Diagram Add Your Text Add Your Text Add Your Text Text Add Your Text Add Your Text Add Your Text 2011-09 What is learning and teaching? 1. Learning is acquisition or getting. 2. Learning is retention of information of skill. 3. Retention implies storage systems, memory, cognitive organization. 4. Learning involves active, conscious focus on and acting upon events outside or inside the organism. 5. Learning is relatively permanent but subject to forgetting. 6. Learning involves some form of practice, perhaps reinforced practice. 7. Learning is a change in behaviour. 2011-09 Diagram the early days 1960s 1970s 2004 2011-09 2011-09 Diagram Title ThemeGallery is a Design Digital Content & Contents mall developed by Guild Design Inc. Title ThemeGallery is a Design Digital Content & Contents mall developed by Guild Design Inc. Title ThemeGallery is a Design Digital Content & Contents mall developed by Guild Design Inc. 2011-09 Block Diagram TEXT TEXT TEXT TEXT TEXT TEXT TEXT TEXT 2011-09 Table Title Title Title Title Title Title Title O O O O O O Title O O O O O X Title O O O O O O Title O O O O O X Title O O O O O O 2011-09 Text2 Text3 Text1 Text4 Text5 2011-09 Learning second language is a long and complex undertaking. Your whole person is affected as you struggle to reach beyond the confines of your first language and into a new language, a new culture, a new way of thinking, feeling, and acting. . . Many variables are involved in the acquisition process. Language learning is not a set of easy steps that can be programmed in a quick do-it-yourself kit. - D.H. Brown LOGO You can teach a foreign language successfully if, among other things, you know something about that intricate web of variables that are spun together to affect how and why one learns or fails to learn a second language. LOGO Current issues in second language acquisition What How Who When Where 2011-09 Who Who does the learning and teaching? And who are they? This is about the crucial variables affecting both learners successes in acquiring a foreign language and teachers capacities to enable learners to achieve that acquisition. 2011-09 What The language teacher needs to understand the system and functioning of the second language and the differences between the first and second language of the learner. It is one thing for a teacher to speak and understand a language and yet another matter to attain the technical knowledge required to understand and explain the system of that language its phonemes and morphemes and words and sentences and discourse structures. 2011-09 How What is the optimal interrelationship of cognitive, affective, and physical domains for successful language learning? 2011-09 When When does second language learning take place? How much time is spent in the activity of learning the second language? 2011-09 Where Is the target language a second language or a foreign language? What are the sociopolitical conditions of a particular country that affect the outcome of a learners mastery of the language? How do general intercultural contrasts and similarities affect the learning process? 2011-09 Why What are the learners purposes of learning a new language? What are their motivations? What other affective, emotional, personal or intellectual reasons do learners have for learning another language? 2011-09 What is language? Language universals Historical perspective on AL language Language is a system of arbitrary conventionalized vocal, written, or gestural symbols that enable members of a given community to communicate intelligibly with one another. Scholars of languages and language over the centuries have combined the study of individual languages with comparisons across languages and with debates about language as a whole. The professional community as a whole agree on the key points concerning the nature of human language in general. 2011-09 The common nature of human languages All normal humans acquire a first language with little or no formal tuition. Humans can, with varying degrees of proficiency, learn one anothers languages. . . P.27 2011-09 Your understanding of the components of language determines to a large extent how you teach a language. 2011-09 What is learning? 1. Learning is acquisition or getting. 2. Learning is retention of information or skill. 3. Retention implies storage systems, memory, cognitive organization. 4. Learning involves active, conscious focus on and acting upon events outside or inside the organism. 5. Learning is relatively permanent but subject to forgetting. 6. Learning involves some form of practice, perhaps reinforced practice. 7. Learning is a change in behaviour. 2011-09 What is teaching? Teaching can not be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learners to learn, setting the conditions for learning. 2011-09 Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. 2011-09 Schools of thought in second language acquisition - behaviourism The linguists task was to describe human Linguistics languages and to identify the structural characteristics of those languages. psychology All things that organisms doincluding acting, thinking and feelingcan and should be regarded as behaviors and can be described scientifically. Classical and operant conditioning, rote verbal learning, instrumental learning, and so on. models 2011-09 Classical conditioning (also Pavlovian or respondent conditioning, Pavlovian reinforcement) is a form of associative learning that was first demonstrated by Ivan Pavlov (1927). 2011-09 Schools of thought in second language acquisition - rationalism In the 1960s, the generativeLinguistics transformational school of linguistics emerged through the influence of Noam Chomsky. Cognitive psychologists sought to discover underlying motivations and deeper structures of human behaviour by using a rational approach. psychology models 2011-09 Issues in first language acquisition Competence and performance Competence refers to ones underlying knowledge of a system, event, or fact. It is the non-observable ability to do something, to perform something. Performance is the overtly observable and concrete manifestation or realization of competence. Competence can be measured by and assessed by means of the observation of elicited samples of performance called test and examinations. 2011-09 THE ACQUISITION-LEARNING DISTINCTION acquisition learning a subconscious process conscious knowledge of SL Subconsciously acquired competence Consciously acquired competence Informal learning environment Formal learning environment 2011-09 The acquisition-learning hypothesis claims, however, that adults also acquire, that the ability to pick-up languages does not disappear at puberty. Two separate processes coexist in the adult. Error correction has little or no effect on subconscious acquisition, but is thought to be useful for conscious learning. (truth value of utterance) 2011-09 THE NATURAL ORDER HYPOTHESIS The acquisition of grammatical structures proceeds in a predictable order. Acquirers of a given language tend to acquire certain grammatical structures early, and others later. The agreement among individual acquirers is not always 100%, but there are clear, statistically significant, similarities. 2011-09 THE MONITOR HYPOTHESIS Acquisition and learning in second language production. Learned competence (the Monitor) Acquired competence output Conscious learning is available only as a Monitor, which can alter the output of the acquired system before or after the utterance is actually spoken or written. It is the acquired system which initiates normal, fluent speech utterances. 2011-09 THE MONITOR HYPOTHESIS Second language performers can use conscious rules only when three conditions are met. (i) Time. In order to think about and use conscious rules effectively, a second language performer needs to have sufficient time. (ii) Focus on form. The performer must also be focussed on form, or thinking about correctness Even when we have time, we may be so involved in what we are saying that we do not attend to how we are saying it. 2011-09 THE MONITOR HYPOTHESIS (iii) Know the rule. This is a very formidable requirement. Linguistics has taught us that the structure of language is extremely complex, and they claim to have described only a fragment of the best known languages. We can be sure that our students are exposed only to a small part of the total grammar of the language, and we know that even the best students do not learn every rule they are exposed to. 2011-09 THE MONITOR HYPOTHESIS 1. Monitor Over-users. These are people who attempt to Monitor all the time, performers who are constantly checking their output with their conscious knowledge of the second language. As a result, such performers may speak hesitantly, often self-correct in the middle of utterances, and are so concerned with correctness that they cannot speak with any real fluency. 2011-09 2.Monitor under-users. These are performers who have not learned, or if they have learned, prefer not to use their conscious knowledge, even when conditions allow it. Underusers are typically uninfluenced by error correction, can self-correct only by using a feel for correctness (e.g. it sounds right), and rely completely on the acquired system. 2011-09 3. The optimal Monitor user. Our pedagogical goal is to produce optimal users, performers who use the Monitor when it is appropriate and when it does not interfere with communication. Many optimal users will not use grammar in ordinary conversation, where it might interfere. (Some very skilled performers, such as some professional linguists and language teachers, might be able to get away with using considerable amounts of conscious knowledge in conversation, but this is very unusual. We might consider these people super Monitor users.) In writing, and in planned speech, however, when there is time, optimal users will typically make whatever corrections they can to raise the accuracy of their output 2011-09 Assumption: we first learn structures, then practice using them in communication, and this is how fluency develops. Our assumption has been that we first learn structures, then practice using them in communication, and this is how fluency develops. Communication is impossible before students learn the structures and achieve fluency, 2011-09 In-put Hypothesis The input hypothesis says the opposite. It says we acquire by going for meaning first, and as a result, we acquire structure! /Principles_and_Practice/Principles_and_Practice.pdf 2011-09 The input hypothesis makes the following claim: a necessary (but not sufficient) condition to move from stage i to stage i + 1 is that the acquirer understand input that contains i + 1, where understand means that the acquirer Is focused on the meaning and not the form of the message. 2011-09 We acquire, in other words, only when we understand language that contains structure that is a little beyond where we are now. How is this possible? How can we understand language that contains structures that we have not yet acquired? 2011-09 The answer to this apparent paradox is that we use more than our linguistic competence to help us understand. We also use context, our knowledge of the world, our extra-linguistic information to help us Understand language directed at us. The input hypothesis relates to acquisition, not learning. 2011-09 We may thus state the input hypothesis as follows: (1) The input hypothesis relates to acquisition, not learning. (2) We acquire by understanding language that contains structure a little beyond our current level of competence (i + 1). This is done with the help of context or extra-linguistic information. 2011-09 (3) When communication is successful, when the input is understood and there is enough of it, i + 1 will be provided automatically. (4) Production ability emerges. It is not taught directly. 2011-09 The final part of the input hypothesis states that speaking fluency cannot be taught directly. Rather, it emerges over time, on its own. The best way, and perhaps the only way, to teach speaking, according to this view, is simply to provide comprehensible input. 2011-09 Early speech will come when the acquirer feels ready; this state of readiness arrives at somewhat different times for different people, however. Early speech, moreover, is typically not grammatically accurate. Accuracy develops over time as the acquirer hears and understands more input. 2011-09 the silent period and L1 influence The input hypothesis is consistent with other findings and hypotheses in second language acquisition. One of these can be termed the silent period, a phenomenon that is most noticeable in child second language acquisition. 2011-09 The explanation of the silent period in terms of the input hypothesis is straight-forward- the child is building up competence in the second language vi