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目录2011年山东师范大学908外语教学理论基础考研真题及详解2012年山东师范大学908外语教学理论基础考研真题及详解2013年山东师范大学908外语教学理论基础考研真题及详解2014年山东师范大学908外语教学理论基础考研真题及详解2015年山东师范大学908外语教学理论基础考研真题及详解
2016年山东师范大学908外语教学理论基础考研真题及详解
2011年山东师范大学908外语教学理论基础考研真题及详解I.Explainthefollowingterms.(共7道小题,每题5分,共计35分)1.Deductiveteaching【答案】Deductiveteachingisamoretraditionalformofteaching.Indeductiveteachingyoutypicallyprovideinformation(lecture),sharespecificexamplesoftheconceptorskillsbeingtaught,then,allowstudentstopracticetheskillbeingtaught.Thisisamoreteacher-centeredmodelofteachingthatisruledriven.Someofthepositivesofthismethodarethatitistimesavingandgetstothepointofthelessoneasily.2.Positivetransfer【答案】Positivetransferiswherethetwohabitssharecommonaspects,suchtheknowingonewillhelpwithlearningtheother.Itmayhelporfacilitatelanguagelearninginanotherlatersituation,andmayoccurwhenboththenativelanguageandthetargetlanguagehavethesameform.3.Reflectiveteaching【答案】Areflectiveapproachtoteachingisoneinwhichteachersandstudentteacherscollectdataaboutteaching,examinetheirattitudes,beliefs,assumptionsandteachingpractices,andusetheinformationobtainedasabasisforcriticalreflectionaboutteaching.4.Communicativestrategies【答案】Communicativestrategiesaredefinedasmutualattemptsoftwointerlocutorstoagreeonameaninginsituationswhererequisitemeaningstrategiesdonotseemtobeshared.Fromtheperspectiveoferrorresources,CSisdefinedastheprocessofinter-lingualtransferandthecontextoflearningasalearnertriestogetamessagethroughtoahearerorreader.5.Student-centeredteaching【答案】Student-centeredteachingaimstodeveloplearnerautonomyand
independencebyputtingresponsibilityforthelearningpathinthehandsofstudents.Student-centeredinstructionfocusesonskillsandpracticesthatenablelifelonglearningandindependentproblem-solving.Student-centeredteachingemphasizesthelearner’scriticalroleinconstructingmeaningfromnewinformationandpriorexperience.Student-centeredteachingputsstudents’interestsfirst,acknowledgingstudentvoiceascentraltothelearningexperience.Inastudent-centeredteachingpace,studentschoosewhattheywilllearn,howtheywilllearn,andhowtheywillassesstheirownlearning.Thisisincontrasttotraditionaleducation,alsodubbed“teacher-centeredlearning”,whichsituatestheteacherastheprimarily“active”rolewhilestudentstakeamore“passive”,receptiverole.Inateacher-centeredclassroom,teacherschoosewhatthestudentswilllearn,howthestudentswilllearn,andhowthestudentswillbeassessedontheirlearning.Incontrast,student-centeredteachingrequiresstudentstobeactive,responsibleparticipantsintheirownlearningandwiththeirownpaceoflearning.6.Culturalawareness【答案】CulturalAwarenessisthefoundationofcommunicationanditinvolvestheabilityofstandingbackfromourselvesandbecomingawareofourculturalvalues,beliefsandperceptions.7.Context【答案】Therelevantconstraintsofthecommunicativesituationthatinfluencelanguageuse,languagevariation,anddiscoursesummary.II.Writebriefanswerstothequestions.(共3道小题,每题15分,共计45分)1.Whydowesaythatbehaviorismoflearningwasapowerfulinfluenceonthedevelopmentoftheaudio-lingualapproach?【答案】Theaudio-lingualapproachisamethodofforeignorsecondlanguageteachingwhichemphasizestheteachingofspeakingandlisteningbeforereadingandwriting.Behaviorismoflearningisthebasisoftheaudio-
lingualapproach.Behaviorismproposesthatlearninglanguageisaprocessofhabitformation,whichincludesthreestages:imitation,reinforcementandformation.Itprocessesthatcertaintraitsoflivingthings,andinthiscasehumanscouldbetrainedthroughasystemofreinfourcement—correctuseofatraitwouldreceivepositivefeedbackwhileincorrectuseofthattraitwouldreceivenegativefeedback.Audio-lingualapproachfollowssuchprocess.Studentsareaskedtodolotsofdrillsofspeakingandlisteningandtoimitate.Andthethehabitsaboutlanguageareformed.2.Whatisyourunderstandingofthesignificanceofinter-language?【答案】ProposedbySelinker,theconceptofinter-languagewasestablishedaslearner’sindependentsystemofthesecondlanguage,whichisneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromoneextremeofmother-tonguetotheotherofthesecondlanguage.Whatlearnersprodece,correctorwrong,areevidenceoftheapproximationfromtheirlanguagetothetargetlanguage,itisimperfectcomparewiththetargetlanguageeither.Therefore,inter-languagecanhelplearnersrealizethegapbetweentheirownlanguageandthetargetlanguage.Inter-languagecanhelplanguagelearnersandteachersunderstandtherelationshipbetweennativelanguage,inter-languageandforeignlanguage.Theformationofinter-languageisaffectedbybothnativelanguageandtargetlanguage,theirrelationshipismorecomplicated.Itseemsthatinter-languagedetivesfromnativelanguageandtargetlanguage,butisinferiortothelatter.Inter-languagealsoshedslightsonlatentpsychologicalstructure.Relevantbehavioraleventsinapsychologyofsecond-languagelearningshouldbemadeidentifiedwiththeaidoftheoreticalconstructswhichassumethemajorfeaturesofthepsychologicalstructureofanadultwheneverheattemptstounderstandSLsentencesortoproducethem,weassumethatthereissuchapsychologicalstructureandthatitislatentinthebrain,activitatedwhenoneattemptstolearnasecondlanguage.Ontheotherhand,inter-languageiscomparativelyindependentfromnativelanguageandwiththehelpofinter-langue,thenativelanguagecanbepredictedandanalysed.
3.StatebrieflythereasonswhyErrorAnalysisreplacedContrastiveAnalysisandthegeneralproceduresinvolvedinErrorAnalysis.【答案】TherearesomereasonswhichcauseContrastiveAnalysistobereplaced.Firstly,thereweredoubtsconcerningtheabilityofCAtopredicterrorsinlanguagelearning.Itwasshowninresearchthatnotallerrorswerecausedbytheinterferencebythemothertongue.ItisobviousthatthepsychologicalandlinguisticbasisofCAisclearlydefective,becauseitisbasedonbehaviorismandstructuralism.Secondly,therewereanumberoftheoreticalcriticismsregardingthefeasibilityofcomparinglanguagesandthemethodologyofcontrastiveattackedbyChomskyandothers.Andtheterms“stimulus”,“response”,“reinforcement”wererejectedasaninadequateexplanationoflanguagelearning.Inadditiontothis,therewereobjectionstothevalidityofequationgdifferencewithdifficultyontheonehandanddifficultywitherrorontheother.Thirdly,thereweredoubtsaboutwhetherCAhadanypracticalworthtolanguageteaching.CAstudiesconcentratedlargelyongrammaticalaspects—thephonologicallevel,themorphemiclevelandthesyntacticallevel.Thereispracticallylittlecontrastiveanalysisabovethesentencelevel,letalonethetextualordiscourselevel.Inaddition,ifamajorityoflearnererrorsarenotcausedbyinterference,thenCAisoflimitedvalue.However,themaindoubtaboutCAfromapedagogicpointofviewhasarisenfromthechaningattitudestotheroleoferrorsinlanguagelearning.CAwasbasedontheneedtoavoiderror,butiferrorisseenasapositiveaspect—anecessarydevelopmentalprocessoflanguagelearning,thenwhyshouldwedeviseateachingprogramtopreventit?Theprocedureoferroranalysisconsistsofthefollowingsteps:(1)Recognition.Dealingwithasentenceproducedbythelanguagelearner,weshouldfirstaskwhetherthesentenceisgrammaticallycorrect.Iftheanswerisnegative,thenerrorsexist.Iftheanswerispositive,thenwefurthercheckwhetherthesentenceisappropriateinthecommunicativecontext.Anegativeanswerindicatesamistake.(2)Description.Iftheerroneoussentenceisintelligible,wecompareitwiththecorrectsentenceproducedbyanativespeakerandlisttheerrorsandmistakes.Ifthemeaningofthesentenceisnotclear,wemayrefertothelearner’snativelanguagetofindoutwhathemeansandcarryouta
contrastiveanalysis.Takingintoconsiderationtheuseoflanguageinsocialcontexts,wecandescribemistakesaswellaserrors.(3)Explanation.Whenanerrorisrecognizedanddescribed,weattempttoanswerthequestion“Whydidthelearnercommitthiserror?”Inotherwords,wemakehypothesisaboutthepsychologicalprocesseswhichhavecausedthelearnertocommittheerror.Thiswillleadustoprovideanswerstoafundamentalquestion“Howdopeoplelearnlanguage?”TherearesomeproblemswithErrorAnalysis(GassandSelinker,2001).Firstly,itisinadequatetorelyonerrorstostudyhowL2islearned.Weneedtoconsidererrorsaswellasnonerrorstogettheentirepictureofalearner’slinguisticbehaviour.Secondly,itisdifficulttodeterminewhatanerrorisanerrorof.Forexample:TherearesomanyTaiwanpeoplelivearoundthelake.Wedonotknowiftheerroroccursbecause“who”isomittedafter“people”orbecause“live”isusedinsteadof“living”.Thirdly,erroranalysisover-stressesproductiondataandfailstoaccountforerroravoidance(thelearneravoidsaparticularwordorstructure.)III.Writeadiscussiononeachofthefollowingtopics(共2道小题,每题20分,共计40分)1.Balancingform-focusedinstructionandmeaning-focusedinstruction.【答案】Formandmeaningarebothimportantinourlanguageteaching,sobalancingform-focusedinstructionandmeaning-focusedinstructionaresoimportantbutchallengingforourEnglishteachers.Inthelanguageclassroom,teachersshouldstrivetobalanceform,meaning,anduse.Studentsshouldunderstandnotonlythemechanicsofthelanguage,butalsothehows,whys,andwheresaparticularstructure,word,orphrasegetsused.Forexample,inalessononthepastperfecttense,studentsneedtolearnthesentencestructure.Theteacherfirstdrillspastparticiplesonavarietyofverbs(eat/eaten,swim/swum,buy/bought).Hethenplugsthepastparticiplesintothegrammarstructure,withstudentsthenfurtherpracticingthematerialviaexamplesentencesandmoredrills.
However,theclassalsoneedstolearnthatthepastperfectplacesactionsoreventsinorderforthelistenerorreader.Thegrammarservesasamarkerofwheneventshappened.Thisisespeciallyneededwhenthespeakerforgetssomeinformationandhastobacktrackinthestory.Thisisalsoimportantwheninformationneedsfurtherclarification.Withregardstovocabulary,studentsmustunderstandthepronunciationofaword.Ifinawrittentext,thenstudentsmustknowhowtospellaword.Prefixes,suffixes,androotsarealsoimportant,especiallyattheintermediateandadvancedlevels.Studentsshouldbeabletobreakdownthecomponentsofawordtoguessatthemeaning.Takethefollowingprefixes:biannual—“bi”meanstwice,sothenewmeaningis“twiceayear”distrust—“dis”meansnot,sothenewmeaningis“nottotrust”submarine—“sub”meansunder,sothenewmeaningis“underwater”Withanunderstandingofprefixesandsuffices,studentsdon’talwayshavetoscurryforadictionaryeverytimetheyencounteranunknownword.However,studentsshouldalsolearntoreadilyrecognizethatthewordmaybeanoun,verb,adjective,oradverb.Thisisbecomespossiblebydevotingaportionofthelessontoform.Meaning:Thisisthementalimage/comprehensionthatisgeneratedbythegrammarorvocabulary.Studentsconnectthegrammarstructurewiththemeaning.Forexample,thepasttensesignalseventsinthepast,thepastperfectsignalsearlieractions/eventsinanarrative.Oncetheteacherhaspresentedthestructure,heshouldtalkaboutthemeaningtoo.Whenvocabularyisthefocusofthelesson,studentsconnecttheformofthewordwithitsmeaning.Thisoccursbothatthemicro-andmacro-levels.Atthemicro-level,thewordstandsalone.Studentsunderstandtheimagetriggeredbyaspecificword.However,atthemacro-level,awordmayhaveadifferentmeaningbecauseofthesentenceinwhichitappears.Thereisoftennuanceorsomeotherconceptgenerated.Inaddition,whensomeoneusesaword,theremaybeotherassociatedwordchoicesselectedortriggered.
2.Theconceptoflearningstylesanditsimplicationsforforeignlanguageteaching.【答案】Learningstylesrefertoarangeofcompetingandcontestedtheoriesthataimtoaccountfordifferencesinindividuals’learning.Thesetheoriesproposethatallpeoplecanbeclassifiedaccordingtotheir‘style’oflearning,althoughthevarioustheoriespresentdifferingviewsonhowthestylesshouldbedefinedandcategorised.Acommonconceptisthatindividualsdifferinhowtheylearn.Implications:(1)TheStudent:Themoreskilledthestudent,thelessinputthatshouldberequiredbytheteacher.Oncetheyhave‘learnedtolearn’,theynowhavethetoolstosolveproblemsandfindinformationforthemselvesratherthanbespoonfed.Theimplicationforbeginners(cognitive/associativestages)wouldbeamoreautocraticapproachtohelpthembuildupamentalencyclopaediaofdata(schematheory—Schmidt,1975).For‘elitelearners’(autonomousstage)amoredemocraticorlaissez-faireapproachmayworkbetterforthereasonsmentionedabove.MotivationisamassivefactorinlearningthatnoneofthestylesIamawareofmention.Ifyouaremotivatedtoachievesomethingyouarefarmorelikelytobesuccessfulatitthanifyouareforcedtodoit.Fromapersonalpointofviewthiswouldbeanythingrelatedtomaths!Enjoymentmustalsobelinkedtomotivationtoanextent.Ifyoufindanexperienceinherentlyenjoyableyouaremorelikelytowanttorepeat(practice)iti.e.positivereinforcement.Thiscouldbeoneofthemostimportantandoverlookedfactors.Theimplicationforcoaches/teacherswouldbetomakeyourlessons/sessionsenjoyable(butagainthismaynotbetoeveryone’staste—somelearnersmaywanttobeinamoreseriousenvironment—theremaybelinksheretodifferentpersonalitytypes/disorderse.g.perfectionism,OCD,Asperger’s).Iwouldliketopointoutadistinctionbetweenenjoymentandfunhere.Funhasimplicationsofrunningaroundaplaygroundaimlessly,whereasenjoymentcanbeseriousbutstillpleasurable—gettingthebalancerightisthetrickypart!(2)TheTeacher:groupmanagementisundoubtedlyafactor.Ateacher’spersonalitymaylenditselftothembeingmoreauthoritarianormorelaid-backandcharismatic.Theymayhavetheirownparticularstyleofdelivery
thatrarelyorneverchanges.AccordingtoChelladurai’s(1984,1990)Multi-DimensionalTheoryofLeadership,adaptabilityiskey.Thecloserthatrequired,preferredandactualleaderbehaviouristothegroup’spreference,thenthemorelikelythatsuccessfuloutcomesandgroupsatisfactionwillbeachieved.Theobviousimplicationhereisthatthebestcoaches/teacherscanchangetheirstyleofdeliveryandeffectivelymanageeachindividualinthegroupratherthanbeinga‘onetrickpony’.AgoodexampleofthiswouldbeSirAlexFerguson.Althoughhewasnotoriousforgivingplayersthe‘hairdryer’treatmentinthedressingroomwherehegotrightintotheirfacestodeliverwhatcouldpolitelybecalleda‘firmrebuke’,hegenerallyknewwhichplayersneededthisandwhichweremoreinneedofaquietwordandanarmroundtheshoulder’.However,eventhemostexperiencedcangetitwrongsometimesasthismayhavebackfiredduringtheincidentwithDavidBeckhamdependingonwhichversionofthestoryyoubelieve,butitgoestoshowthatnobodyistoooldtolearnanewlesson!(3)Passionandenthusiasmforthesubjectarealsoamustforsuccessfulcoaches/teachers.Thereisnothingmoreuninspiringthansomeonewholooksjadedoruninterestedinwhattheyaredelivering.Ontheotherhand,acoach/teacherwithrealpassioncanactasarealspurtolearners.Iamsurewecanthinkofcoaches/teachersthatfallintobothcategories.(4)TheSubject:thismayagainlinktomotivationandenjoyment.Thebestmotivatorissuccessandifyouaresuccessfulatsomethingyouaremorelikelytoenjoyitandrepeatthatactions.Ifthiscontinuestobeanachievablechallengethenitseemslikelythatyouwouldadheretothisactivity.Ifitbecametooeasythenmotivationmaydecreaseduetoboredom.Ifitbecamepersistentlytoohard(increasingcomplexityoftheskillsinvolvedwithlittlemastery),thensuccess(performancecurve)wouldbecometooinfrequentmeaningthatthelearnermaydropout.Goodgoal-settingskillsmaybevitalhereforteacher/coachandlearner.(5)TheEnvironment:Resourcesorlackofmaybeafactordependingontheactivitytakingplace.Financesmaycomeintothisequation.Academiesinsportinthiscountryarenowpopulatedbymiddleclasschildrenwhoseparentshavethemoneyandresourcestobuyexpensiveequipmentandferrytheiroffspringaroundthecountrytofulfillfixturesandattendtraining
severaltiesaweek.Timemaybeanotherfactor.Anobviousexampleofthismaybelinkedtoanotheraspectoftheenvironment—theweather.FootballersinSpainhaveonaverageaccumulatedthousandsmorehoursofpracticedbythetimetheygetto16thantheirBritishcounterparts,partlyduetolackoffacilitiesandinclementweatherintheUK,whichmaybereflectedintheirtechnical/tacticalsuperiority.Groupsizemaybeafactor.Typeofsportwouldbeanindicatorofthis.Someoneinvolvedinanindividualsport(batsports,golf,tennis)wouldbytheverynatureofthesport,havemoretimewiththeircoaches/instructorsthansomeoneinateamsport(e.g.football,rugby,hockey).Thiswouldgivethemenhancedaccesstoinformationthatmayimprovetheirperformance,whereasindividualsupportinteamsportsmaybelesslikely(maybelinkedtoresourcesaselitesportingorganisationswouldhavebetteraccesstospecialisedcoachingstaffandsportscientists).IV.CaseAnalysis(共1道小题,共计30分)Direction:Thefollowingmaterial,whichistakenfromSeniorEnglishforChinaTeacher’sBook1B,isusedtotrainstudents’listeningabilities.Readthetapescriptanddeveloponepre-listeningactivityandtwotypesofwhile-listeningactivities.Foreachactivityyoudevelop,pleasespecifythetrainingpurpose.“Throwmesomething,Mister!Throwmesomething,Mister!”Thousandsofpeoplearewaitingfortheparadetopassthembyandforsomeonetothrowthemacup,somebeads,orsomecandy.WelcometoNewOrleans,USA.WelcometoMardiGras.MardiGrasisaholidaycelebratedintheSouthoftheU.S.Thenameofthefestival,MardiGras,isFrenchandmeans“FatTuesday”.MardiGrasiscelebratedonaTuesdaybetweenFebruary3andMarch9,always47daysbeforeEasterSunday.DuringMardiGras,peopleliketodressupincolourfulandunusualcostumes,andofcourse,watchparadesinthestreets.TheofficialcoloursofMardiGrasarepurple,greenandgold.MardiGrasiscelebratedfortwoweeksbeforeFatTuesdayandpeoplefromallovertheworldcometowatchthefestival.【答案】Pre-listeningActivity:
(1)Askstudentstotalkaboutwhataretheirfavoritewesternholidays.(2)IntroducesomethingaboutMardiGrasandaskstudentstopredictwhatcanbeintroducedinthematerial.Pre-listeningActivityusestop-downmethod.Itaimstointroducebackgroundinformationtohelpstudentsunderstandthematerial.While-listeningActivity:(1)Listentothetapeandwritedownsomeimportantinformation.(2)Listenagainandgivestudentssomestatematestoaskthemtojustifyandtofillsomeblanks.Thefirststepaimstotrainstudents’exclusivelisteningabilitywhilethesecondstepistodevelopstudents’inclusivelisteningskill.【解析】在听前活动的设计中,可以从自上而下以及自下而上两种听力方式入手选择。在听中的活动中,主要训练学生泛听以及精听的能力。
2012年山东师范大学908外语教学理论基础考研真题及详解I.Explainthefollowingterms.(共7道小题,每题5分,共计35分)1.Inter-language【答案】Thetypesoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguageareoftenconsideredasinter-language.Inter-languageisoftenunderstoodasalanguagesystembetweenthetargetlanguageandthelearners’nativelanguage.2.Cognitivestyle【答案】Cognitivestyleor“thinkingstyle”isatermusedincognitivepsychologtodescribethewayindividualsthink,perceiveandrememberinformation.Cognitivestylediffersfromcognitiveability(orlevel),thelatterbeingmeasuredbyaptitudetestsorso-calledintelligencetests.Thereiscontroversyovertheexactmeaningoftheterm“cognitivestyle”andwhetheritisasingleormultipledimensionofhumanpersonality.HoweveritremainsakeyconceptintheareasofeducatioandmanagemenIfapupilhasacognitivestylethatissimilartothatofhis/herteacher,thechancesareimprovedthatthepupilwillhaveamorepositivelearningexperience.Likewise,teammemberswithsimilarcognitivestyleslikelyfeelmorepositiveabouttheirparticipationwiththeteam.Whilematchingcognitivestylesmaymakeparticipantsfeelmorecomfortablewhenworkingwithoneanother,thisalonecannotguaranteethesuccessoftheoutcome.3.Affectivefilter【答案】Theaffectivefilterisatheoreticalconstructinsecondlanguageacquisitionthatattemptstoexplaintheemotionalvariablesassociatedwiththesuccessorfailureofacquiringasecondlanguage.Theaffectivefilterisaninvisiblepsychologicalfilterthatcaneitherfacilitateorhinderlanguageproductioninasecondlanguage.Whentheaffectivefilterishigh,individualsmayexperiencestress,anxiety,andlackofself-confidencethatmayinhibitsuccessinacquiringasecondlanguage.Ontheotherhand,alowaffectivefilterfacilitatesrisk-takingbehaviorinregardstopracticingandlearningasecondlanguage.4.Communicativelanguageteaching【答案】Communicativelanguageteaching(CLT),orthecommunicativeapproach,isanapproachtolanguageteachingthatemphasizesinteractionasboththemeansandtheultimategoalofstudy.LanguagelearnersinenvironmentsutilizingCLTtechniqueslearnandpracticethetargetlanguagethroughinteractionwithoneanotherandtheinstructor,studyof“authentictexts”(thosewritteninthetargetlanguageforpurposesotherthanlanguagelearning),anduseofthelanguageinclasscombinedwithuseofthelanguageoutsideofclass.Learnersconverseaboutpersonalexperienceswithpartners,andinstructorsteachtopicsoutsideoftherealmoftraditionalgrammarinordertopromotelanguageskillsinalltypesofsituations.Thismethodalsoclaimstoencouragelearnerstoincorporatetheirpersonalexperiencesintotheirlanguagelearningenvironmentandfocusonthelearningexperienceinadditiontothelearningofthetargetlanguage.AccordingtoCLT,thegoaloflanguageeducationistheabilitytocommunicateinthetargetlanguage.Thisisincontrasttopreviousviewsinwhichgrammaticalcompetencewascommonlygiventoppriority.CLTalsofocusesontheteacherbeingafacilitator,ratherthananinstructor.Furthermore,theapproachisanon-methodicalsystemthatdoesnotuseatextbookseriestoteachEnglishbutratherworksondevelopingsoundoral/verbalskillspriortoreadingandwriting.5.Top-downinformationprocessing【答案】Top-downprocessingutilizesinternal,high-levelmodelsoftheacousticenvironmentandpriorknowledgeofthepropertiesanddependenciesoftheobjectsinit.Inthisapproachinformationalsoflowstop-down:asensingsystemcollectsevidencethatwouldeitherjustifyorcauseachangeinaninternalworldmodelandinthestateoftheobjectsinit.Thisapproachisdouble-calledprediction-drivenprocessing,becauseitisstronglydependentonthepredictionsofanabstractedinternalmodel,andonpriorknowledgeofthesoundsources6.Actionresearch
【答案】Itisaninnovationthatwasputforwardbyteachingresearchersundertheself-reflectionteachingmodel.Italsoreferstoanexploratoryactivityofacquiringknowledgeandimprovingteachingqualityfromtheinvestigationandresearchofourownteachingphenomenon.Educationalactionresearchshouldbethecombinationof“action”and“research”,teachersarenotonlyinstructorsbutalsoresearchersandactorsshouldcombinewithresearch.Educationalactionresearchadvocatestodevelopresearchprogram,theessenceofeducationalactionresearchisself-reflection,theobjectiveandconsequenceofactionresearchistoimproveteachingquality.7.Languageaptitude【答案】ThetypeoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguageisoftenreferredtoasINTERLANGUAGE.Inter-languageisoftenunderstoodasalanguagesystembetweenthetargetlanguageandthelearner’snativelanguage.Itisimperfectcomparedwiththetargetlanguage,butitisnotmeretranslationfromthelearner’snativelanguageeither.II.Writebriefanswerstothequestions.(共3道小题,每题15分,共计45分)1.Howdidthebehavioristsexplainthelanguagelearningprocess?【答案】Behaviorismisasystematicapproachtotheunderstandingofhumanandanimalbehavior.Skinnerappliedthistheorytolanguage,anddescribeditasamechanicalprocessofhabitformationthatfollowsthesequencestimulus-response-reinforcement.Agreatdealoflanguagelearningandteachinginthe1950sand1960swasinfluencedbybehaviorism(e.g.audiolingualism).Similaritiesbetweenthetwolanguagescause“positivetransfer”whiledifferencescause“negativetransfer”.Theaimofbehaviorismwastoformnewlinguistichabitseliminatingerrorsintheprocess.Traditionalbehavioristsviewlanguageasbehaviorandbelievethatlanguagelearningissimplyamatterofimitationandhabitformation.Thewholelearningprocessisimitation,recognitionandreinforcement.
2.Whatisyourunderstandingoftransfer?Pleaseuseconcreteexamplestoillustratelearner'sL1influenceonthelearningofaforeignlanguage.【答案】LanguagetransferisoftencalledL1interference,orlinguisticinterference,whichmeanstheapplicationfromnativelanguagetothesecondlanguage.Althoughtransfercouldbescientificallyidentifiedaspositiveandnegativetosomeextent.Somemistakesanderrorsaremadebecauseoftheforeignlearner’sexperienceandformerknowledgewiththeirmothertongue.Sofirstlanguagehasalwaysbeenplayingnegativerolesorimpedesthesecondlanguageacquisition.L1transferreferstotheinfluencethatthelearners’L1exertsovertheacquisitionofanL2.Theinfluenceisapparentinanumberofways.ThenegativetransferistheinfluenceofthesourcesoferrorinthelearnerlanguageTransferisgovernedbylearner’sperceptionsaboutwhatistransferableandbytheirstageofdevelopment.Themajorobstacleoflearnin
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