【高分复习笔记】David Nunan《第二语言教与学》笔记和课后习题（含考研真题）详解

目录

内容简介

目录

第1章第二语言教学和学习的概念基础

1.1复习笔记

L2课后习题详解

1.3考研真题与典型题详解

第2章第二语言教学和学习的经险基础

2.1复习笔记

2.2课后习题详解

2.3考研真题与典型题详解

第3章第二语言教学与学习从传统走向当代

31复习笔记

3.2课后习题详解

3.3考研真题与典型题详解

第4章语言

4』复习笔记

4.2课后习题详解

4.3考研真题与典型题详解

第5章学习者

5.1复习笔记

5.2课后习题详解

5.3考研真题与典型题详解

第6章学习过程

6.1复习笔记

6.2课后习题详解

63考研真题与典型题详解

第7章听

71复习笔记

7.2课后习题详解

73考研真题与典型题详解

第8章说

8.1复习笔记

8.2课后习题详解

8.3考研真题与典型题详解

第9章阅读

9.1复习笔记

9.2课后习题详解

9.3考研真题与典型题详解

第10章写

10.1复习笔记

10.2课后习题详解

10.3考研真题与典型题详解

第1章第二语言教学和学习的概念基础

1.1复习笔记

第一章重点介绍人本主义心理学的学习理论和据此提出来的“以学生为中心”和“以任务为

基础”的教学方式。

本章要点：

I.Thehumanisticandexperientiallearning

人本主义与经验主义学习

2.CommunicativelanguageteachingTask-basedlanguageteaching

交际型教学法与任务型教学法

3.Lcarncr-centcrcdeducation

“以学生为中心”的教学

4.Differencebetweeninductivelearninganddeductivelearning

演绎学习与归纳学习的区别

本章考点：

1.教学流派：经验主义学习的不同观点；

2.教学法：交际法与任务型教学法的定义及特征；任务与练习的区别；任务设计的原则;

3.教学：“以学习者为中心”的教学理论；

4.学习：演绎学习与归纳学习的特征；学习者与学习过程。

本章内容索引：

I.Thehumanistictraditionvs.experientiallearning

1.Competingconceptsofeducation

2.Humanismandexperientiallearning

3.Inductiveanddeductivelearning

II.Communicativelanguageteaching

I.Reconceptualizinglanguage

2.Tailoringcoursestolearners

IIILcamer-ccntcrcdeducation

1.Defininglearner-centeredness

2.Learnerinvolvementinthelearningprocess

3.Learner-centeredness

IV.Negotiatedcurricula

1.Learnercontributionsofthelearningprocess

2.Movinglearnersalongthenegotiationcontinuum

V.Task-basedlanguageteaching

1.Definingtask

2.Taskversusexercise

3.Principlesoftaskdesign.

(1)Theauthenticityprinciple;

(2)Thefbrm/functionprinciple;

(3)Thetaskdependencyprinciple.

I.Thehumanistictraditionvs.experientiallearning

【考点：教学思想的争论】

1.Competingconceptsofeducation

(1)Educationisamatterofmakingmeaningfbrthelearnerontheonehand,and

(2lEducationistofacilitatetheprocesswherebylearnersmaketheirownmeaning.

2.Humanismvs.experientiallearning

【考点；经验主义的学习观点】

(1)Humanism

(2)Experientiallearning

①facilitatespersonalgrowth;

②helpslearnersadapttosocialchange;

③takesintoaccountdifferencesinlearningability;

④isresponsivebothtolearnerneedsandpracticalpedagogicalconsiderations.

3.Inductivevs.deductivelearning

【考点：区别演绎学习和归纳学习】

(1)Deductivelearning

Aprocessofaddingtoourknowledgebyworkingfromprinciplestoexamples;

(2)Inductionlearning

Oneworksfromexamplestoprinciples,rules,andgeneralizations.

II.Communicativelanguageteaching(CLT)

【考点：交际法的概念及兴起的因素】

1.Reconceptualizinglanguage

Languagewasseenasasystemfortheexpressionofmeaningratherthanasasystemofabstract

syntacticrules.

2.Tailoringcoursestolearners

(1)Differentlearnershavedifferentcommunicativerequirements;

(2)Thecontentofthecurriculumandlearningprocessesshouldreflecttheinsight.

III.Learner-centerededucation

【考点："以学习者为中心”的定义】

I.Defininglearner-centeredness

Inalearner-centeredclassroom,keydecisionsaboutwhatwillbetaughthowitwillbetaught,

whenitwillbetaught,andhowitwillbeassessedwillbemadewithreferencetothelearner,

2.Learnerinvolvementinthelearningprocess

3.Learner-centeredness:anotherdimension

IV.Negotiatedcurricula

1.Learnercontributionsofthelearningprocess

Whenlearnershadanopportunitytocontributetothecontentofthelesson,whichwasthe

contentthatlearnerswouldclaimtohavelearned.

2.Movinglearnersalongthenegotiationcontinuum

Step1:Makeinstructiongoalscleartolearners

Step2:Allowlearnerstocreatetheirowngoals

Step3:Encouragelearnerstousetheirsecondlanguageoutsidetheclassroom.

Step4:Raiseawarenessoflearningprocesses

Step5:Helplearnersidentifytheirownpreferredstylesandstrategies

Step6:Encouragelearnerchoice

Step7:Allowlearnerstogeneratetheirowntasks

Step8:Encouragelearnerstobecometeachers

Step9:Encouragelearnerstobecomeresearchers

V.Task-basedlanguageteaching

【考点：任务型教学法的定义；任务与练习的区别；设计任务的原则】

1.Definingtask

(1)Ataskisapieceofworkundertakenfbroneselforforothersifreelyorforsomereward4

(2)Ataskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstanding

language.

2.Taskvs.exercise

(1)Ataskhasanonlinguisticoutcome,whileanexercisehasalinguisticoutcome.

(2)Dimensionsoftask

①Language

②Procedure

③Learner

④learningprocess.

3.Principlesoftaskdesign.

(1)Theauthenticityprinciple;

(2)Theform/functionprinciple;

(3)Thetaskdependencyprinciple.

1.2课后习题详解

QUESTIONSANDTASKS

1.Whattwocompetingviewsofeducationarepresentedinthefirstsectionofthechapter?

【答案】(1)Thefunctionofaneducationalsystemisthetransmissionofareceived

bodyoffacts,values,andproceduresforconceptualizingandaddingtothatbodyof

knowledge.(2)Thefunctionofaneducationalsystemistocreatetheconditionswherebylearners

mightgeneratetheirownskillsandknowledge.

2.Inyourview,whatarethethreemostimportantpointsaboutexperientiallearningmadeinthe

chapter?

【答案】(1)Itfacilitatespersonalgrowth;(2)Ittakesintoaccountdifferencesin

learningability;(3)Itisresponsivebothtolearnerneedsandpracticalpedagogicalconsiderations.

3.Whatisthedifferencebetweeninductivelearninganddeductivelearning?

【答案】(1)Deductivelearningisaprocessofaddingtoourknowledgebyworking

fromprinciplestoexamples;⑵Ininduction,oneworksfromexamplestoprinciples,rules,and

generalizations.

4.Whatiscommunicativelanguageteaching,andwhatfactorsledtoitsemergenceinELT?

【答案】(1)Communicativelanguageteachingregardslanguageasasystemfor

expressingmeanings。)Theinsightthatthereoughttobedifferentsyllabusesfordifferent

learnersledtotheemergenceinELT.

5.Identifytwodifferentsensesinwhichthetermleamer-centcredcanheused.

［答案］(1)Alearning-centeredclassroomisdesignedtoenablethelearnertomake

criticalpedagogicaldecisionsbysystematicallytrainingthemintheskillstheyneedtomake

suchdecisions;(2)Alearning-centeredclassroomisconsistentwithaparticularlineofsecond

languageacquisitionresearchthatsuggestsacquisitionisfacilitatedwhenopportunitiesfor

learnerstointeractaremaximized.

6.Wouldalearner-centeredapproachworkinyoursituation?Whyorwhynot?

【答案】Suggestedreasons;Theconceptoflearner-centerededucationhasbeen

controversialinoursituation,mainlybecauseitissusceptibletomultipleinterpretations.Some

teachersreactnegativelytotheconcept,becausetheyfeelthat,implicitinthenotion,isa

devaluingoftheirownprofessionalroles.Othersbelievethatitinvolveshandingovertothe

learnerdutiesandresponsibilitiesthatrightlybelongtotheteacher.

7.WhichoftheprinciplesofadultlearningarticulatedbyBrundageandMacKeracherdoyou

agreewith?Whichdoyoudisagreewith?Howdotheprinciplesrelatetoahumanistic,

experientialviewofeducation?

【答案】

(11Agree:

①Adultswhovaluetheirownexperienceasaresourceforfurtherlearningorwhoseexperience

isvaluedbyothersarebetterlearners;

②Adultslearnbestwhentheyareinvolvedindevelopinglearningobjectivesforthemselves

thatarecongruentwiththeircurrentandidealizedself-concept.

③Adultshavealreadydevelopedorganizedwaysoffocusingon,takingin,andprocessing

information.Thesearereferredtoascognitivestyle.

④Thelearnerreactstoallexperienceashe/sheperceivesit,notastheteacherpresentsit.

⑤Adultsenterintolearningactivitieswithanorganizedsetofdescriptionsandfeelingsabout

themselvesthatinfluencesthelearningprocess.

(2)Disagree:

①Adultsaremoreconcernedwithwhethertheyarechanginginthedirectionoftheirown

idealizedself-conceptthanwhethertheyaremeetingstandardsandobjectivessetforthemby

others.

②Adultsdonotlearnwhenoverstimulatedorwhenexperiencingextremestressoranxiety.

③Thoseadultswhocanprocessinformationthroughmultiplechannelsandhavelearnthowto

learnarethemostproductivelearners.

④Adultslearnbestwhenthecontentispersonallyrelevanttopastexperienceorpresent

concernsandthelearningprocessisrelevanttolifeexperiences.

⑤Adultslearnbestwhennovelinformationispresentedthroughavarietyofsensorymodesand

experienceswithsufficientrepetitionsandvariationsonthemestoallowdistinctionsinpatterns

toemerge.

(3lThisliststronglyreflectsthehumanisticandexperientialtraditionsthatemphasizethe

constructiveroleofthelearnerwithinthelearningprocess.

8.Doyouagreewiththeassertionthatthereisadegreeofnegotiationineveryclassroom?Think

ofaclassthatyoutaught,observed,ortookpartinasalearnerinwhichnegotiationoccurredand

givethreetofiveexamplesofnegotiation.

【答案】

Therearelevelsanddegreesofnegotiation.

Example:T:Oneofthethings,er,wepracticeinthiscourse...is...orsomeofthethingswe

practicearelearningstrategies.Andoneofthelearningstrategiesthatwillhelpyoulearnnew

wordsisthelearningstrategyof“classifying"，Doyouknowwhatclassifyingmeans?

Ss:Nono

T:Haveyouheardthiswordbefore?

Ss:No

T:Classifyingmeansputtingthingsthataresimilartogetheringroups.OK?SoifIsaid,er,I

wantallofthegirlstogodowntothatcorneroftheroom,andalltheboystogointothiscorner

oftheroom,Iwouldbeclassifyingtheclassaccordingtotheirsexortheirgender.WhatI'dlike

youtodonowinTask5istoclassifysomeofthewordsfromthelistinTask4.OK?[Inthe

precedingtask,studentshadreadapostcardandcircledthewordsthatdescribepeople.They

werethengivenathree-columntablewiththeheadings:"color","age”,and"size”.]

9.Identifythreedifferencesbetweena“traditional”anda“task-based”languageclassroom

【答案】(1)Anemphasisonlearningtocommunicatethroughinteractioninthetarget

languageinautask-basedvlanguageclassroom.⑵Theintroductionofauthentictextsintothe

learningsituationina44task-based^^languageclassroom.(3)Provisionofopportunitiesfbr

learnerstofbcus,notonlyonlanguageitself,butalsoonthelearningprocessina"task-based”

languageclassroom.

10.Studyaunitofworkfromatextbookthatyouarefamiliarwith.Identifywaysinwhichthe

unitcanbemodifiedtogivelearnersanopportunitytomakechoicesanddecisions,and

contributetheirownideas.

【答案】

Example:

Studythefollowingextracts.Oneisapieceofgenuineconversation,theotheristakenfroma

languageteachingtextbook.WhatdifferencescanyouseebetweentheIwoextracts?What

languagedoyouthinkthenonaulhenlicconversationistryingtoleach?Whatgrammarwould

youneedinordertotakepartintheauthenticconversation?

Text1

A:Excuseme,please.Doyouknowwherethenearestbankis?

B:Well,theCityBankisn'tfarfromhere.Doyouknowwherethemainpostofficeis?

A:No,notreally.Tmjustpassingthrough.

B:Well.Firstgodownthroughthisstreettothetrafficlight.

A:OK.

B:Well.Firstgodownthroughthisstreettothetrafficlight.

Text2

A:HowdoIgettotheKensingtonRoad?

B:WellyougodownFullartonRoad...

A:...what,downOldBelair,andaround...?

B:Yeah.Andthenyougostraight...

A;...pastthroughthehospital?

B:Yeah,keepinggoingstraight,pasttheracecoursetotheroundabout.Youknowthebig

roundabout?

Text1

A:OK.

B:ThenturnleftandgowestonsunsetBoulevardforabouttwoblocks.Thebankisonyour

right,justpastthepostoffice.

A;Allright.Thanks!

B:You'rewelcome.

[Ihavenotacknowledgedthesourceofthisextract,becauseIdonotwishtoappeartobe

criticizingthetextfromwhichitwasextracted.Itiscitedhereforcontrastivepurposesonly.]

Text2

A:Yeah.

B:AndKensingtonRoad'sofftotheright.

A:What,offtheroundabout?

B:Yeah.

A:Right.

Thedisparitybetweencontrivedandauthenticdatacanbeseenintheaboveextractsthat,

themselves,havebeenturnedintoaclassroomtask.Theadvantageofusingauthenticdataisthat

learnersencountertargetlanguageitems(inthecaseoftheexamplebelow,comparative

adjectivesandadverbs)inthekindsofcontextswheretheynaturallyoccur,ratherthanin

contextsthathavebeenconcoctedbyatextbookwriter.Ultimately,thiswillassistlearners

becausetheywillexperiencethelanguageitemininteractionwithothercloselyrelated

grammaticalanddiscourseelements.

11.Designalinksequenceoftasksusingtheideaspresentedinthefinalsectionofthechapter.

【答案】

(1)Pre-taskphase;

®Ongeneralcognitivedemandsofthetask

②Anemphasisonlinguisticfactors

③Supportinglearnersinperformingatasksimilartothetasktheywillperformintheduring-

taskphaseofthelesson

④Non-taskpreparationactivities:brainstorming;mindmap

⑵While(During)-taskphase;

®Structure;whole-classvs.smallgroupwork;individualorinteraction

②Setatimeforcompletingthetask.

③Varythenumberofparticipants.

④Introduceasurpriseelement.

⑤Tellstudentstheywillhavetopresentareporttothewholeclass.

⑥Pairandgroupworkareseenascentraltotask-basedteaching

(3)Post-taskphase

①Toprovideanopportunityforarepeatingperformanceofthetask

②Toencouragereflectiononhowthetaskwasperformed

③Toencourageattentiontoform

12.Carryoutasurveyofyourstudentsandcolleaguesliketheoneonpage33.

【答案】

Example:

Imaginethatyouaregoingasanexchangestudenttoanothercountry.Completethefollowing

survey(checktheappropriatespaceunderthe'YOU'column.)

YOUYOURPARTNER

Thiswouldbotherusalotalittlenotatallalotalittlenotatall

a.theweather___——

b.thefood___

c.gettingaround

d,tipping___

e.language___

£socialcustoms——

g.beingawayfromhome___

h.meetingpeople__

i.moneymatters

j.shopping___

1.3考研真题与典型题详解

I.Fillintheblanks.

1.Ataskhasaoutcome,whileanexercisehasaoutcome.

2.Threeimportantprinciplesoftaskdesignare,and.

3.Inlearning,thelearner'simmediatepersonalexperiencesaretakenasthepointof

departurefordecidinghowtoorganizethelearningprocess.

4.Thefouressentialdimensionsoftaskarelanguage,,,andlearningprocess.

【答案】

1.nonlinguistic,linguistic

2.theauthenticityprinciple;theform/functionprinciple;thetaskdependencyprinciple

3.experiential

4.procedure,learner

II.TrueorFalse

1.Behaviorismviewslearningastransmissionofknowledge.

【答案】T

【解析】行为主义以刺激-反应理论为基础。

2.Constructivismviewslearningastransformationoflanguage.

【答案】T

【解析】建构主义认为学习者积极建构知识。

3.Inexperientialmodel,learnersarerelativelypassiverecipientofinformation.

【答案】F

【解析】经验学习模式强调学习者的主观能动性。

4.Traditionalmodelemphasisonteacher'sauthority.

【答案】T

【解析】传统教学模式强调教师的作用。

III.Explainthefollowingterms

1.leamer-centeredness

【答案】Itisamatterofeducatinglearnerssothattheycangraduallyassumegreater

responsibilityfortheirownlearning.

2.Inductivelearning

【答案】Ininduction,oneworksfromexamplestoprinciples,rules,and

generalizations.

3.Deductivelearning

【答案】Deductivelearningisaprocessofaddingtoourknowledgebyworkingfrom

principlestoexamples.

4.Task

［答案］Ataskisapieceofworkundertakenforoneselforforothers,freelyorfor

somereward.

5.PedagogicalTask

［答案］It'sapieceofclassroomworkthatinvolveslearnersmcomprehending,

manipulating,producing,orinteractinginthetargetlanguagewhiletheirattentionisfocusedon

mobilizingtheirgrammaticalknowledgeinordertoexpressmeaning,andinwhichtheintention

istoconveymeaningratherthantomanipulateform.

IV.Shortanswerquestions

1.Howwell,inyouropinion,doestheword€4communication^^representthefunctionofhuman

language?（北二外2008研）

［答案］Weuselanguageforanalmostinfinitenumberofpurposes,fromwriting

letterstogossipingwithourfriends,makingspeechesandtalkingtoourselvesinthemirror.But

theprimaryfunctionoflanguageistotransmitinformationandtoconveycommands,feelings

andemotions.Thatis,languageisatoolofcommunication.Theterm“communication”canbe

usedtocovermuchofthefunctionoflanguage.Thisfunctioncanbefurtherdividedintomore

specificfunctions,suchasphaticfunction/communion,directivefunction,informativefunction,

interrogativefunction,expressivefunction,evocativefunction,perfonnativefunctionetc.

2.WhatarethefourobviousbarrierstoadultL2acquisition?（浙江大学2003研）

【答案】Avarietyofexplanationshavebeenpulforwardfortheapparentdeclinedin

adults:physicalfactorssuchasthelossof“plasticity“inthebrainand^lateralization^ofthe

brain;socialfactorssuchasthedifferentsituationsandrelationshipsthatchildrenencounter

comparedtoadults;cognitivefactorssuchastheinterferencewithnaturallanguagelearningby

theadult'smoreabstractmodeofthinking;andinputfactorsthatadultsspendonlyafewhours

eachweekofschooltime,ratherthanviatheconstantinteractionexperiencedbyachild,witha

lotofotheroccupations.

3,Commentonthefollowingstatement;

“IlisbelievedthatSCHEMATA,meaningpacketsofstoredknowledge,playanimportantrole

inlanguageprocessing.”(武汉大学2009研)

【答案】

Schematahavethreedistinctfeatures.

1)Schematacanvaryconsiderablyintheinformationtheycontain,fromtheverysimpletothe

verycomplex.

2)Schemataarefrequentlyorganizedhierarchically;forexample,inadditiontoarathergeneral

restaurantschemaorscript,weprobablyalsohavemorespecificrestaurantschematafor

differentkindsofrestaurant(e.g.fast-foodplace,up-marketFrenchrestaurant,andsoon).

3)Schemataoperateinatop-downorconceptuallydrivenwaytofacilitateinterpretationof

environmentalstimuli.

Therearevariouscharacteristicsoflanguageprocessingwhichindicatethekeyroleplayedby

schematicandotherstoredknowledge.Forexample,languagecomprehensionfrequently

requiresustogofarbeyondtheliteralmeaningofthesentenceswereadorhear.Essential

informationisoftenonlyimplied,sothatitisnecessarytodrawtheinferenceinorderto

understandfullywhatisintended.Schemataleadpeopletodrawschema-relevantinferences

whichfacilitatecomprehensionbutwhichmayimpairmemory.Manyinferencesaredrawn

duringthecomprehensionprocess.Thereisalsoevidencethatretrievalprocessescanbe

systematicallyaffectedbythepriorknowledgeintheformofschemata.Therefore,theschemata

playaveryimportantroleduringthelanguageprocessing.

(本题考查第二语言习得过程中语言的处理和加工过程)

4.Discusstheinfluenceofmotivationonlanguageacquisition.

【答案】

Motivationinvolvestheaffectivestalesthalinfluencethedegreeofeffortthailearnersmaketo

Icanialanguage.Variouskindsofmotivationhavebeenidentified:instrumental,integrative,

resultative,andintrinsic.

Underinstrumentalmotivationlearnersmakeeffortstolearnalanguageforsomefunctional

reason,namely,topassanexamination,etc.Underintegrativemotivationlearnersidentifywith

anotherethnolinguisticgroup.Underresultativemotivationlearners*successinlearningmay

resultintheirenthusiasminlearningfurther.Intrinsicmotivationduetotheircuriosity,interest,

etc.mayforcelearnersholdingnodistinctattitudestowardsthetargel-languagegrouptodothe

learningtaskstheyareaskedto.

Motivationisahighlycomplexphenomenon.Thesefourtypesofmotivationshouldbeseenas

complementaryratherthanasdistinctandoppositional.Furthermore,motivationisdynamicin

nature;itisnotsomethingthatalearnerhasordoesnothavebutrathersomethingthatvaries

fromonemomenttothenextdependingonthelearningcontextortask.

5.Whatarethedifferentviewsofinputhypothesisandinteractionhypothesisondiscourse's

contributiontolanguageacquisition?

【答案】InputhypothesisproposedbyKrashen,holdsthatlanguageacquisitiontakes

placewhenalearnerunderstandsinputthatcontainsgrammaticalformsthatareat"i+1”(i.e.

arealittlemoreadvancedthanthecurrentstateofthelearner'sintcrlanguage).Inotherwords,

languageacquisitiondependsoncomprehensibleinput.InteractionhypothesisbyMichaelLong,

alsoemphasizestheimportanceofcomprehensibleinputbutclaimsthatitismosteffectivewhen

itismodifiedthroughthenegotiationofmeaning.

6.Whatarereal-worldtasksandpedagogicaltasks?Canyougivesomeexamples?

［答案］Areal-worldtaskisveryclosetosomethingwedoindailylifeorwork.For

example,studentsmaybeaskedtoworkingroups,discusshowthesportsfacilitiesintheir

schoolcanbeimproved(e.g.,buysomenewfacilities)andmakesomesuggestionstothe

headmaster.Thisisareal-worldtaskbecause由erearethingslikethisintherealworld.

Pedagogicaltasksarethoseactivitiesthatstudentsdointheclassroombutthatmaynottake

placeinreallife.Forexample,thestudentsworkinpairs.Eachisgivenapicture.Mostofthe

thingsinthepicturesarethesame,buttherearcsomedifferences.Thestudentsareaskedto

describetheirpicturetoeachotherandidentifythedifferences.Inthistask,thestudentsuse

languagetodosomething,thatis,toidentifydifferencesbetweentwopictures.Indoingthistask,

theyfocusonmeaningratherthanform,becausetheyarenotaskedtopractiseparticular

linguisticitems.Wesaythisisapedagogicaltaskratherthanareal-worldtaskbecauseindaily

lifewedonotnormallydothingslikethis.Itispedagogicalinthesensethatitisdesignedto

helpthestudentstolearnorreviewcertainlanguageknowledgeorskills.Thisdoesnotmean,

however,thatreal-worldtasksdonothaveanypedagogicalpurposes.

7.Whatarethemostimportanttasksforasyllabusdesigner?

【答案】Theprocessofsyllabusdesigninforeignlanguageteachingmainlyincludes

selectingandgradingwhatistobetaught.Aprocessofselectionmustbeundertakensince

learningthewholesystemofaforeignlanguageisneitherpossiblenornecessary.Selection

involvestwosubprocesses:First,therestrictionofthelanguagetoaparticulardialectand

register;andsecond,theselectionfromwithintheregisteroftheitemsthataretobetaught

accordingtocriteriasuchasfrequencyofoccurrence,learnabilityandclassroomneeds.The

wholeprocessofselectionmustbeappliedatalllevelsoflanguage,suchasphonology,grammar,

lexis,contexts(semanticandcultural,).Afteralistoflanguageitemshavebeenselected,the

nextprocessistoputthemintothemostappropriateorderforpracticalteachingpurposes.This

processisoftenreferredtoasgradingorsequencing,

8.Whataretheimportantfeaturesofataskasdefinedinatask-basedsyllabus?

【答案】

(llAtaskshouldhaveaclearpurpose.

(2)Ataskshouldhavesomedegreeofresemblancetoreal-worldevents.

(3)Ataskshouldinvolveinformationseeking,processingandconveying.

(4)Ataskshouldinvolvethestudentsinsomemodesofdoingthings.

(5)Ataskshouldinvolvethemeaning-focuseduseoflanguage.

(6)Ataskshouldendwithatangibleproduct.

V.Essayquestions

1.Isitpossibletoseparatesemanticsandpragmatics?Whyorwhynot?Whatarethe

implicationsofyouranswerforsecondlanguageteaching?(北外2005研)

【答案】

Thoughbothsemanticsandpragmaticshavetodowiththemeaningoflanguage^andlink

languagetotheworld,wethinkitispossibletoseparatesemanticsandpragmaticsinlinguistic

study.Semanticsisthestudyofliteralmeaningoflinguisticexpressions,particularlymeaningof

words,phrasesandsentences.Inusingthetermsenseratherthanreference,thefocusof

semanticsisonthewaypeoplerelatewordstoeachotherwithintheframeworkoftheirlanguage.

Pragmaticsstartsfromtheobservationthatpeopleuselanguagetoaccomplishmanykindsof

acts,broadlyknownasspeechactsthusitisthestudyofhowtodothingswithwordsorofthe

meaningoflanguageincontext.Thiskindofmeaninginpragmaticsusuallyreferstoas

speaker'smeaning,utterancemeaning,orcontextualmeaning.Itsinterpretationdependsmoreon

whothespeakerofthesentenceis,whotheheareris,whenandwhereitisused.Thusthe

distinctionbetweensemanticsandpragmaticsisclear:theformerismorecloselyrelatedtothe

wordsused,themoreconstant,inherentsideofmeanings;thelatterismorecloselyrelatedtothe

context,themoreindeterminateside,orsomethingextra.

Thefirstimplicationforsecondlanguagestudyinvolvestheappropriateuseofthetarget

language.Theteachingofaforeignlanguageinaclassroominvolvestwotypesofinstruction:

oneisinformationalandanalyticalandcanbediagrammedontheaxisofgeneralsemantic

informationaboutthelanguage.Butlanguagelearningalsohasacruciallyimportantskill

component,whichinvolvesthedevelopmentoftheabilitytousethelanguage,activelythrough

speakingandwritingandpassivelythroughlisteningandreading.Thisisthepragmaticturnin

secondlanguageteaching.Thelanguageuseshouldbeanalyzedinrelationtothecontextof

communication,andthatlanguageteachingandlearningshouldfocusontheappropriateuseof

thetargetlanguage,oralandwritten,accordingtosituationalandwidersocialcontext.

Thesecondimplicationisconcernedwithvocabularylearningandtranslation.Thelearningof

secondlanguage'svocabulariesinvolvestheunderstandingandmemoryoftheirmea