应用语言学：概念功能大纲.ppt

1、Notional-functional syllabus,Presented by Xiao Jie,Syllabus,The planning of a course of instruction Curriculum: all the learning goals, objectives, contents, processes, resources and means of evaluation planned for students both in and out of school.,Major factors in syllabus design,(1) Selecting pa

2、rticipants Specify the characteristics of the learner and select individuals who match those specifications. (2) Process To consider several questions (3) Evaluation Whether and to what degree the learners have reached the teaching objectives,Types of syllabus,(1) Structural syllabus (2) Situational

3、 syllabus (3) Notional-functional syllabus (4) Communicative syllabus (5) Fully communicative syllabus (6) Communicative-grammatical approach,Contents,Drawbacks,3,Theoretical assumptions,1,1,3,Sociolinguistic and Communicative view of Language,How did it come about?,The formation of the European Uni

4、on, as it is now called, had a great effect on encouraging. The citizens of Europe study each others language in a very practical way so that they would be able to live and work in each others countries. The main aim would be on communication, which would include all four language skills, and there

5、was a common language syllabus drawn up for all European language, described in notions and functions.,The origin of Notional-Functional Syllabus,With an emphasis on meaning and communication in the new language theories and a goal to develop learners communicative competence, in 1972, a group of ex

6、perts made an investigation into the needs of European language syllabus learners. D.A.Wilkins, a British applied linguist, constructed Notional-Functional syllabus, which was later revised and expanded into the book entitled Notional Syllabus. The incorporation of the NS into the first-level commun

7、icative language syllabus by the European Council facilitated the widespread use of NS in Europe and later in other countries.,Language is used to realize communicative functions and convey meanings. So language teaching should focus more on: the purposes (functions) of using the language and the me

8、anings (notions) expressed through the language rather than grammatical forms.,Basic claim:,what people want to do with the language e. g. making invitation, asking questions, expressing opinions, expressing wishes, making suggestions, inquiring, complaining, and apologizing etc.,Functions:,2. The c

9、ommunicative purposes for which we use language, such as identifying, agreeing, offering, approving, inquiring, suggesting, warning, etc.,Notions:,3. what ideas and meanings people want to say Notions are the vocabulary items that might answer who, where, when, why, how long, how far, how much, how

10、big etc. can be expressed through nouns, pronouns, verbs, prepositions, conjunctions, adjectives, or adverbs.,4. The conceptual meanings expressed through language: such as time, direction, equality, cause, frequency, existence, ownership, duration, etc.,Examples:,“the notion of location” can be exp

11、ressed by various prepositions e.g. behind, near, up, down, on, under, etc. “the notion of time” can be expressed by different forms of verbs. e.g. He is leaving. He left. He will leave in two days.,Similarly one form can have many functions. The expression “Is there any more coffee?” has the follow

12、ing functions: “May I have some more, please.” (youre the guest ) 2. “Shall I make some more?” (youre the host ) 3. “Do I need to buy more (you ask your husband /wife if you need buy more tea ) 4. “I want to buy some more” (youre in the shop and ask the shopkeeper if there any more.),14,The same exp

13、ression has different forms and is addressed people differently. In English they might be: 1. Tom , open the door for me .(your child ) 2. Sir ,do you think we could have the door open please ? (your teacher) 3. Excuse me, would you mind opening the door? (a strange on a train or some place) 4. Bett

14、y ,could you open the door please ? (your friend),15,How are functions and notions organized in textbooks?,Functions are classified and put into units. Title of each unit indicating the core function in each unit. Dialogues reading passages the communicative expressions Notions (structures and vocab

15、ulary) learning tasks and activities,Centering around functions,Main features of F-N units:,3. Cyclical order-the same function may repeatedly occur in different situations at succeeding units,(Finoccharo, M. & Brumfit, C. 1983: 38),Samples:,FROM : TRUE COLORS,By perceiving language as a real means

16、of communication, learners would feel more motivated to learn. Language functions in a real-life setting would generate a special kind of excitement for learning and leads to productive learning. Students needs are taken into most consideration. They are able to see from the beginning how what they

17、learn relates to their language needs.,Merits,Merits,3,learners have the opportunity to use the target language much earlier than in traditional approaches. compared to the structural syllabus where elements of language are learned in an isolated way from real life, students communicative competence

18、 and confidence can be well developed. teachers can revitalize teaching materials to meet learning objectives.,An alternative to the grammatically-oriented textbook may not solve all of the problems in language teaching.,1. The grading of functional items becomes more complex,Functions can hardly be classified by the principles