语言教学基本概念复习题Word下载.docx
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5.In1968,theissuewasoncemorereopenedby____throughasmallbookonlanguageandmindinwhichheadvocatedtheviewpointthatoneshouldrecognizeinlinguisticprocessesthereflectionoffundamentalwaysinwhichthehumanmindisorganized.(Chomsky)
6.WorldWarIIandthepost-warerawereperiodsofmuch_____development.(interdisciplinary)
7.Languagequestionsreceivedanewprominenceafterthepublicationof_____VerbalBehaviorandthereviewofthisworkbyChomsky.(Skinner’s)
8.TheobjectionofChomsky’sreviewofverbalbehaviorwastoshowthattheprincipalconceptsofabehavioristapproachtolanguagearetotallyinadequatetoaccountforlanguagebehavior,forexample,theconceptofshapingand_____.(reinforcement)
9._____treatmentoflearningasasequenceofstimuliandresponses,reinforcedbyimmediateconfirmationofthecorrectresponse,providedaformulaforlanguagepracticeintheclassroomandthelanguagelaboratory.(Skinner’)
10.____interpretslanguagelearningintermsoftheassociationismofhistime.(Sweet317)
Trueorfalse
▪(F)ItwasduetotheinitiativeofSweetthattheIPA(Alphabet)wasadoptedbytheIPA(Association)andpromotedthroughitsjournal.(p.90)(PaulPassy)
▪(F)Tounderstandthehistoricalsituationsurroundingaparticulardocument,wemayhavetolookbeyondthedocumentitself,read‘betweenthelines’,andinterpretthesocial,educational,andlinguisticcontextfromtextbooksthroughclassroomteaching.(p.90)(fromothercollateralsources)
v(F)ItwasPassywhowarnsagainsttheclumsinessofschoolbooks,because‘wordswhichbelongmerelytoelevatedorspeciallypoeticalstylearebundledtogetherwitheverydaywordsintheverybeginningofthefirstprimerwithoutanycautiontothepupilsagainstusingthem.(p.91)(Jespersen)
v(F)Fromthetenorofthesixarticlesweknowthattheviewoflearningistheassumptionthatalanguagecanbeacquiredbyaprocessofsystematicstudy,providedthatweusephonetictranscriptionfromsomecollateralsources.(p.91)(onefollowstheteachingprinciplesoutlinedthearticles)
v(F)Vietorsaysemphaticallythatphonetics‘isequallynecessaryinthetheoreticalandinthepracticalstudyoflanguage’.(p.91)(Sweet)
v(F)ThephilosophyoflanguagelearningoftheIPAarticlesimplythatlanguageisnotanintelligibleandlearnablesystemofsounds,words,andgrammar.(p.91)
v(F)Primacysourcesmustbedocumentsofgreatantiquity.(p.88)(neednotnecessarilybe)
v(F)Lambley’sworkservesasabasisforafollow-upstudycoveringthenextstageofdevelopmentdowntothepresenttime.(p.84)(Marechal’s)
v(F)AccordingtoMarechal’account,medievalEnglishofferedasocialinguisticallyinterestingexampleoftrilingualism.(p.84)(Lambley’s)
v(T)ItwasKellywhohastracedmanyfeaturesfromearliertimestothepresentanddoesalsoinvestigations.(p.80)
v(T)Throughdoingthematicsurveys,afactwasfoundthatmanypresent-dayideasandpracticesaresimilertothoseinthehistoryoflanguageteaching.(p.80)
v(F)Comenius,an18thcenturyeducator,wrote:
alllanguagesareeasiertolearnbypracticethanfromrules.(p.78)(17th)
v(F)CominiusandGouin,etc.recognizedinthedevelopmentoflanguageteachingalong-standingconflictbetweentwoprincipleswhichhavebeencharacterizedbyRiversasaconflictbetween‘formalism’and‘activism’.(p.79)(MackeyandTitone)
v(F)Anhistoricalsurveyshouldbaseonhistoryofideasonlanguageteaching.(p.77)(distinguish)
Answerthequestions:
Chapter1
Question1:
whatarethetwomeaningsofthetermsecondlanguage?
First,itreferstothechronologyoflanguagelearning.Asecondlanguageisanylanguageacquiredlaterthanthenativelanguage.
Second,itisusedtorefertotheleveloflanguagecommandincomparisonwithaprimaryordominantlanguage.Inthissecondsense,“secondlanguage”indicatesalowerlevelofactualorbelievedproficiency.
Question2:
whatismeantby“Canadaisabilingualcountry?
”
“Bilingual”meanstwolanguageareproficientinthatcountry.Theyareavailabletothebilingualonapar.ItmaymeannomorethanthatsomepeopleinCanadaarenativespeakersofonelanguageandotherpeoplearenativespeakersoftheotherlanguage.
Question3:
accordingtoStern,whatarethedifferencesbetweenforeignlanguagelearningandsecondlanguagelearning?
Inthepast,theterm‘foreignlanguage’waswidelyusedincontrastto‘nativelanguage’.Inrecentyearstheotherterm‘secondlanguage’hasbeenincreasinglyappliedforalltypesofnon-nativelanguageleaning.Mostlythetwoareusedsynonymously,butincertaincasesaconceptualdistinctioninexpressedintheuseofthe‘second’or‘foreign’.
Foreignlanguage:
itindicatestheuseofEnglishinanon–English-speakingregion.Studycanoccureitherinthestudent'
shomecountry,aspartofthenormalschoolcurriculumorotherwise,or,forthemoreprivilegedminority,inanAnglophonecountrythattheyvisitasasortofeducationaltourist,particularlyimmediatelybeforeoraftergraduatingfromuniversity.
Secondlanguage:
Thepurposeofsecondlanguagelearningisoftendifferentfromforeignlanguagelearning.Sincethesecondlanguageisfrequentlytheofficiallanguageoroneortwoormorerecognizedlanguages,itisneeded‘forfullparticipationinthepoliticalandeconomiclifeofthenation’.Oritmaybethelanguageneededforeducation.
Question4:
havingintroducedtherespectiveconceptsoflanguageacquisition,languagelearningandlanguageteaching,Sternsummeduphisviewsattheendofthestatement.Whatarethekeypointsforeach?
1WhenwetalkaboutlearningandacquisitionsummarizedbyStern,thereisawidelyacceptedterm“languageacquisition”promotedbyKrashen.Heusestheterm“acquisition”todescribesecondlanguagelearningwhichisanalogoustothewayinwhichachildacquireshisfirstlanguagethatis“naturally”,withoutfocusonthelinguisticform,and“learning”asconsciouslanguagedevelopmentinformalschool-likesettings.
AccordingtoStern,hesubsumesundertheconceptof“languagelearning”firstorsecondlanguage“acquisition”or“learning”,thedevelopmentofbilingualismandthelearningoflinguisticvariationswithinalanguage.Somelearningisstimulatedbyteaching,butmuchofitmaybeindependentofanyteaching.
2Thenlet’smovetothesummaryof“languageteaching”.Languageteachingcanbedefinedastheactivitieswhichareintendedtobringaboutlanguagelearning.Languageteachingismorewidelyinterpretedthan“instructingalanguageclass”.Itismoreeffectivethanformalclassroominstruction.Atheoryoflanguageteachingalwaysimpliesconceptsoflanguagelearning.Agoodlanguageteachingtheorywouldmeettheconditionsandneedsoflearnersinthebestpossibleways.Therefore,Sterninterpretslanguageteachingwidelysoastoincludeallactivitiesintendedtobringaboutlanguagelearning.
Question5:
accordingtoStern,“Agoodlanguageteachingtheorywouldmeettheconditionsandneedsoflearnersinthebestways.”Whatdoesheimplytotellus?
Orinwhichrespectisthefailureoflanguageteachingaccordingtotheauthor?
(21)
“Languageteaching”ismorewidelyinterpretedthan“instructingalanguageclass.”Formalinstructionormethodsoftrainingareincluded,butsoareindividualizedinstruction,self-study,computer-assistedinstruction,andtheuseofmedia.Likewise,thesupportingactivities,orthetrainingofteachers,aswellasmakingthenecessaryadministrativeprovisioninsideoroutsideaneducationalsystemareallfallundertheconceptofteaching.
Sincelanguageteachingisdefinedas“activitiesintendedtobringaboutlanguagelearning”,atheoryoflanguageteachingalwaysimpliesconceptoflanguagelearning.
Itisthefailureoflanguageteachinginthisrespectthatisoftencriticizedandthathasledtothedemandforagreaterconcernforunderstandingthelearner.Thisconceptisjustified.
Chapter2
whatsituationscanmaketheoryevidentandwhy?
Therearecertainsituationsinwhichtheorybecomesparticularlyevident:
inlanguageteachertraining,inadvisingorsupervisinglanguageteachers,incurriculumplanning,inthewritingoftextbooks,inthechoiceofaprogrammer,orinjustifyingexpenditureonequipment.Insuchsituationswehavetoexpressourviewsonlanguageteaching,tomakechoices,totakeupaposition,andoftentodefenditagainstopposingpointsofview.Inshort,theorymanifestsitselfparticularlyclearlyindebateandinpolicydecisions.
whatarethethreedistinctbutrelatedsensesofthewordtheory?
T1:
itreferstothesystematicstudyofthethoughtrelatedtoatopicoractivity,forexample,art,music,oreducation.AccordingtoT1,atheoryoffersasystemofthought,amethodofanalysisandsynthesis,oraconceptualframeworkinw