外语教学法复习笔记.docx

外语教学法复习笔记.docx

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外语教学法复习笔记

外语教学法复习笔记

第一章总论

TheNatureofFLTM外语教学法的性质FLTMisasciencewhichstudiestheprocessesandpatternofforeignlanguageteaching,aimingatrevealingthenatureandlawsofforeignlanguageteaching.thatistosay,itexaminesthepracticesandproceduresinforeignlanguageteaching;studiesapproaches,methodsandtechniques;andalsostudiesprinciplesandbeliefthatunderliethem.Inshort,FLTMisaninter-disciplinaryscienceanditmakesusesoftheoriesofdifferentsubiects.

学科性质Itincludesalotofdisciplinessuchaslinguistics,psychology,psycholinguisticsandsociolinguistics.Therefore,wesaythatFLTMisaninter-disciplinaryscienceanditmakesuseofmanysubjects.

语言研究的历史wearequitecertainthat,accordingtotherecordsavailable,languagestudyisatleastmorethan2500yearsold.

Thegoalofforeignlanguageteaching—istohelpthelearnermasterthetargetlanguageintheshortestpossibletime.Whatdowemeanbymasteringthetargetlanguage?

—Wemeanthatthelearnerisabletohavesuccessfulcommunicationswithothersinthetargetlanguage.

TheoriesofLinguistics语言学理论

⑴Traditionallinguistics:

传统语言学thetraditionallinguisticswemeanthetraditionalstudyoflanguageinancientGreece.ithasatraditionofmorethan2000years.InthefifthcenturyB.C.theancientGreeksbegantomakeaseriousstudyoflanguageintherealmofphilosophy.

古希腊的两个著名论战：

onewasbetweenthenaturalistsandtheconventionalistsontherelationsbetweenformandmeaning.Thenaturalistsarguedthattheformsofwordsreflecteddirectlythenatureofobjectswhiletheconventionaliststhoughtthatlanguagewasconventionalandtherewasnologicconnectionbetweenformandmeaningofwords.

Theotherwasbetweentheanalogistsandanomalistsontheregularizesoflanguage.—theanalogiststhoughtthatlanguageingeneralwasregularandtherewererulesforpeopletofollowwhiletheanomaliststhoughtthatlanguagewasbasicallyirregularandthatwaswhythereweresomanyexceptionandirregularitiesintheGreeklanguage.

Naturaloftraditionallinguistics传统语言学的特征：

Trditionallinguisticswaspracticalinnature.Peoplemadeastudyoflanguageinordertounderstandtheclassicwordsofancienttimesandtoteachstudents.Theygaveprioritytothewrittenformandusedwordsastheirstartingpoint.Theyoftentookaprescriptiveapproachwhentheydiscussedrulesoflanguage.

⑵Americanstructuralism美国结构主义Itstartedatthebeginningofthe20thcenturyinAmerica.Itbecamepopularandinfluentialinthe1930sand40sthroughtheworld.Thetwoforerunnersofstructuralism—FranzBoasandEdwardSapir.FranzBoasfoundthatthetraditionalgrammaticalmodelcouldnotbeusedtoanalysethestructuresofthoselanguages.SapirfoundthatalthoughIndians’languageshadnowrittenforms,theywereverysystematicandwereveryefficientincommunicationswithintheircommunities.ThefatherofAmericanstructuralism—LeonardBloomfield.Heacceptedthetheoriesandprinciplesofbehaviourism.Hecharacterizedlanguageandlanguageacquisitionintermsofbehaviouristterminology.Hethoughtlanguagewasahabitofverbalbehaviourwhichconsistedofaseriesofstimuliandresponses.Hearguedthattoacquirealanguagewastoformahabitofverbalbehaviourandlearningasecondlanguagewaslearninganewhabit.Hethoughtthatspeechwasprimaryandwritingwassecondary.

⑶Transformationalgenerativelinguistics转换生成论

ThetransformationalgenerativelinguisticswasfirstputforwardbyNoamChomskyin1957.HewroteabookSyntacticStructurestospreadhistheory.Hismainpoints---Chomskyassumesthatchildrenarebornwithalanguageacquisitiondevice（LAD）.ThisLADismadeupofgeneralprinciplescalleduniversalgrammar.Oncethechildisborn,theparticularlanguageenvironmentwilltriggertheLAD.Thechildwilluseandtesttheprinciplesagainandagainuntilhishypothesisagreewiththeactualgrammarofthelanguage.Chomskyhasalsomadethedistinctionbetweenthelinguisticcompetenceandlinguisticperformance.⑷linguisticcompetencereferstotheinternalizedknowledgethatatnativespeakerofthatlanguageprocesses.Linguisticperformancereferstotheactualutteranceproducedbythenativespeakers.Chomskybelievesthatlinguisticsshouldstudythelinguisticcompetence,nottheperformance,ofthenativespeakersoastosetupasystemofrulesthatwillgenerateaninfinitenumberofgrammaticalsentences.Inordertogainthegoal,Chomskyarguesthatweshoulduseadeductive,hypothesis-testingapproachshouldbeused.

⑷FunctionalLinguistics功能语言学

ItdevelopsfromtheLondonSchooloflinguisticsandtheprecursorofitwasBronislawMalinowski.Malinowski’sconclusionisthat“themeaningofanysinglewordistoaveryhigndegreedependentonitscontext.”Andanutteranceshasnomeaningatallifitisoutofthecontextofsituation.ItwasMalinowskiwhocreatedthephrase“contextofsituation”.J.R.Firth,alinguist,approachedthecontextofsituationfromadifferentpointofview.HeacceptedMalinowski’sviewandhethoughtthemeaningoflinguisticitemsdependsonthecontextofsituation.Firth’smainapproachtothenotionoffunctionincontextwasbymeansofconceptsystem.Hebelievesanylinguisticitemhasgottwosetsofcontext:

thecontextoftheotherpossiblechoicesinasystemandthecontextwherethesystemitselfoccurs.Peoplerefertohistheoryassystem-structuretheory.HallidaydevelopedFirth’stheoryofsystemiclinguisticsandmadeprogressinthestudyofcontext.Hethoughtlinguisticeventsshouldbeaccountedforatthreeprimarylevels:

substance,formandcontext.Thesubstanceisthematerialoflanguagewhichcanbephonicorgrahic.Theformistheorganizationofthesubstanceintomeaningfulevents.Thecontextistherelationoftheformtonon-linguisticfeaturesofthesituationsinwhichthelanguageoperates,andtherelationofformtolinguisticfeaturesotherthanthoseoftheitemunderattention.Healsosaidthatlanguagehasformalmeaningandcontextualmeaning.theformalmeaningofalinguisticitemisitsoperationinthenetworkofformalrelations.Thecontextualmeaningofanitemreferstoitsrelationtoextrafeatures,i.e.thecontext.Hallidaythoughtaparticularsituationtypeconsistsofthreedimensions:

theongoingsocialactivity,therolerelationshipinvolved,andthesysbolicorrhetoricalchannel.Hecalledthesethreedimensions“field”,“tenor”,and“mode”.Hebelievesthatthereisasystematicrelationshipbetweenthecontextandthetext.

TheoriesofPsychology心理学理论

ThefirstlaboratoryofexperimentalpsychologywassetupattheUniversityofLeipzig,Germany,in1879.Itannouncedtheofficialbirthofpsychology.ItwasopenedbyWillhelmWundt.第一个心理实验室建立

⑴Gestaltpsychology格式塔心理学

ItwasfoundedbyagroupofGermanpsychologistsinthe1920s.Theirresearchwasfocusedontheareaofperception,aimingatthestudyoftherelationshipbetweenpartsandwholeinpeople’sperceptionexperience.Theyfoundthatpeopleperceivedobjectsandscenesasorganizedwholesbeforetheynoticedtheircomponentpars.TheyusedthewordGestalt,whichmeans“organizedshape”or“wholeform”inEnglish,tonametheirschoolofpsychologyTheyarguedthatanobjectwasnotthesumoftheindividualparts.Forexample,anarticleisnotthesumofindividualwordsthatmakeupthearticle.Sopeople’smindshouldbeunderstoodintermsofawhole.

⑵Psychoanalysis心里分析ItistheoryofthemindputforwardbySigmundFreud.Freudfoundthatmanyofhispatients’mentalproblemswerecausedbysomedisturbingeventsintheirchildhood.Butthepatientscouldnotrememberthesedisturbingevents.ThepartofthemindwhichisoutofthereachofconsciousnesswascalledbyFreudthesubconsciousmind,Whichwasthemostimportantconceptinpsychoanalysis.Freuddividedthemindintoconsciousandunconsciousmindandhewasthefirsttostudyunconsciousmind.Freudbelievedthecontentsoftheunconsciousmindconsistofburiedmemoriesandinstinctivewishesandwillinfluencetheactivitiesoftheconsciousmind.ThebasicapproachofFreudwastoanalysetheirrationalbehaviourofthepatients,includingtheirdreamsandslipsofthetongue.

⑶Behaviourism行为主义

In1913,theAmericanpsychologistJohnB.Watsonpublishedanarticle“PsychologyastheBehaviouristViewsit”.Thearticlewasregardedasaformalintroductiontobehaviourism.Watsondidalotofexperimentswithnonhumananimalsandanimal’sbehaviourswithoutanyconsiderationoftheanimal’smind.Thegoalofpsychologysetoutinhisarticleswastounderstandtheenvironmentalconditionsthatwouldcauseananimaltobehaveinaparticularway.AccordingtoWatson,therewasnofundamentaldifferencebetweenhumanbehaviourandthatofotheranimals.Watson’sideaswereacceptedbymanypsychologists.Thedominantpositionofbehaviourismwasmaintaineduntilthemid-1960s.

TheleaderofbehaviourismwasSkinner.Hedevelopedanewkindofapparatusforstudyinglearninginanimalsandanewwayofdescribingthelearningprocess.Watson’stheoryiscalledclassicbehaviourismwhileSkinner’stheoryiscalledneo-behaviourism.Theearlybehaviouristsfocusedtheattentiononthetopicoflearningandtheytriedtocharacterizelearningintermsofstimuliandresponse.Stimuliareobservableeventsintheworldthataffectbehaviourandresponsesareobservablebehaviouralacts.Skinnerarguedthatlearningprocesscouldbedividedintotwokinds:

classicalconditioningandoperantconditioning.Inclassicalconditioningastimulusthatdidnotelicitaresponsecomestoelicitaresponse.Byoperantconditioningtheoccurrenceofaresponsewillbedetermi