完整word版应用语言学第一二章.docx

完整word版应用语言学第一二章.docx

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完整word版应用语言学第一二章

Chapter1

1.WhatIsAppliedLinguistics?

1）.Whatisappliedlinguistics?

Whyistherenoconsensusonitsdefinitionandscope?

Appliedlinguisticsaimedtosolveproblemsinvariousfieldsbyapplyingtheknowledgeoflinguistics.

Asappliedlinguisticsisacomparativelynewdiscipline,thereisasyetnoconsensusofopinionsastowhatitsdefinitionisandhowwideitsscopeshouldbe.

2.Whatistheroleofappliedlinguistics?

Whydoesitplaythatrole?

Theroleofappliedlinguistics

Linguistics,etc.←→AppliedLinguistics←→

LanguageTeaching,etc.

Figure---Theroleofappliedlinguisticsasamediator.

Appliedlinguisticsthusnotonlyprovidesprinciplesandbasicmethodologyforlanguageteachers,etc.,basedonthetheoriesandinsightsoflinguistics,sociolinguistics,psycholinguistics,etc.;italsoprovidesfeedbacktolinguistics,sociolinguistics,psycholinguistics,etc.,bysumminguptheexperiencefromthepracticalareassuchaslanguageteaching.

3.Whatisthenatureofappliedlinguistics?

Whatisthedifferencebetweenappliedlinguisticsandotherappliedsciences?

Answer:

thenatureofappliedlinguistics

（1）Itisanindependentdisciplineinitsownright,because

*ithasitsownobjectofstudy;

*ithasitsownscientificsystemoftheoriesandmethodology;and

*ithasitsownresearchers.

（2）Itisaninterdisciplinaryscience,becauseitdrawsupontheoriesnotfromasinglescience,

butfromseveral.Besides,itsapplicationisalsointerdisciplinaryinthebroadsense.

（3）Itisanappliedscience.Itsgoalistosolveproblem,i.e.application,unlikepurescience.

Butweshouldnotunderstandapplicationinanarrowsense.Appliedlinguisticsisalsoconcerned

withimplicationsofthetheoreticalfieldssuchaslinguistics,sociolinguisticsandpsycholinguistics.

（4）Itisanempiricalscience.Likenaturalsciences,itusesexperimentsasitsbasicwayof

research,emphasizingobjectivity,systematicness,explicitnessandeconomy.

Thegoalofappliedlinguisticsistosolveproblem,i.e.,application.Butweshouldnotunderstandapplicationintheliteralsense.Appliedlinguisticsisalsoconcernedwithimplicationsofthetheoreticalfieldssuchaslinguistics,sociolinguistics,psycholinguistics.

4.Whatistherelationshipbetweenappliedlinguisticsandlanguagelearningandteaching?

Answer:

Goodlanguageteachingpracticeisbasedongoodtheoreticalunderstanding,andagoodlanguageteachingtheorywillstrivetoprovideaconceptualframeworkdevisedforidentifyingallfactorsrelevantintheteachingoflanguageandrelationshipbetweenthemandforgivingeffectivedirectiontothepracticeoflanguageteaching,supportedbythenecessaryresearchandinquiry.

5.Whyisitnecessaryforthelanguageteachertolearnappliedlinguistics?

Answer:

Appliedlinguisticsaimstoprovidelanguageteacherswithgoodlanguageteachingtheories,principlesandmethodology.Thelanguageteachercanbenefitfromappliedlinguisticsin,atleast,thefollowingthreeareas:

acomprehensiveandup-to-dategraspofthetheoreticalfoundationsoflanguagelearningandteaching;anintegratedunderstandingofthevariousfactorsaffectinglanguagelearningandteaching,andabasicknowledgeaboutdifferentlanguageteachingapproaches,methodsandtechniques.Inshort,appliedlinguisticswillhelpthelanguageteacherteachmoreeffectively.

Chapter2

Language,LearningandTeaching

1.Whatisthenatureoflanguage?

Whyisitnecessaryforthelanguageteachertoknowit?

Languageissystematicandgenerative.Itisasetofarbitrarysymbolsandtheyhaveconventionalizedmeaningstowhichtheyrefer.isusedforcommunication.operatesinaspeechcommunityorculture.languageandlanguagelearningbothhaveuniversalcharacteristics.

Bysystem:

wemeantherecurringpatternsorarrangementsortheparticularwaysordesignsinwhichalanguageoperates.Everylanguagecontainstwosystems:

asystemofsoundandasystemofmeaning.Thisphenomenoniscalledduality.

“arbitraryvocalsymbols”:

Anythingthatrepresentssomethingelseisasymbol.

Languageconsistsofanothertypeofsymbols,soundsymbolsorspeechsounds.

humancommunication:

Languageisauniquesystemofcommunication.Itisthecementofsociety.Itallowspeopletolive,workandplaytogether,totellthetruthortotelllies.

Teacherscannothopetoteachapart（theparticularlanguage）ofrealitywithoutknowinghowthatpartfitsintothewhole（languageingeneral）Yourunderstandingofthecomponentsoflanguagewilldeterminetoalargeextent

howuteachalanguage.

2.Whatarethesimilaritiesanddifferencesbetweenhumanlearningandanimallearning？

Howdoyouunderstandlanguagelearning？

Animallearningforsimplecommunication.expressthefoodsource,verysimpleemotionlikeangerandhappiness.humanlearningcomplexidea.hypothesis,givecommand,thinking.

Languagelearninginabroadsenseincludebothformallearningintheclassroom

stimulatedbyteachingandnaturalinformallanguagelearningwithoutinstructionfromanyteacher.

Learning is the prerequisite and basis of teaching.A theory of teaching always implies a theory of learning. 

3.Whatisteaching?

Canitbedefinedapartfromlearning?

Why（not）?

Teachingcanbedefinedas“activitieswhichareintendedtobringaboutlearning.”

Teachingcannotbedefinedapartfromlearning,becauseteachingpresupposeslearning.Therewillbenoteachingiflearningdoesnottakeplace.

4.Illustratetherelationshipbetweenlanguageteachingandlanguagelearning?

J.S.Bruner---1966TowardaTheoryofInstruction“Learningsomethingwith

theaidofaninstructorshould,ifinstructioniseffective,belessdangerousorriskyor

painfulthanlearningonone’sown.”

Teachingunderstandthelearners’development,skill,motivationandgivesformal

instruction,training,bymediaordifferentkindofsupportiveactivities.thusmakes

learningeasier.

5.Whyisitnecessaryforthelanguageteachertohavesomeknowledgenotonlyofteachingbutalsooflearning?

Sincethemid-1960s,thestudent-centeredviewhasbeenwidelyaccepted,Thisreflectsthetheorythatthestudentsplayanactiveroleinlearning,andthattheyarenotonlyactivelyparticipatinginclassroomactivities,butareinteractingwiththeteacherandtheirpeers.

Chapter3

1.Whatarethecharacteristicfeaturesofhumanlearning?

conceptualizationoflearninghasseveralimplications:

1）.Everythingwelearnisretainedinsomeforminourbrain,eventhoughitmaybeforgotten.

2.）Learningcannotbeequatedwithbehaviororperformance.

3）.Learningincludesnotonlydeliberatelyacquirednewassociationsbutalsothoseacquiredwithoutconsciousawareness,whenwearepayingprimaryattentiontosomethingelse.

4）.Thenewassociationswhichconstitutelearningvaryinmeaningfulnessandcomplexity.

5）.Alllearningdependsuponenvironmentalinput.

6）.Learningisnotrestrictedtonewassociationsorinsightsthatresultfromexperiencewithpurelyexternalstimuli.

2、Whatarethefourgeneralphilosophicalviewsofhumannature?

Howaretheyrelatedtohumanlearning?

Thepessimisticview

Accordingtothisview,humansareinherentlyevil.Therefore,educationmustbedesignedtokeepdangerousinstinctsundercontrol.Thisphilosophyleadstoapproacheswhichemphasizethewillnotengageinhigherintellectualpursuitvoluntarily,buttheywilllearniftheyareforcedto.

Thehedonisticview

Accordingtothisview,peopleareselfishlypreoccupiedwiththepursuitofpleasureandtheavoidanceofpain.Thisphilosophyleadstoapproacheswhichemphasizetheneedtomakelearningexperienceasenjoyableandintrinsicallyrewardingaspossible.

Theoptimisticview

Accordingtothisview,peoplearenaturallyaltruistic,humanisticandcurious.Thisviewleadstotheoriesthatpicturepeopleasthirstingforknowledgeandactivelyprocessinginformationfromtheenvironment.

Thetabula-rasaor“blank-slate”view

Thisisaneutralview.Accordingtothisview,humanshavefewifanynaturalpredispositions.Development,therefore,isdependentupontheindividual’sexperiences,whicharedeterminedbytheenvironmentandarethusopentoplanningandcontrol.Initsstrongestform,thisapproachpictureslearnersasalmostentirelypassiveandreactive,sothattheirbehaviorcanbecontrolledpredictablyandsystematicallythroughenvironmentalmanipulation.Teachingthenbecomesamatterofstructuringlearningenvironmentssoastoproducedesiredoutcomes.

3、Whatarethesimilaritiesanddifferencesbetweenclassicalbehaviorismandneobehaviorism?

Similarities:

Theyarepredominantlyconcernedwiththerelationshipbetweenstimulusandresponse.Accordingtothem,behaviorisacquiredorchangedwhentheorganismbuildsupassociationsbetweenstimulusandresponseeitherbecauseoftheclosenessofstimulusandresponseorbysatisfactionwhichcomesfromgivingacorrectresponsetoagivenstimulus.

Differences:

classicalbehaviorismisrelatedtoassociationbetweenstimuliandreflexiveresponse,Classicalconditioning,Reflexcouldalsooccurinresponsetostimulithatappeartobeindirectlyrelatedtothereflex.neobehaviorismfocusesonoperantconditioningVSrespondentconditioning（Classicalconditioning）.classicalbehaviorismstressedtheenvironmentalmodifiabilityofbehavior,asagainstdeterminationbyconstitutionalstructure.Neobehaviorism:

Guthriestressedclassicalconditioningandtheprincipleofcontiguityoverinstrumentalconditioningandtheprincipleofreinforcement.Hullstressedone-triallearning.Thewholeprocesswascontrolledbyreinforcement.Skinnerstressesaparticularkindofinstrumentalco