语言教学基本概念复习题.docx

语言教学基本概念复习题.docx

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语言教学基本概念复习题

语言教学基本概念复习题

Fillinthegaptocompletethesentences.

1.Mostoftheearlyinvestigationsinchildpsychologybetween1870and1900containedremarkablyacuteobservationsandsophisticatedtheoreticaldiscussionsonthedevelopmentof_____inearlychildhood.（Speech295）

2.Psychoanalysisandrelatedschoolsofthoughtdrewattentiontothefactthatlanguageisnotonlyrelatedtothinking,butalsotothe____ofman-anaspectoflanguagewhicheventodayisstillinsufficientlyrecognizedinsecondlanguageteaching.（affectivelife292）

3.Oneofthemosthotlydebatedissuesduringtheinterwarperiodwasthequestionofnatureor_____.（nurture293）

4.TheSwisspsychologist____，advancedthethesisthatlanguagedevelopmentandthefunctionaluseoflanguageinchildhoodreflectthementaldevelopmentofthechild.（Piaget）

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

Question1:

whatsituationscanmaketheoryevidentandwhy?

Therearecertainsituationsinwhichtheorybecomesparticularlyevident:

inlanguageteachertraining,inadvisingorsupervisinglanguageteachers,incurriculumplanning,inthewritingoftextbooks,inthechoiceofaprogrammer,orinjustifyingexpenditureonequipment.Insuchsituationswehavetoexpressourviewsonlanguageteaching,tomakechoices,totakeupaposition,andoftentodefenditagainstopposingpointsofview.Inshort,theorymanifestsitselfparticularlyclearlyindebateandinpolicydecisions.

Question2:

whatarethethreedistinctbutrelatedsensesofthewordtheory?

T1:

itreferstothesystematicstudyofthethoughtrelatedtoatopicoractivity,forexample,art,music,oreducation.AccordingtoT1,atheoryoffersasystemofthought,amethodofanalysisandsynthesis,oraconceptualframeworkinw