语言教学基本概念复习题.docx

1、语言教学基本概念复习题语言教学基本概念复习题Fill in the gap to complete the sentences.1. Most of the early investigations in child psychology between 1870 and 1900 contained remarkably acute observations and sophisticated theoretical discussions on the development of _ in early childhood. (Speech 295)2. Psychoanalysis an

2、d related schools of thought drew attention to the fact that language is not only related to thinking, but also to the _ of man-an aspect of language which even today is still insufficiently recognized in second language teaching. (affective life 292)3. One of the most hotly debated issues during th

3、e interwar period was the question of nature or_ . (nurture 293) 4. The Swiss psychologist _，advanced the thesis that language development and the functional use of language in childhood reflect the mental development of the child. (Piaget)5. In 1968, the issue was once more reopened by _ through a

4、small book on language and mind in which he advocated the viewpoint that one should recognize in linguistic processes the reflection of fundamental ways in which the human mind is organized. (Chomsky)6. World War II and the post-war era were periods of much _development. (interdisciplinary)7. Langua

5、ge questions received a new prominence after the publication of _ Verbal Behavior and the review of this work by Chomsky. (Skinners )8. The objection of Chomskys review of verbal behavior was to show that the principal concepts of a behaviorist approach to language are totally inadequate to account

6、for language behavior, for example, the concept of shaping and_. (reinforcement)9. _treatment of learning as a sequence of stimuli and responses, reinforced by immediate confirmation of the correct response, provided a formula for language practice in the classroom and the language laboratory. (Skin

7、ner)10. _interprets language learning in terms of the associationism of his time. (Sweet 317)True or false （F）It was due to the initiative of Sweet that the IPA(Alphabet) was adopted by the IPA (Association) and promoted through its journal.(p.90) (Paul Passy) （F）To understand the historical situati

8、on surrounding a particular document, we may have to look beyond the document itself, read between the lines, and interpret the social, educational, and linguistic context from textbooks through classroom teaching.(p.90) (from other collateral sources)v （F）It was Passy who warns against the clumsine

9、ss of schoolbooks, because words which belong merely to elevated or specially poetical style are bundled together with everyday words in the very beginning of the first primer without any caution to the pupils against using them. (p.91) (Jespersen)v （F）From the tenor of the six articles we know that

10、 the view of learning is the assumption that a language can be acquired by a process of systematic study, provided that we use phonetic transcription from some collateral sources.(p.91) (one follows the teaching principles outlined the articles)v （F）Vietor says emphatically that phonetics is equally

11、 necessary in the theoretical and in the practical study of language.(p.91) (Sweet)v （F）The philosophy of language learning of the IPA articles imply that language is not an intelligible and learnable system of sounds, words, and grammar. (p.91)v （F）Primacy sources must be documents of great antiqui

12、ty.(p.88) (need not necessarily be )v （F）Lambleys work serves as a basis for a follow-up study covering the next stage of development down to the present time.(p.84) (Marechals)v （F）According to Marechal account, medieval English offered a socialinguistically interesting example of trilingualism.(p.

13、84) (Lambleys)v （T）It was Kelly who has traced many features from earlier times to the present and does also investigations.(p.80)v （T）Through doing thematic surveys, a fact was found that many present-day ideas and practices are similer to those in the history of language teaching. (p.80)v （F）Comen

14、ius, an 18th century educator, wrote: all languages are easier to learn by practice than from rules.(p.78) (17th )v （F）Cominius and Gouin, etc. recognized in the development of language teaching a long-standing conflict between two principles which have been characterized by Rivers as a conflict bet

15、ween formalism and activism.(p.79) (Mackey and Titone)v （F）An historical survey should base on history of ideas on language teaching.(p.77) (distinguish)Answer the questions：Chapter 1 Question 1: what are the two meanings of the term second language?First, it refers to the chronology of language lea

16、rning. A second language is any language acquired later than the native language.Second, it is used to refer to the level of language command in comparison with a primary or dominant language. In this second sense, “second language” indicates a lower level of actual or believed proficiency. Question

17、 2: what is meant by “Canada is a bilingual country?”“Bilingual” means two language are proficient in that country. They are available to the bilingual on a par. It may mean no more than that some people in Canada are native speakers of one language and other people are native speakers of the other

18、language.Question 3: according to Stern, what are the differences between foreign language learning and second language learning?In the past, the term foreign language was widely used in contrast to native language. In recent years the other term second language has been increasingly applied for all

19、 types of non-native language leaning. Mostly the two are used synonymously, but in certain cases a conceptual distinction in expressed in the use of the second or foreign. Foreign language: it indicates the use of English in a nonEnglish-speaking region. Study can occur either in the students home

20、country, as part of the normal school curriculum or otherwise, or, for the more privileged minority, in an Anglophone country that they visit as a sort of educational tourist, particularly immediately before or after graduating from university. Second language: The purpose of second language learnin

21、g is often different from foreign language learning. Since the second language is frequently the official language or one or two or more recognized languages, it is needed for full participation in the political and economic life of the nation. Or it may be the language needed for education.Question

22、 4: having introduced the respective concepts of language acquisition, language learning and language teaching, Stern summed up his views at the end of the statement. What are the key points for each?1 When we talk about learning and acquisition summarized by Stern, there is a widely accepted term “

23、language acquisition” promoted by Krashen. He uses the term “acquisition” to describe second language learning which is analogous to the way in which a child acquires his first language that is “naturally”, without focus on the linguistic form, and “learning” as conscious language development in for

24、mal school-like settings. According to Stern, he subsumes under the concept of “language learning” first or second language “acquisition” or “learning”, the development of bilingualism and the learning of linguistic variations within a language. Some learning is stimulated by teaching, but much of i

25、t may be independent of any teaching. 2 Then lets move to the summary of “language teaching”. Language teaching can be defined as the activities which are intended to bring about language learning. Language teaching is more widely interpreted than “instructing a language class”. It is more effective

26、 than formal classroom instruction. A theory of language teaching always implies concepts of language learning. A good language teaching theory would meet the conditions and needs of learners in the best possible ways. Therefore, Stern interprets language teaching widely so as to include all activit

27、ies intended to bring about language learning. Question 5: according to Stern, “A good language teaching theory would meet the conditions and needs of learners in the best ways.” What does he imply to tell us? Or in which respect is the failure of language teaching according to the author? (21)“Lang

28、uage teaching” is more widely interpreted than “instructing a language class.” Formal instruction or methods of training are included, but so are individualized instruction, self-study, computer-assisted instruction, and the use of media. Likewise, the supporting activities, or the training of teach

29、ers, as well as making the necessary administrative provision inside or outside an educational system are all fall under the concept of teaching. Since language teaching is defined as “activities intended to bring about language learning”, a theory of language teaching always implies concept of lang

30、uage learning.It is the failure of language teaching in this respect that is often criticized and that has led to the demand for a greater concern for understanding the learner. This concept is justified. Chapter 2Question 1: what situations can make theory evident and why?There are certain situatio

31、ns in which theory becomes particularly evident: in language teacher training, in advising or supervising language teachers, in curriculum planning, in the writing of textbooks, in the choice of a programmer, or in justifying expenditure on equipment. In such situations we have to express our views

32、on language teaching, to make choices, to take up a position, and often to defend it against opposing points of view. In short, theory manifests itself particularly clearly in debate and in policy decisions.Question 2: what are the three distinct but related senses of the word theory?T1: it refers to the systematic study of the thought related to a topic or activity, for example, art, music, or education. According to T1, a theory offers a system of thought, a method of analysis and synthesis, or a conceptual framework in w