2月語言學(xué)與英語教學(xué)x

Linguisticsandlanguageteaching唐山師范學(xué)院外語系張蔚東Languageandlanguagelearning2023/9/2913:352commonviewsonlanguageStructuralviewFunctionalviewInteractionalviewThestructuralview

seeslanguageasalinguisticsystem

3sub-systemsSoundsWordsGrammarThestructuralviewSyntacticsystem(phrases&sentences)…Morphological/Lexicalsystem(morphemes&words)Phonologicalsystem(Phonemes)TopBottomStructuralViewItseeslanguageasalinguisticsystemmadeupofvarioussubsystem:

fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Thefunctionalview

(Thefunctional-notionalview)

Thefunctionalviewseeslanguageasalinguisticsystem

andameansfordoingthings.

Functionsoflanguageoffering,suggesting,advising,apologizing,etc.

Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.

presenttime,pasttime,andfuturetime;certaintyandpossibility;agentandinstrument;relationshipbetweenpeopleandobjects

thefunctionalview

phonologysystemoflanguagemorphologyLanguagesyntaxnotionsFunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Functionalactivities:offering,suggesting,advising,apologizing,etc.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.M.A.K.Hallidaysystem-functionallinguisticsHuZhuanglinLinguisticsACourseBookTheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool

(tobuildupandmaintainrelationsbetweenpeople).

Twothingsareneededforcommunication:Rulesoflanguageform(grammar,vocabulary,sounds…)

Rulesoflanguageuseinacontext(Isit

appropriatetousethislanguageiteminthiscontext?)

FatherDadpa-paSireYellowscarfBluefilm/pornographicmovies/EroticFilmI’msorrytotroubleyou,butcouldIaskyoutoclosethedoorformeplease?

Wouldyoumindclosingthedoorplease?Icoulddowithoutthedraughtfromthatdoor.Shutthedoor,won’tyou?Shutthedoor,willyou?Door!Wereyouborninabarn?Iknowalittleboywhoneverleavesthedooropen.InteractionalView:

Languageisacommunicativetool,theuseofwhichistobuildupandmaintainsocialrelationsbetweenpeople.Learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.

DellHathawayHymesCommunicativecompetence1979H.G.WiddowsonTeachingLanguageasCommunicationOxford:OxfordUniversityPress.1978Viewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson.

Viewsonlanguagelearningandlearningingeneral

Behaviouristtheory

Cognitivetheory

Constructivisttheory

Socio-constructivisttheoryTheBehaviouristtheorySkinner&SkinnerboxWatsonanRaynor:astimulus-responsetheoryofpsychologyExperimentofWatsonandRaynorlittleAlbert9-11monthsRat-nofearLoudnoise-fearRat-loudnoise-fearRat–fearTheBehaviouristtheoryStimulus→Organism→ResponseBehaviorReinforcement(behaviorlikelytooccuragainandbecomeahabit)NoReinforcement(behaviornotlikelytooccuragain)TheBehaviouristtheoryAccordingtothetheory:Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.

“Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.〞(Harmer.1983:30)TheBehaviouristtheorySkinner:Languageisalsoaformofbehaviour.LanguageteachinginUSA:TheAudio-LingualMethod(the“l(fā)isten-and-repeat〞drillingactivities).Behaviouristtheory:Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“l(fā)istenandrepeat〞drillingactivities.Theideaofthismethod:languageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraisedLanguageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)TheCognitivetheoryChomsky:TheimpactofChomsky’stheoryonlanguageteachingNoamChomsky’question:

Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.

不聞不假設(shè)聞之，聞之不假設(shè)見之，見之不假設(shè)知之，知之不假設(shè)行之。學(xué)至于行而止矣。行之，明也?！髯覶ellme…andIforget.Showme…andIlearn.Involveme…andIremember.--BenjaminFranklin

MariaMontessoriChild-centered

Hands-onlearning

Experientialeducation

JohnDewey

philosopher,psychologist,educationalreformerConstructivisttheory

JeanWilliamFritzPiaget

theoryofcognitivedevelopment(developmentalstagetheory)itdealswiththenatureofknowledgeitselfandhowhumanscomegraduallytoacquireit,constructit,anduseitLevSemyonovichVygotsky

ZoneofproximaldevelopmentScaffoldingdevelopmentalstagetheory

Sensori-motor

感知運(yùn)動階段〔0-2歲〕

(Birth-2yrs)

Differentiatesselffromobjects

Recognisesselfasagentofactionandbeginstoactintentionally:e.g.pullsastringtosetmobileinmotionorshakesarattletomakeanoise

Achievesobjectpermanence:realisesthatthingscontinuetoexistevenwhennolongerpresenttothesense(paceBishopBerkeley)

Pre-operational

前運(yùn)算階段〔2-7〕

(2-7years)

Learnstouselanguageandtorepresentobjectsbyimagesandwords

Thinkingisstillegocentric:hasdifficultytakingtheviewpointofothers

Classifiesobjectsbyasinglefeature:e.g.groupstogetheralltheredblocksregardlessofshapeorallthesquareblocksregardlessofcolour

Concreteoperational

具體運(yùn)算階段〔7-11〕

(7-11years)

Canthinklogicallyaboutobjectsandevents

Achievesconservationofnumber(age6),mass(age7),andweight(age9)

Classifiesobjectsaccordingtoseveralfeaturesandcanordertheminseriesalongasingledimensionsuchassize.

Formaloperational

形式運(yùn)算階段〔11-16〕

(11yearsandup)

Canthinklogicallyaboutabstractpropositionsandtesthypothesessystemtically

Becomesconcernedwiththehypothetical,thefuture,andideologicalproblems

ConstructivisttheoryJohnDewey—foundationofconstructivismRepresentatives:皮亞杰(J.Piaget)、科恩伯格(O.Kernberg)、斯滕伯格(R.J.sternberg)、卡茨(D.Katz)、維果斯基(Vogotsgy)Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Teachingshouldbebuiltbasedonwhatlearnersalreadyknownandengagelearnerstofosterinventive,creative,criticallearners.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.Teachers:balanceanunderstandingofthehabits,characteristicsandpersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.Socio-constructivisttheoryRepresentedbyVygotskysimilartoconstructivisttheorysocial-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment〞(ZPD)andscaffolding.Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Teacher(questions/explanations)—learner(higherlevelofunderstanding)ZoneofProximalDevelopment(近側(cè)開展區(qū)間,簡稱ZPD〕:前蘇聯(lián)開展心理學(xué)家利維·維谷斯基(Vygotsky)提出的學(xué)習(xí)理論.指學(xué)習(xí)者現(xiàn)時及實際可到達(dá)的開展的差距。這個差距是由學(xué)習(xí)者的獨立解題能力及其潛在開展水平而決定的。換句話說，就是學(xué)習(xí)者的學(xué)習(xí)能力以內(nèi)，但暫時未能理解的知識。維高斯基認(rèn)為，人的開展有兩種層次：實際開展層次與潛在開展層次。實際開展層次就是皮亞杰所謂的兒童開展階段，什么樣的階段有什么樣的能力；潛在開展層次那么是在大人或同伴的合作下，能夠解決問題的能力。這兩者之間的差距，維高斯基稱之為「近側(cè)開展區(qū)間」。每個個體的根本能力〔實際開展層次〕和近側(cè)開展區(qū)間都不同，最好的教育應(yīng)該要考慮到個體的差異，而這也是學(xué)校教育所要到達(dá)的目標(biāo)。ScaffoldingInstruction:(鷹架理論，又名支架式教學(xué))，指學(xué)生在學(xué)習(xí)一項新的概念或技巧時，透過提供足夠的支援來提及學(xué)生的學(xué)習(xí)能力的教學(xué)方法。?

Viewsonlanguagelearning&learningingeneralBehaviouristtheory(Skinner)StimulusresponsereinforcementCognitivetheory(Chomsky)LanguageacquisitionlanguagecreationConstructivisttheory(Dewey)Learner’sownexperiences/knowledgemeaningconstructionSocio-constructivisttheory(Vygotsky)DynamicinteractionZPDahigherlevelofunderstandingApproachesandmethodsinlanguageteachingMajortrendsintwentieth-centurylanguageteaching:GrammarTranslation(語法翻譯法):DirectMethod(直接法):TheoralApproach/TheSituationalLanguageTeaching(口語法/情景法〕TheAudiolingualMethod〔聽說法〕Alternativeapproachesandmethods:TotalPhysicalResponse〔全身反響法〕TheSilentWay〔沉默法〕CommunityLanguageLearning〔社團(tuán)語言學(xué)習(xí)法〕Suggestopedia〔暗示法〕WholeLanguage〔全語言法〕MultipleIntelligences〔多元智能法〕NeurolinguisticProgramming〔神經(jīng)語言程序法〕TheLexicalApproach〔詞匯法〕Competency-BasedLanguageTeaching〔能力導(dǎo)向型教學(xué)法〕422023/9/2913:35Currentcommunicativeapproaches:CommunicativeLanguageTeaching〔交際法〕TheNaturalApproach〔自然法〕CooperativeLanguageLearning〔合作學(xué)習(xí)語言法〕Content-BasedInstruction〔內(nèi)容型教學(xué)法〕Task-BasedLanguageTeaching〔任務(wù)型教學(xué)法〕ThePost-methodsEra〔前方法時代〕432023/9/2913:35TheAudiolingualMethod

Repetition:Teacher:Thisistheseventhmonth.Student:Thisistheseventhmonth.

Inflection

:Teacher

:Iatethesandwich.

Student

:Iatethesandwiches.

Replacement

:Teacher

:Heboughtthecarforhalf-price.Student

:Heboughtitforhalf-price.

Restatement

:Teacher

:Tellmenottoshavesooften.Student

:Don'tshavesooften!Completion:Teacher:I’llgomywayandyougo…Student:I’llgomywayandyougoyours.Transposition:Teacher:I’mhungry.(so)student:SoamI.TheAudiolingualMethodExpansion:Teacher:Iknowhim.(hardly)Student:Ihardlyknowhim.Contraction:Teacher:Putyourhandonthetable.Student:putyourhandthere.Transformation:Heknowsmyaddress.Hedoesn’tknowmyaddress.Doesheknowmyaddress?Integration:Theymustbehonest.Thisisimportant.Itisimportantthattheybehonest.Rejoinder:BePolite.Thankyou.You’rewelcome.Restoration:students/waiting/busThestudentsarewaitingforthebus.452023/9/2913:35TheAudiolingualMethodThefollowingexampleillustrateshowmorethanonesortofdrillcanbeincorporatedintoonepracticesession

:

Teacher:There'sacuponthetable...repeat

Students:There'sacuponthetable.

Teacher:Spoon

Students:There'saspoononthetable.

Teacher:Book

Students:There'sabookonthetable.

Teacher:Onthechair

Students:There'sabookonthechair.

462023/9/2913:35UnderstandingLearnerDifferencesactivitiesquestionsnames1.likesreading2.likestraveling3.likesmakingthingswithhands4.likesrememberingvocabularybywritingthemdown5.likesmusicandisverymusical:playinginstrumentsorhavingagoodearformusic.6.likesreadingbookswithmanypictures.7.Likesdoingpuzzles.8.likeswritingpoemsandarticles.9.likesdancing.10.likestellingjokes.…Eightdifferenttypesoflearners

Reid,1998aVisuallearnersAuditorylearnersTactilelearnersKinestheticlearnersGrouplearnersIndividuallearnersAuthorityorientedlearnersReflectivelearnersVisualLearners:learnmoreeffectivelythroughtheeyes(seeing).Forexample,theyremembernewwordsbetterwhentheycanseehowthewordsarewrittenorspelled.Theycanunderstandthesituation/meaningbetterbyseeingthescenethroughpicturesorothervisuals,suchasdrawings,diagrams,tablesorposters.AuditoryLearners:learnmoreeffectivelythroughtheear(hearing).Forexample,theycanremembernewwordsorfactsbetterwhentheycanhearthenewwordsorfactsspoken.TactileLearners:learnmoreeffectivelythroughtouch(hands-on).Thatistosay,theylearnthingsbydoing.Theyneedtodothingswiththeirhands,e.g.writingwithapenonapieceofpaperordoinghandcrafts.KinestheticLearners:learnmoreeffectivelythroughbodyexperience.Thatistosay,theyrememberbestwhentheycanbeinvolvedphysically.Theypreferactingthingsoutormimingthingswiththeirbodies.GroupLearners:learnmoreeffectivelythroughworkingwithothers.Theydonotliketostudyalonebutprefertoshareanddiscussthingswithothers.Theyfindthatworkingwithotherscanhelpthemlearnmoreactivelyandefficiently.IndividualLearners:learnmoreeffectivelythroughworkingalone.Theyprefertostudybythemselves.Onlyinthiswaycantheyconcentratemore,understandbetter,andremembermore.AuthorityOrientedLearners:prefertolistentotheteachermorethanworkwithothersorworkalone.Theytrusttheteachersandneedteacherstogivethemguidance.Theyfeelsecurewhenlearningwiththeteacher.ReflectiveLearners:learnmoreeffectivelywhengiventimetoconsideroptions.Theytendtothinkmorebeforetheyrespondandtheycandobetteriftheyaregiventimetothinkandmakeplans.Weneedtogiveavarietyoftasksthathelpstudentslearnindifferentways.Ofcourse,inaonehourlesson,itisperhapsimpossibletopleaseeverybodyallthetimebutwecantryandstimulateasmuchaspossible.Thinkaboutyourownpreferredlearningstyle.Whatsortoflanguageactivitiesdidyouenjoymostatschool?Howdid/doyoulearnnewwords?AreyoubetteratwritingorspeakingChinese?Haveyougotanearforaccents?Doyouliketoworkalone,inapairorinalargegroup?Doyouneedtotakenotesinclass?Doyoulikemakingtablesanddiagramstohelpyoustudy?Findoutwhichtypeoflearneryouare.PreferredwaysoflearningVerymuchnotatallLearningthroughseeing54321Learnthroughhearing54321Learnthroughhands-onactivities54321Learnthroughphysicalinvolvement54321Learnthroughworkingwithothers54321Learnthroughworkingalone54321Learnbylisteningtoteacher54321Learnthroughreflections54321Mostofus,moreorless,amixtureofdifferentlearningstyles,butsomestylesarepreferredmorethanothers.Goodlanguagelearnersuseacombinationofstylesinlearning.Theyadoptdifferentwaysoflearningstylesfordifferentlearningpurposes.Inanyclassroom,mismatchesexistbetweenteachers’teachingstyleandlearners’learningstyles.However,teachersneedtobeawareoftheirlearners’differentlearningstylesandmakeaneffortinteachingtomeettheneedsofdifferentlearners.AdvicetoTeachers

(ChengandBanya,1998)Teachershavetobeawareofthestudentslearningstylesaswellastheirownlearning/teachingstyles.Inteaching,teachersshouldtrytousedifferenttechniquesandwaysofteachingtomeettheneedsofstudents’differentleaningstyles.

Teachersneedtotakeriskstointegratemoreteachingstylesintotheirclasspreparationeventhoughtheymaynotfeelentirelycomfortableusingthem.

Teachershavetheresponsibilitytoprovidemultipleopportunitiesfortheirstudentstodevelop/expanddifferentlearningstyles.

Teachersshouldalsoencouragetheirstudentstotrydifferentwaysoflearningandadjustthemselvestodifferentlearningstyles,becausecertainlearningstylesaremoreappropriateincertainlearningsituationsandforsomespecialleaningpurposes.Gardner(1983):intelligencedoesnotexistinonesingleformlikeIQ(intelligencequotient).Itisnotstaticeither.

(Peoples’intelligencescanexistinmanydifferentformsandcandevelopandbedevelopedoveralifetime.)EightIntelligencesGardnerproposed

(BasedonChristison,1996:11)Verbal/LinguisticIntelligence

Theabilityofusewordseffectively,bothorallyandinwriting.Sampleskillsarerememberinginformation,convincingotherstohelp,andtalkingaboutlanguageitself.MusicalIntelligence

Sensitivitytorhythm,pitch,andmelody.Sampleskillsarerecognizingsimplesongsandbeingabletovaryspeed,tempo,andrhythminsimplemelodies.EightIntelligencesGardnerproposed

(BasedonChristison,1996:11)Logical/MathematicalIntelligenceTheabilitytousenumberseffectivelyandreasonwell.Sampleskillsareunderstandingthebasicpropertiesofnumbers,theprinciplesofcauseandeffect,andtheabilitytopredict.Spatial/VisualIntelligenceSensitivitytoform,space,colour,line,andshape.Sampleskillsincludetheabilitytorepresentvisualorspatialideasgraphically.EightIntelligencesGardnerproposed

(BasedonChristison,1996:11)Bodily/KinestheticIntelligenceTheabilitytousethebodytoexpressideasandfeelings,andtosolveproblems.Sampleskillsarecoordination,flexibility,speed,andbalance.InterpersonalIntelligenceTheabilitytounderstandanotherperson’smood,feelings,motivations,andintentions.Sampleskillsarerespondingeffectivelytootherpeople,problemsolving,andresolvingconflict.EightIntelligencesGardnerproposed

(BasedonChristison,1996:11)IntrapersonalIntelligenceTheabilitytounderstandyourself,yourstrengths,weaknesses,moods,desires,andintentions.Sampleskillsareunderstandinghowoneissimilartoordifferentfromothers,remindingoneselftodosomething,knowingaboutoneselfasalanguagelearner,andknowinghowtohandleone’sfeelings.NaturalistIntelligenceTheabilitytoappreciatethenaturalistworldandenjoyoutdooractivities.Thetheoryofmultipleintelligencesimpliesthatourteachingshouldbeabletodevelopasmuchaspossiblestudents’differentpotentialsintheirintelligences,givingeveryonethechancetodemonstrateandusetheirpotentialstothefullestpossible.Inotherwords,weshouldtrytogiveeverysinglestudentthechancetobethebesttheycanbeintheirabilities.Developstudents’Intelligence

ThroughClassroomActivitiesIntelligenceFormsoflearningLearningActivitesLinguisticVerbalizing,hearing,andseeingwordsWordsusedinreading,writing,speaking;storytelling;recitingpoems;sayingadialogues;Journalordiarykeeping;formalspeech;oraldebate,etc.MathandLogicalthinkingConceptualisingit,quantifyingit,thinkingcriticallyaboutitUnderstandingabstractsymbols;rememberingandusingformulas;calculation;counting;decipheringcodes;findingpatterns;establishingrelationships;usinggraphicorganizers;Numberingsequences;outlining;problemsolving.Developstudents’Intelligence

ThroughClassroomActivitiesIntelligenceFormsoflearningLearningActivitesSpatialvisualisingitDrawingit,sketchingit,Activeimagination;colourschemes;Designsandpatterns;drawing;guidedimagery;mindmapping;paintingpictures;pretending;sculpture/modelsbodylanguage;dancingBodily-KinestheticDancingit,buildingamodelofit,doingahands-onactivityrelatedtoitFolkorcreativedrama/acting;inventing;martialarts;mime;physicalgestures;physicalexercises;playingsportsandgames;role-playingDevelopstudents’Intelligence

ThroughClassroomActivitiesIntelligenceFormsoflearningLearningActivitiesMusicalSingingit,chantingit,findingmusicthatillustratesit,puttingonbackgroundmusicwhileCreatingmusic;environmentsounds;humming;listeningtomusic;musicperformance;musiccomposition;rhythmicpatterns;singing;tonalpatternslearningitInterpersonalWorkingonitwithanotherpersonorgroupofpeopleCollaborationskills;cooperating;cooperativelearning;givingfeedback;groupprojects;listening;person-to-personcommunication;receivingfeedback;sensingothers’motives;talkingtoothers;teamwork/divisionoflabor;dealingwithcommunicationproblemsDevelopstudents’Intelligence

ThroughClassroomActivitiesIntelligenceFormsoflearningLearningActivitiesIntrapersonalRelatingittoapersonalfeelingorinnerexperienceBeingalone;complexguidedimagery;emotionalprocessing;focusing/concentrationskills;higher-orderreasoning;“findoutaboutyourself”practices;meta-cognitivepractices;silentreflectionmethods;tellingaboutfeelings;tellingaboutthinking;thinkingstrategies;discoveringanduncoveringNaturalistic-PhysicalWorldObservingit,classifyingit,appreciatingitObserving;watching;forecasting;predicting;planting;comparing;displaying;sortingandclassifying;photographing;buildingenvironments;culturaltopics692023/9/2913:35AskingthewayDrawamapoftheneighbourhoodShowvisitorsaroundone’sneighbourhoodSinganactionsongaboutaskingthewayDescribeyourNeighbourhoodDoaroleplayRe-orderadialogueDesignawebpageforavirtualtourofone’sschoolWritean-e-mailtotellafriendhowtogettoyourhome

ItiseveryEnglishteacher’sresponsibilitytohelplearnersdevelopeffectivestrategiesforachievingbetterlearningresultandpreparethemforlife-longlearning.ContentsandProceduresforLearnerTrainingPsychologicalpreparation,e.g.activitiestobuildconfidenceMethodologicalpreparation,e.g.activitiestohelplearnersunderstandandusemetalanguage(languagefordescribinglanguageandlanguagelearning)andtobecomeawareoftherationalebehindclassroomactivities.Practiceinself-direction,e.g.activitieswhichprovidelearnerswithopportunitiestomakechoicesabouttheirlearning.IdeasmaybeadaptedinlearnertrainingInvolvestudentsinanoverviewofthetextbookatthebeginningInvolvestudentsinfindingoutaboutthemselvesIntroducestudentstoanumberofdifferentlearningstrategiesHelplearnerssetuptheirownlearninggoalsandmaketheirownplans.SharelessonaimswithstudentsinclassandreviewthembytheendofthelessonUselearnerdiariesasawaytohelpstudentreflectontheirlearningGuidestudenttomakeplansforlearningUseportfoliostopromotemoreautonomouslearningHelpstudentslearntouseresourcesConclusionthemoreinformedlearnersareaboutlanguageandlanguagelearningthemoreeffectivetheywillbeatmanagingtheirownlearninglearnertrainingisagradualprocessandthereforeitisnotrealisticforteacherstoexpectinstantresults.Asteachers,ourresponsibilityistostartlearnersonthejourneytowardsindependenceandassistthemintheprocessofdevelopingautonomy.CLTandTBLTThegoalofCLT

Todevelopstudents’CommunicativeCompetence.(whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.)

Discusshowmanyfunctionsthesentencemayhave?

“Whydon’tyouclosethedoor?〞Situation1:arealquestionSituation2:acommandSituation3:acomplaint762023/9/2913:35Makeasuggestiontosb.Youshould…Haveyouthoughtabout…Ithinkyoushould…Don’tyouthinkit’sagoodideato…You’dbetter…Whydon’tyou…Isuggestthatyou…IfIwereyou,Iwould……ThegoalofCLTDiscussthepossiblemeaningandfunctioneachmayhave.FlightCA937isnowlanding.Thetrainisleavingintenminutes.Sheisalwayscomplainingwheneveryoutalktoher.HeismakingprogressslowlyWecanseethatonelanguageformmayexpressanumberofcommunicativefunctionsandonecommunicativefunctioncanalsobeexpressedbyavarietyoflanguageforms.LinguisticcompetenceandCommunicativecompetenceLinguisticCompetence=grammaticalknowledgeorknowledgeaboutthelanguageformCommunicativeCompetence=Knowledge&abilityfor: rulesofform/grammar+rulesofuseCommunicativeCompetenceincludesknowledge/awareness

of:

whentosaywheretosaytowhomtosaywhattosayhowtosayCommunicativeCompetence

Hedge(2000:46-55),5maincomponentsofCC:Linguisticcompetence:knowledgeaboutlanguage,formandmeaningPragmaticcompetence:appropriateuseofthelanguage(Hymes:whentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner)Discoursecompetence:abilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(CanaleandSwain,1980)Strategiccompetence:strategiesemployedwhenthereiscommunicationbreakdownFluency:link

unitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation.ImplicationsforteachingandlearningLinguisticcompetenceTeachersneedtohelplearnersAchieveaccuracyinthegrammaticalformsofthelanguages;Pronouncetheformsaccurately;Usestress,rhythmandintonationtoexpressmeaning;Buildarangeofvocabulary;Learnthescriptandspellingrules.Achieveaccuracyinsyntaxandwordformation.ImplicationsforteachingandlearningPragmaticcompetenceTeachersneedtohelplearnersLearntherelationshipbetweengrammaticalformsandfunctions;Usestressandintonationtoexpressattitudeandemotion;Learnthescaleofformality;Understandanduseemotivetone;Usethepragmaticrulesoflanguage.Selectlanguageformsappropriatetotopic,listenerorsetting,etc.Implicationsfortea