應(yīng)用語言學(xué)與英語教學(xué).ppt

1、Applied Linguistics,Applied Linguistics,What is Applied Linguistics? Language, Learning and Teaching General Theories Individual Variations Major Techniques and Methods,What is Applied Linguistics?, It is an independent discipline in its own right. It is an interdisciplinary science. It is an applie

2、d science. It is an empirical science.,Language, Learning and Teaching,What is language? What is learning? What is teaching? What is the relationship between learning and teaching?,General Theories,Human Learning Second Language Acquisition: Differences between child and adult L2 learners Major L2 L

3、earning Theories,Individual Variations（個(gè)體變異）, Cognitive Variables (認(rèn)知變量）of Language Learning Affective Variables (情感變量） of Language Learning Sociocultural Variables of Language Learning,Major Techniques and Methods, Contrastive Analysis: Comparing and Contrasting Two Languages Error Analysis: The St

4、udy of Learners Interlanguage （中介語） Language Testing,What is language?,Language is a system of arbitrary vocal symbols （任意的有聲符號(hào)） used for human communication.,What is learning?,Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice.,What is teachi

5、ng?,Teaching cannot be defined apart from learning. Teaching problems are not simply learning problems. They involve learning, developmental, motivational, and personality issues at the same time.,What is the relationship between learning and teaching?,Learning is the prerequisite and basis of teach

6、ing. Our understanding of how learners learn determines not only our philosophy of teaching but also our teaching style, our teaching approach, our methodology as well as our classroom techniques. The learner has an even greater role to play in the teaching-learning process,Human Learning,Philosophy

7、 and learning: 1) the pessimistic view （悲觀主義的觀點(diǎn)） 2) the hedonistic view （享樂主義的觀點(diǎn)） 3） the optimistic view （樂觀主義的觀點(diǎn)） 4） the tabula-rasa or “blank-slate” view （白板論）,Human Learning,Major learning theories: Behaviorism （行為主義） Cognitivism （認(rèn)知主義） Constructivism （建構(gòu)主義） Humanism (人本主義）,Behaviorism,Summary: B

8、ehaviorism is a world-view that operates on a principle of “stimulus-response（刺激反應(yīng)）.” All behaviors are caused by external stimuli. All behaviors can be explained without the need to consider internal mental states or consciousness of the learner. According to this view, a learner is essentially pas

9、sive, responding to environmental stimuli.,Cognitivism,Summary: The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor（信息處理器） (like a computer). Originators and important contributors : Merrill,

10、Reigeluth, Briggs, Wager, Piaget, Bruner (moving toward cognitive constructivism),Constructivism,Summary: Constructivism as a paradigm or worldview states that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjec

11、tive representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective.,Humanism,Summary: Humanism is a paradigm /philosophy/pedagogical approach that believes learning is viewed as a personal act to realize ones potential. Key proponents:

12、 Abraham Maslow, Carl Rogers, Malcolm Knowles Key terms: self-actualization（自我實(shí)現(xiàn)）, teacher as facilitator（促進(jìn)者）, affect（情感）,Second Language Acquisition:,Differences between child and adult L2 learners Major L2 Learning Theories,Differences between child and adult L2 learners,It is the general belief

13、among people in recent years that when one starts to learn a second language, the younger, the better. That is to say, the children are better learners of a second language than the adults. However, after examining the investigations of child-adult differences in second language learning in long-ter

14、m and short-term studies, Krahen summarizes the findings as follows:,Adults proceed through early stages of syntactic and morphological （句法和詞法）development faster than children (where time and exposure are held constant) Older children acquire faster than younger children again in early stages of mor

15、phological and syntactic development (where time and exposure are held constant). Acquirers who begin natural exposure to second languages during childhood generally achieve higher levels of second language proficiency than those beginning as adults. In other words, adults and older children in gene

16、ral initially acquire the second language faster than young children.,Major L2 Learning Theories, Interlanguage theory The monitor theory,Interlanguage theory,Background The behaviourist assumptions concerning language learning looked upon the language learners performance as “inadequate approximati

17、ons（近似） of the target language norms” (Sridhar 1980/81:228 ).,2. What is interlanguage? The term “interlanguage” was first used by L. Selinker to refer to “attempted meaningful performance” in a second language. According to him, “meaningful performance” refers to “the situation where an adult attem

18、pts to express meanings, which he may already have in a language which he is in the process of learning ”,Characteristics of Interlanguage,a. unique (individualized) b. systematic c. simplified d. dynamic (The process of learning is a continuum（連續(xù)體） involving successive restructuring and of the inte

19、rnal hybrid（混合）system and constant addition, deletion, and revision of the rules, which is why it is referred to as interlanguage continuum),The monitor theory（監(jiān)控理論）,The acquisition-learning hypothesis （習(xí)得假設(shè)） The monitor hypothesis The natural order hypothesis The input hypothesis The affective filt

20、er hypothesis （情感過濾假設(shè)）,Cognitive Variables of Language Learning,Types of learning Strategies of learning Styles of learning,Types of learning,Signal learning（信號(hào)學(xué)習(xí)） Stimulus-response（刺激反應(yīng)） learning Chaining（連鎖學(xué)習(xí)） Verbal association（詞語的聯(lián)想） Multiple discrimination（多樣辨別學(xué)習(xí)） Concept learning（概念學(xué)習(xí)） Princip

21、le learning（原理學(xué)習(xí)） Problem-solving（解決問題）,Strategies of learning,Three broad types of learning strategies: Meta-cognitive strategies（元認(rèn)知策略） Cognitive strategies（認(rèn)知策略） Social-affective strategies（社會(huì)情感策略） Common strategies of L2 learners Strategies employed by good language learners,Styles of learning,Field independence vs. field dependence（場(chǎng)獨(dú)立與場(chǎng)依存） Refl