语言学第十一章 31页

LinguisticsandLanguageLearning王婷婷，郝瑾，李桃峰，杨娜娜\nOutline1.Therelationbetweenlinguisticsandnlanguageteaching2.LinguisticsandLanguageLearningGrammarandLanguageLearningInputandLanguagelearningInterlanguageinLanguageLearning\n1.TheRelationbetweenLinguisticsandAppliedLinguisticsLinguisticsAppliedLinguisticsLanguageTeachingTranslationComputerScienceDictionaryCompiling…\nLinguisticsisusuallydefinedasthescienceoflanguageor,alternatively,asthescientificstudyoflanguage.语言学经常被定义为语言的科学，或语言的科学研究AppliedLinguisticservesasamediatingareawhichinterpretstheresultsoflinguistictheories.应用语言学弥补了语言学理论和外语教学之间的隔阂，作为一个调和区域，对语言学理论的研究成果进行解释。\nAppliedLinguisticsisconducivetoforeignlanguageteachingintwomajoraspects:ALextendstheoreticallinguisticsinthedirectionoflanguageoflanguagelearningandteaching.ALstatestheinsightsandimplicationsthatlinguistictheorieshaveonthelanguageteachingmethodology.\n2.LinguisticsandlanguagelearningHowlinguisticsstudieshelpusbetterunderstandtheprocessoflanguagelearning?\nAsRodElliswhoisthedeputyheadoftheDepartmentofAppliedLanguageStudies.thegrammatical-propertiesoflearnerlanguagepragmaticaspectsoflearnerlanguageConclusion:Linguisticshasindeedbeenrelevanttosecondlanguageacquisitionresearch.\nGrammarandLinguisticsQUSTION？WhetherhowtoFocusingonformsandignoringmeaningsFocusingonmeaningandcommunicationincludegrammarinsecondlanguageinstruction?\nArecentmovementcalledfocusonform（语法形式中心）seemstotakeamorebalancedviewontheroleofgrammarinlanguagelearning.purelyform-focusedapproaches(纯粹形式为中心）purelymeaning-focusedapproaches（纯粹意义为中心）acompromise\nWhatisthefocusonform?proposedbyMichaelLong“Focusonformoftenconsistsofanoccasionalshiftofattentiontolinguisticcodefeatures—bytheteacherand/oroneormorestudents—triggeredbyperceivedproblemswithcomprehensionorproduction”.\nTheKeyPointinfocusonform:Althoughlanguagelearningshouldgenerallybemeaning-focusedandcommunication-oriented,itisstillnecessaryandbeneficialtofocusonformoccasionally.\nElementsoflanguageamenablefocusonformFromthelinguisticpointofview,twovariablesconcerningtheamenabilityoflanguageelementstofocusonformaretherelevanceofUniversalGrammar(UG普遍语法)andthecomplexityoflanguagestructures(语言结构的复杂性）.\n1)UniversalGrammarAccordingtotheadvocatesoffocusonform,ifanL2structureispartofUG,theamenabilityishigh;otherwise,theamenabilityislow.Infocusonform,differentmeasureswillbetakendependingonwhethertheamenabilityofaformishighorlow.\nThestudyofUGhasattractedconsiderableattentionfrommanysecondlanguageacquisitionresearchersbecauseknowledgeoflinguisticuniversalsmayhelptoshapeL2acquisitioninanumberofways.Forexample,itcanprovideexplanationsfordevelopmentalsequencesandlanguagetransfer.\n2)StructuralcomplexityItcanbeassumedthatlesscomplexstructureshavehigheramenability,butcomplexityishardtodefine.Formallysimplestructurescanbefunctionallycomplexandformallycomplexitemsarenotnecessarilyfunctionallycomplex.Againweresorttolinguisticsinordertohaveabetterunderstandingofthecomplexityoflanguagestructures.\nInputandLanguageLearningLanguagelearningcantakeplacewhenthelearnerhasenoughaccesstoinputinthetargetlanguage.Thisinputmaycomeinwrittenorspokenform.Inthecaseofspokeninput,itmayoccurinthecontextofinteraction交互语境orinthecontextofnon-reciprocal单向话语discourse.\nViewsdivergegreatlyastowhatkindofinputshouldbeprovidedforlanguagelearners.Authenticinput真实输入Comprehensibleinput(Krashen):i+1Premodifiedinput预修正输入Interactivelymodifiedinput:tendstodoabetterjob交互修正的输入\nAuthenticinput(真实输入）(Tomlinson,1998)—theinputshouldvaryinstyle,mode,mediumandpurposeandshouldberichinfeatureswhicharecharacteristicofauthenticdiscourseinthetargetlanguage.\nComprehensibleinput(i+1)(Krashen:InputHypothesis1985)Learnersacquirelanguageasaresultofcomprehendinginputaddressedtothem.Inputshouldneitherbesofarbeyondtheirreachthattheyareoverwhelmed,norsoclosetotheircurrentstagethattheyarenotchallengedatall.\nPremodifiedInput(预修正的输入）—materialisinadvancetothelearner'scurrentlevel.InteractivelyModifiedInput(交互修正的输入）—materialismodifiedwhentheteacherandthelearnersinteract.\nInterlanguageinlanguagelearningOutputvs.inputConstructivismInterlanguage中介语\nOutputvs.InputSwain(1985)cameupwithaideathatoutputisalsoplayanimportantroleinlanguageacquisitionbesidesinput.Correctproductionrequireslearnerstoconstructlanguageforthemessages.Whenlearnersconstructlanguageforexpression,theyarenotmerelyreproducingwhattheyhavelearned.Rathertheyareprocessingandconstructingthings.\nConstructivismTheconceptionoflanguageoutputasawaytopromotelanguageacquisition.Constructivism：Atheorythatdealswiththewaypeoplecreatemeaningoftheworldthroughaseriesofindividualconstructs.Constructsarethedifferenttypesoffilterswechoosetoplaceoverourrealitiestochangeourrealityfromchaostoorder.\nAconstructivistviewoflanguagearguesthatlanguageoranyknowledgeissociallyconstructed.Learnerslearnlanguagebycooperating,negotiatingandperformingallkindsoftasks.Inotherwords,theyconstructlanguageincertainsocialandculturalcontexts.\nAttheverybeginningoflanguagelearning,thelearnerhassomeideaofwhattheforeignlanguageislike,andhowitworks.Accordingtotheseideas,theyproduceutterances,someofwhichmaybecorrect,andotherswhichmaybewrong.Then,asthelearnergainsmoreknowledgeaboutthelanguage,theymaycomeupwithnewandbetterideasofhowitworks.That'swhatinterlanguageis:thedeveloping"ideaofhowtheotherlanguageworks".\nInterlanguageThetypeoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguageisoftenreferredtoasINTERLANGUAGE.处于学习过程中的第二语言或外语学习者所构建的语言通常称为中介语\nTheconceptofinterlanguageiscloselyrelatedtoothertypesoflanguage,especiallypidgins（洋泾浜）andcreoles（克里奥耳语）.Eachoftheselanguageshasitsowngrammarandphonology（语音体系）.Thedifferenceismostlyoneofvariability（可变性）,asalearner'sinterlanguagechangesfrequentlyastheybecomemoreproficientinthelanguage.\nItisoftenunderstoodasalanguagesystembetweenthetargetlanguageandthelearner’snativelanguagenativetargetlanguagelanguageinterlanguage\nInterlanguageisadynamic(动态的)languagesystem,whichisconstantlymovingfromthedepartureleveltothenative-likelevel.Canbedoneintwoways:investigatingthepsychological,biologicalorneurologicalmechanisms神经机制involvedintheproductionofinterlanguage;investigatingthelinguisticfeaturesofinterlanguage.\nConcerningthelinguisticfeaturesofinterlanguage,thefollowingquestionscanbeasked:Linguistically,howisinterlanguageingeneraldifferentfromthetargetlanguageorthenativelanguage?Inwhatwayislowerlevelinterlanguagedifferentfromhigherlevelinterlanguage?Howistheinterlanguagesystemusedtoconveymeaning?\nThankyou!