英语教学分析 西华师范大学 期末

英语教学分析复习重点
I填空题（8分，4个语言学流派）
Traditional linguistics
Structural linguistics
Transformational generative linguistic
Functional linguistics
II 名词解释：共四个（14分）
Language
Language is a system of arbitrary vocal symbols used for human communication
1.L1: (native language .mother tongue , primary language)
2.L2(second language , non- native language ,foreign language,
secondary language)
3.Simple definition of mother Tongue: a language learned from
birth (Wikipedia)
4.Simple definition of second language: any language learned after
mother or first language. (Wikipedia)
5.First language: it is a language that is acquired in infancy and
early childhood , learn at home usually from the parents .
6.Foreign language: it is a language which is taught as a school
subject, but which is not used as a medium of instruction in
schools nor as language of communication within a country ( in
government ,business, industry)
7.Second language :it is a language that is not a native language in
a country but which is used as a medium of communication (in
education , government)
8. Methodology : is that which links theory and practice .
Approach : （教学理论）the theoretical
assumptions about how a language is
effectively ,taught in light ofthe nature of
language
(教学法总称
Methodology Method:（教学方法）the overall plans or
designs of teaching a language that is based on
systematic principles and teaching procedures.
Technique: （教学技巧）the specific ways/
strategies used in classroom in different kinds of
language teaching contexts.
9. What’s their relations?
For approach, method, and technique, which determines which?----approach determines method, in turn, method determines technique. The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an
approach.
10．Errors and mistakes .
A mistake refers to a performance error that is either random
guess or a slip ,in that it is a failure to utilize a
known system correctly, mistakes are of no
significant to language learning because they are
made at random and and non-systematic .
An error is that a noticeable deviation in using the target language
It is because that learners do make errors and
that these errors can be observed ,analyzed and
classified to
11.learning and acquisition
Acquisition: the subconscious process in which second language
learners develop their language proficiency
through understanding language and through
using language for meaningful communication . Learning : the conscious process in which second language learner acquire the epic knowledge of the rules of the target language .
12language learning : a conscious learning .knowing about the language ,focus on the grammar and vocabulary ,communication is not emphasized ,correction of all the errors .
13 Contrastive analysis（CA）
is an approach to the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences. It is based on the assumption that it is viable to predict and describe the patterns that will cause difficulty in learning, and those that will not cause difficulty by comparing systematically the language and culture to be learned with the native language and culture of the student.
contrastive analysis both have strong vision and weak vision .
the strong vision is that errors can be predicted by indentifying the difference between first language and secondlanguage ,because all the second language errors come from the first language and the grater differences between fl and sl ,the more errors will occur .
the short vision
14.Error analysis
the study and a type of linguistic analysis that focuses on the errors learners (second and foreign) make.
in the 1970s, EA supplanted取代Contrastive Analysis (CA), which sought（seek）to predict the errors that learners make by identifying the linguistic differences between their L1 and the target language. The underlying assumption of CA was that errors occurred primarily as a result of interference when the learner transferred native language ‘habits’ into the L2.
Functions of error ：
errors could be significant in three ways:
（1）they provided the teacher with information about how much the learner had learnt,
（2）they provided the researcher with evidence of how language was learnt
(3) they served as devices by which the learner discovered the rules of the target language.
15.Interlanguage theory
It is used to refer to the systematic knowledge of an L2 which is independent of both these learners’ L1 and the target language.
It mainly refers to (1) the series of inter-connected systems which characterize acquisition; (2) the system that is observed at a single stage of development; and (3) particular first and second language combinations.
Features of IL
1.the L2 learner's IL system is permeable可渗透的，in the sense that （就。

而言）rules that constitute组成the learner's knowledge at any one stage are not fixed, but are open to amendment改善.
2.The L2 learner's IL system is constantly changing ---that is ,there is
a constant revison and extension扩大of rules in the process of L2 approximation . Interlanguage is dynamic. This is best explained by
Krashen's natural order hypothesis.
3.Despite the variablility of IL , it is possible to detect发现the rule-based nature of the learner's use of the L2; in other words, language learning is systematic.
III 辨析题（24分，共4个）
1.L1 vs. L2
SL vs. FL
Acquisition Vs learning
案例分析题：（18分，三个小问）
LAD :language acquisition device
Made up of a set of general priciples called UG.(universal grammar)Born with it.
An analysis of language learning and teaching
Nature of language learning
Learning--acquiring or getting of knowledge of a subject or a skill by study experience, or instruction
Language learning: skill, knowledge and thinking patterns.
can be defined as the activities which are intended to bring about learning, which including both the formal instruction（正规语言）or method of training, but also the individualized instruction（个别教学）, self-study, computer-assisted instruction and the use of media.
Nature of language teaching
Teaching is guiding and facilitating(促进) learning, enabling the learner to learn, setting the conditions for learning.---Knowledge,,Ways ,Sequences（序列）,Rewards and punishment.
Relationship between learning and teaching
Learning is the prerequisite(首要条件) and the basis of teaching. Understanding of how the learning process works will determine our philosophy of education, our teaching styles, our approach, methods and classroom techniques.
Two polarized views of human learning
1)Behavioristic views（行为主义观点）------stimulus（刺激）, response and reinforcement（加强）
Influenced by this view, language teachers believe that learn a new language is to learn a new set of habits. However, human beings’ learning involves not only passive stimulus and response behaviors, but also active and conscious focus on acting upon events outside
and inside the organism（有机体）.
2) Cognitive views（认知主义）-----Chomsky’s Innateness Hypothesis（先天性假设）This term is used loosely to describe methods in which students are asked to think rather than simply repeat.
claims that language learner is born with LAD, which is composed of a set of abstract（抽象的）principles called Universal grammar（普遍文法）and some parameters（参数）that vary across languages. The learning process is just a process of hypotheses forming and hypotheses testing.
Language learning is regarded as the learners’ active internal linguistic processing rather than passive repetition.
The reasons are as follows:
1) Little input abundant perfect output
2) Similar stages in learning the language
Nature of L2 learning
Add new concepts to our existing cognition through assimilation(同化) and accommodation（调节）.
the task for L2 learning is the acquisition of semantic（语义）, transformational（转换）, syntactic（句法）and phonological competence（语言能力）for the realization（领悟）of language independent deep structure conceptual system（概念系统）Major modern L2 learning theories
1.The habit-formation Theory(behaviorism) （习惯形成理论）
language is a set of linguistic habits and the linguistic habits are formed through identifying(识别) and strengthening the associations between stimuli and responses.
According to the behaviorist theories, the main impediment(阻碍) to language learning was interference（干扰）from prior knowledge. That is to say, the old habits of language will interfere with the learning of the target language when the two sets of linguistic habits are different. This is called negative transfer. However, the old habits will sometimes facilitate the learning of the target language when the two set of linguistic habits are the same. As is called positive transfer. It is shown that the learners acquire L2 features with little difficulty.
Influences of habit formation theory
（Error correction（纠错）and prediction----Contrastive analysis 对比分析）
2.The Hypothesis of linguistic universal（语言共性说）
We are born with LAD .
In the second language acquisition process, people have found that second language learner usually acquire the core grammar of the target language and then the peripheral grammar.
Core grammar agrees with the inborn general principle and is much easier to learn.
Core grammar of the learner's mother tonger will facilitate the
development of the learner's interlanguage and will exert a positive influence on the acquisition of the target language.
3.Constructivism(建构主义)--自己对知识的整理和积累建构
in contrast to more traditional views which see learning as the accumulation（积累）of facts or the development of skills, the main underlying（潜在）assumption of constructivism is that individuals are actively involved right from birth in constructing（构建）personal meaning, that is their own personal understanding, from their experiences.
启发：
View learners as actively involved in making their own sense of language input, not as passive receive。

Learning requirements should be in accordance with the cognitive level of the learner.
In the process of learning, learner’s knowledge system is constantly being restructured.
应用：
1，Learning involves meaningful and meaningless learning activities. Teachers should encourage students’meaningful learning.
2，The teaching curriculum课程is eventually shaped by the teacher himself.
3,Learners can definitely benefit from explicit instruction, collabrative learning, peer feedback etc..
4,Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery
The acculturation theory（文化迁移）
the process of becoming adapted to a new culture
Be adapted to target language
The extent(程度) to which learners acculturate（使适应文化）depends on two sets of factors: social distance and psychological distance.
The successful acculturation will bring about successful second language acquisition.
Second language acquisition is just one aspect of acculturation. The degree of acculturation will determine the degree of the second language acquisition.
The discourse theory(谈话理论)
language learning is learning to mean. That is to say, the learners learn to perform different functions of language through choosing correct language forms in face-to-face communications.
Only through communication discourses can learner acquire the second language.
The monitor theory(监控理论)
二语习得有两种不同的途径，一是把学习者注意力有意识地集中在目的语的形式特征上，即learning，；另一种是学习者利用下意
识的过程，运用目的语进行真正的交际，注重内容，意义和效果，即acquisition。

习得是主要过程，而学习只是以监控者的身份运用自己所学的对所说的话进行监控和修正。

There are five basic hypotheses in this model:
The Acquisition-Learning Hypothesis（习得-学习理论）
assumed that second language learners have two independent means of developing knowledge of a second (including foreign) language. One way is through what he called acquisition and the other through learning.
Acquisition: the subconscious process in which second language learners develop their language proficiency through understanding language and through using language for meaningful communication. --Focus on meaning，communicative fluency（流畅）Learning:the conscious process in which second Language learner acquire the explicit knowledge of the rules of the target language.----Attend to form，accuracy（精确）
(b)The Monitor Hypothesis （监控模式）
The Monitor Hypothesis points that acquisition and learning are used in very specific ways. Normally, acquisition “initiates”（启动）our utterances（表达）in a second language and is responsible for our fluency. Learning has only one function, and that is as a monitor or editor. Learning comes into play only to make changes in the
form of the our utterance, after it has been “produced”by the acquired system. ---应该注重交际
Conditions for Monitor to happen
There is sufficient time for the speaker to monitor his speech.
The speaker should pay conscious attention to form
The speaker has an explicit knowledge of the rules of the target language.
(c) The Natural Order Hypothesis（自然顺序假设）
Foreign language learners acquire the rules of the target language in the same order.
This hypothesis states that elements of language (or language rules) are acquired in a predictable order. The order is the same regardless of whether or not instruction is involved. Acquirers of a given language tend to acquire certain grammatical structures early, and others later.
The natural order of acquisition is independent of the order of rules taught in the classroom；Classroom teaching can facilitate the speed of acquisition in natural order
有些规则掌握的快，有些则慢，这是种自然顺序。

(d) The Input Hypothesis（输入假设）
we acquire (not learn) language by understanding input that is a little beyond our current level of (acquired) competence.
We use i to represent current competence and i+1 to represent the next level. Then how do the learners move from i to i+1. The Input Hypothesis claims that a necessary condition to move from stage i to stage i+1 is that the acquirer understands input that contains i+1 ( a little beyond the present level) , where “understand”means that the acquirer is focused on the meaning and not on the form of the message. Here the input that can be understood by a learner is referred to as “comprehensible input”. They can understand i+1 because of the situation, context, facial expressions and gestures, etc.
提醒老师注意学生现有语言水平。

在输入难度上，要考虑学生接受程度不同，适当输入。

Comprehensible input can be facilitated through:
Linguistic and extra-linguistic context
Knowledge of the world
Previously acquired knowledge
Pictures, gestures, translation and explanation in the classroom Simplified codes
Repeating
补充：The output hypothesis
Input alone is not sufficient for acquisition, because when one hears language, one can often interpret the meaning without the use of
syntax. But this is not the case with language production or output, because one is forced to put the words into some order. Production then may “force the learner to move from semantic processing to syntactic processing”(Swain, 1985), as is called comprehensible output”. This term means that the learners are “pushed”or “stretched”in their production as a necessary part of making themselves understood.
(e) The Affective Filter Hypothesis（情感过滤假设）
states how affective factors relate to the second language acquisition process.
These affective factors include motivation, self-confidence, anxiety, etc.
The filter is too high or strong, the input cannot reach that part of the brain responsible for language acquisition, or the language acquisition device. If it is low, it can reach LAD easily. Thus, the optimal condition for SLA is to enable the learners low affective filter.
Classrooms that encourage low filters are those that promote low anxiety among the students, and keep students “off the defensive”Low filter：High motivation，High self-confidence，Low anxiety High filter：Low motivation，Low self-confidence，High anxiety
习得语言必须具备：comprehensible input，Low filter
应用：
1，Classroom activities should provide as many opportunities as possible to make acquisition happen.
2，Learners should monitor their performance when possible, particularly when task requirements focus on form (e.g. writing), learners should try to refine their language.
3，Teachers should create relaxing classroom atmosphere. Input form should be interesting.
4，Teachers should lessen learners' pressure. More positive feedback is encouraged and less criticism.
5，Provide as much comprehensible input as possible in classroom teaching.
6，The focus in the classroom should be on listening and reading. speaking can be delayed.
7，he ability to speak fluently cannot be taught directly; rather it “emerges”independently in time, after the acquirer has built up linguistic competence by understanding input.
IV综合叙述题
Individual learner differences
1.Focus on rate，final success，Route in L2 acquisition
2.Classification on Personal factors（Group dynamics，Attitudes to
teacher and material
Individual learning techniques），
General factors
the standard to divide those differences is whether they are fixed or immutable and those that are variable, influenced by social settings and the actual course of L2 development.
The fixed or immutable factors are called general factors.
The mutable and developmental factors are called personal factors. 1，General factors：
age, language aptitude, motivation, personality, self-esteem, anxiety, inhibition and risk-taking and learning styles, etc.
2，Personal factors：
sensitivity 敏感to group dynamics, attitudes to the teacher and course materials and language learning strategies策略
1.1Age
CPH (Critical Period Hypothesis) is the most popular, though controversial topic.
older is faster, but younger is better.
1.2 Language aptitude 语言天赋------决定语言学习的效果
It is defined as the natural ability to learn a language, not including intelligence, motivation, interest, etc.
1.3 Motivation
thought of as an inner drive, impulse, emotion, or desire (needs) that moves one to a particular action.
the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect
1.4 Personality
aspects of an individual’s behaviors, attitudes, thoughts, actions and feelings which are seem typical and distinctive of that person and recognized as such by that person and others.
These individual factors which are thought to influence motivation and the choices of learner strategies are self-esteem, inhibition, anxiety, risk-taking and extroversion, etc. The most widely and detailed discussed pair of factors are extroversion 外向and introversion.内向
1.5 Self-esteem自尊
Self-esteem refers to the evaluation which the individual makes and customarily maintains with regard to himself; it expresses an attitude of approval or disapproval, and indicates the extent to which an individual believes himself to be capable, significant, successful and worthy.
In short, self-esteem is a personal judgment of worthiness that is expressed in the attitudes that the individual holds towards himself.
1.6 Anxiety
a state of apprehension, a vague fear”, which is associated with feelings of uneasiness, frustration, self-doubt, apprehension or worry.。