Linguistics and foreign language teaching (IV)

合集下载

外语教学法自考题-19

外语教学法自考题-19(总分：100.00，做题时间：90分钟)一、{{B}}Ⅰ.Multiple Choice{{/B}}(总题数：20，分数：20.00)1.The acculturation theory originated in the late 1970s and was put forward by ______.∙ A. J.Schumann and R.Anderson∙ B. S.Krashen and J.Schumann∙ C. R.Anderson and Ｅ.Hatch∙ D. S.Krashen and Ｅ.Hatch（分数：1.00）A. √B.C.D.解析：[解析] 文化适应理论的代表人物是J.Schumann和R.Anderson。

2.Designing ______ tasks is one of the ways to establish favorable classroom climate in the Direct Method, including map drawing, identifying pictures, following instructions, and detecting mistakes and so on.∙ A. listening∙ B. speaking∙ C. reading∙ D. writing（分数：1.00）A. √B.C.D.解析：[解析] 设计听力理解是直接法中营造良好课堂氛围的一个方式，包括画地图、辨别图片、听从指示以及辨别错误等等练习活动。

3.Separation of language skills into listening, speaking, reading and writing, with emphasis on the teaching of listening and speaking before reading and writing is a distinctive characteristic of the ______.∙ A. Silent way∙ B. Community Language Learning∙ C. Oral Approach∙ D. Audiolingual Method（分数：1.00）A.C.D. √解析：[解析] 听说法的一个显著特征是将语言技巧分为听、说、读、写四个部分，并且强调听说教学先于读写教学。

Linguistics and foreign language teaching (I)

Audio-lingual Method (ALM)
Teaching model
Mechanical Drilling --- Reciting --Application
Communicative Language Teaching (CLT) Teaching model
Providing information Teacher’s introduction and presentation Learners’ practice Teachers’ guide and summary Guided activities to free communication Evaluation and assignment
Eclectic Teaching Approach (ETA)
Teaching model
Teacher’s presentation & introduction
Teacher-centered approach, GTM
Learners’ practice
Student-centered approach, ALM, CLT
Applied linguistics---the relation
It is a bridge between the theories of linguistics and the practice of foreign language teaching. It interprets the results of linguistic theories and makes them applicable to the language teacher and learner. It is conducive in two aspects, what to teach & how to teach.

外语教学法自考题模拟36

外语教学法自考题模拟36(总分：100.00，做题时间：90分钟)一、Ⅰ.Multiple Choice(总题数：20，分数：20.00)1.The theory of language underlying the Grammar-Translation Method was derived from ______. （分数：1.00）A.functional linguisticsB.structuralismC.psychological linguisticsparative historical linguistics √解析：[解析] 语法翻译法所依托的语言理论是由历史比较语言学派生出来的。

选项A功能语言学是交际法的语言理论基础。

选项B结构主义是口语法和听说法的语言理论基础。

2.What can be introduced as a means of consolidation and evaluation in the Direct Method? （分数：1.00）A.Fill-in-the-blank.B.Dictation.C.Writing. √D.Reading.解析：[解析] 直接法(Direct Method)的教学目的是培养学生用外语进行交际的能力。

在做了问答、会话、听写等练习后，学生对新学的知识有所了解和熟习。

学生通过口头重述熟习的课文，写出教师口头讲述的故事等写作训练巩固和评估所学的内容。

3.During the World War Ⅱ, Leonard Bloomfield and C. C. Fries applied theories and ideas of behaviourism and structuralism systematically to foreign language teaching and devised a new approach called ______.（分数：1.00）A.the Direct MethodB.the Oral ApproachC.the Audiolingual Method √D.the Cognitive Approach解析：[解析] 20世纪50年代中期，布鲁姆菲尔德(Bloomfield)以行为主义心理学为基础创立了美国结构主义，弗赖斯(Fries)把结构主义的语言理论的原理运用到语言教学中，都为听说法的产生作出了贡献。

语言学11--Chapter 11 Linguistics and Language Teaching

21

One of the 12 word charts on which the functional words of the language are printed in color.
22
/silentway/rods/eng-rods.htm

2

According to Jo McDonough, a teacher who is able to explain some linguistic features would have a stronger position than one who handles the argument by using authority – “it’s like that”, “it’s an exception”, or “it’s less formal”.
Chapter 11 Linguistics and Language Teaching
1

Applied linguistics
Theoretical views of language explicitly or implicitly inform the approaches and methods adopted in language teaching. Linguistics, as the science of language, should be of fundamental importance for teachers of language.
8

Focus on form often consists of an occasional shift of attention to linguistic code features—by the teacher and/or one or more students—triggered by perceived problems with comprehension or production.

《中学英语教学设计》教学大纲

《中学英语教学设计》教学大纲课程性质：《中学英语教学设计》是普通高等学校英语（教师教育）本科专业的一门必修课，面向三年级英语师范生开设，具有教学理论、教学实践及教学研究相结合的学科特点。

本课程以《教师教育课程标准》、《英语课程标准》、《中学教师专业标准》为指导，坚持“实践取向、理论促进、教研提升”的理念，以学习者为中心，实施“慕课+翻转+工作坊”的教学模式，面向地方基础教育，培养“下得去、留得住、用得上”的特色优质中学英语师资。

课程目标：本课程从“为人、为师”两个维度实施职前英语教师的培养，打造人品好、素养好，教学过硬的的卓越中学英语教师。

经过本课程的学习，使英语师范生在“为人、为师”方面达到如下目标：为人：具有较高的思想道德素养，具有人文情操，具有合作精神，具有勤奋的工作态度。

为师：具有系统的英语教师教育基本理论，了解学科发展的现状与趋势，具有过硬的备课、授课、说课、评课、微课等英语教师职业技能，具有科学严谨的教研精神和研究能力，具有终身学习意识和能力，能够适应基础教育课程改革的要求。

课程内容：本课程于第五、六学期开设，共64学时，每周2学时。

课程选用的教材为自编教材：Theory, Performance, & Practice（李晓主编），课程重点是教育学生形成对外语教学作为一种职业和一门科学的正确理解；正确认识语言及语言学习的本质，初步形成科学的外语教学观,为学生的教学实践训练做好理论知识铺垫。

难点是如何提高教学技能训练的科学性和训练效益；如何处理好单项教学技能训练与学生整体教学能力构建之间的关系。

各章节教学内容及课时安排见下表：教学方法：本课程教学实行“个性化慕课学习+翻转研讨+工作坊实践”的教学模式，在知识点慕课化的基础上实施翻转课堂研讨，以问题为中心，以案例为载体，倡导问题解决、经验分享、合作研讨等多种形式的参与式教学方式，解决学生在慕课学习中的问题，研讨理论在实践中的运用，深化对知识点的认知。

10 Chapter 10 Linguistics and Foreign Language Teaching

in accordance with the socio-economic needs of the society
--- The social aim / objective is clearly stated.
1.2 Preparation: two parallel sets of activities

Syllabus design and material development Teacher preparation and retraining

1.3 Operation in the classroom: three variables

The learners
--- attitude --- motivation influenced by the social milieu

The textbook
--- deciding the content of teaching
1.4 Evaluation
--- In the form of testing
2. Contribution of linguistics: applications and implications 2.1 Application
4.2 Variables in teaching
National variables Situation variables Pupil variables Teacher variables

4.3 Constituent analysis of methods
A method is coherent integration of theory and practice. This concept of teaching methods led to the advocacy of eclecticism in the 1980s.

外国语言学及应用语言学专业(050211)培养方案

外国语言学及应用语言学专业（050211）培养方案（学术型硕士研究生）Foreign Linguistics and Applied Linguistics一、培养目标和要求1. 培养热爱祖国、遵纪守法、拥护中国共产党的领导、掌握马克思主义、毛泽东思想和邓小平理论，具有较强的事业心和献身精神，积极为社会主义现代化建设服务的高级专门人才。

2. 坚持德、智、体全面发展，专业基础扎实、能力强、素质高，具有良好的道德品质、科研作风、合作精神和创新精神。

3. 掌握坚实的外国语言学及应用语言学的基础理论和系统的专业知识，了解本学科的前沿状况和发展趋势；能够运用相应的技能、方法和工具从事专业领域研究。

具有严谨、求实的学风和独立从事科学研究工作的能力。

掌握除专业外语以外的一门外语，胜任各级专业英语教学及相关领域内的实际工作。

4．专业学习的主要内容是:语言学：语音学、句法学、语义学和语用学等分支学科的基础理论和研究。

英美文学：美国文学史、英国文学史、文学批评和比较文学等分支学科的基础理论和研究。

第二语言习得及翻译基础理论与研究。

二、培养方式与学习年限1. 培养方式采用课堂教授、讨论、专题发言与课后自学、写读书笔记；社会调研与教学实习；参与科研与学术活动相结合的培养模式。

在学习年限内，学习者必须保证规定的在校学习时间。

2. 学习年限学制3年，培养年限总长不超过5年。

在完成培养要求的前提下，对少数学业优秀的研究生，可申请提前毕业。

三、研究方向与导师（一）研究方向1. 语言学：语言学基础理论及其研究方法，包括语音学、语法学、语汇学、语义学、语用学、话语分析等。

卜友红教授。

2.第二语言习得：其中包括认知语言学、心理语言学、第二语习得、语言测试、课程与教材设计等。

武成副教授。

3. 翻译基础理论及其研究方法：包括翻译理论与实践、国学典籍英译研究、文学翻译等。

李照国教授。

（二）导师简介卜友红，《英语语音学》、《应用语言学》任课教师。

语言学资料 linguistics and language

Chapter 1 Linguistics and Language◆Teaching Objectives✓To know the scope of linguistics roughly✓To understand the definition, the design features and the functions of language in details✓To have some ideas about several important distinctions in linguistic study◆Time Arrangement✓Altogether 2 periods.1.1 What is Linguistics?1.1.1 Definitions of Linguistics (p.1)◆Linguistics is the science of language.◆Linguistics is the scientific study of language.◆Linguistics is a discipline that describes all aspects of language and formulatetheories as to how language works.◆In linguistics, data and theory stand in a dialectical complementation. That is, atheory without the support of data can hardly claim validity, and data without beingexplained by some theory remain a muddled mass of things.◆The process of linguistic study: observing linguistic facts (displaying somesimilarities) & making generalizations → formulatinghypotheses based on the generalizations → testing thehypotheses repeatedly by further observations to fullyprove their validity → constructing a linguistic theory 1.1.2 The Scope of Linguistics (p.2)1.1.2.1 Main branches of linguistics (phonological, morphological, syntactic, semantic &pragmatic)Phonetics –the study of human speech sounds, including the production of speech, that is how speech sounds are made, transmitted and received, thedescription and classification of speech sounds, words and connectedspeech, etc.Phonology -- he study of sound pattering, the rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllableMorphology – concerned with the internal organization of words.Syntax – the study of sentence structure, the arrangement of words.Semantics – the study of meaning.Pragmatics – the study of meaning in context.1.1.2.2 Macrolinguistics 宏观语言学(p.3)Linguistics is not the only field concerned with language. Language is not an isolated phenomenon, it’s a social activity carried out in a certain social environment by human beings. Therefore, the study of language has established close links with other branches of sciences or social studies, resulting in some interdisciplinary branches of linguistic study.Sociolinguistics – the study of the characteristics of language varieties, the characteristicsof their functions, and the characteristics of their speakers.Psycholinguistics – the study about how humans learn language and the relationship oflinguistic behavior and the psychological processes in producing andunderstanding language.Applied linguistics – 1) the study of the application of linguistic theories and methods toother fields2) the application of linguistic theories, methods, and findings to thestudy of language learning and teaching.Neurolinguistics – the study of the function of the brain in language development and usein human beings, examining the brain’s control over the processes ofspeech and understanding.Anthropological linguistics – the study of variation and use in relation to the culturalpatterns and beliefs of human race; the study of therelationship between language and culture in a community,e.g. its traditions, beliefs, and family structure.Computational linguistics – the study of language using the techniques and concepts ofcomputer science, the basic goal of which is to “teach”computers to generate and comprehendgrammatically-acceptable sentences., including:Machine translation – (MT) the use of computer software to translate texts fromone natural language to another. At its basic level, MTperforms simple substitution of words in one naturallanguage for words in another.(Computer-aided) corpus linguistics – dealing with the principles and practice ofusing corpora in language study. Usually, a computercorpus is a large body of machine-readable texts.1.1.3 Some Distinctions in LinguisticsThese distinctions can help to understand the difference between modern linguistics and the linguistics before the 20th century and to gain a general understanding of the nature of linguistic inquiry and the aims and approaches in linguistics.The beginning of modern linguistics is marked by the publication of F.de Saussure’s book “Course in General Linguistics”in the early 20th century. Before that language had been studied for centuries in Europe by such scholars as philosophers and grammarians. The general approach thus traditionally formed to the study of language over the years is roughly referred to as “traditional grammar”.Modern linguistics differs from traditional grammar in several basic ways.1.1.3.1 Prescriptive vs. Descriptive （p.3）---- purposes of prescriptive and descriptive linguistic studyPrescriptive: aim to lay down rules for “correct and standard”behavior in using language, i.e. to tell people what they should say and what they shouldnot say; prefer absolute standard of correctness; rely heavily on rules ofgrammarDescriptive: aim to describe and analyze the language people actually use, be it “correct” or not---- transfer of attention:Earlier study: prescriptive, based on “high”(religious. Literary) written language,setting models for language users to followModern linguistics: mostly descriptive, more scientific and objective ---- difference (divergence) of opinion1.1.3.2 Synchronic vs. Diachronic (p.4)---- concept of synchronic and diachronicSynchronic study: the description of a particular state of a language at a single point oftimeDiachronic study: the description of the historical development of a language over aperiod of time---- transfer of attention:In the 19th century: primarily of the diachronic descriptionIn the 20th century: the priority of the synchronic description over the diachronic onebecause without the successful study on the various states of alanguage in different historical periods, it would be difficult todescribe the changes that have taken place in its historicaldevelopment1.1.3.3 Speech vs. Writing (p.4)---- transfer of emphasis:Traditional grammarians: overstress the importance of the written wordModern linguists: regard the spoken language as primary and maintain that writing isessentially a means of representing speech in another medium ---- blurred distinction between speech and writing with modern technology Public speeches written in advance and read out orally;Chatting on internet while typing on the computer screen;Reading in the form of moving text, line following line up the screen1.1.3.4 Langue vs. Parole (p.4)---- proposed by the Swiss linguist F. de Saussure in the early 20th century---- concept of langue and paroleLangue Parole1) the abstract linguistic system shared by the realization of langue in actual useall the members of a speech community2) the set of conventions and rules which the concrete use of the conventions andlanguage users all have to abide by the application of the rules3) abstract, not the language people actually concrete, the naturally occurringuse language events4) relatively stable, do not change frequently vary from person to person, and fromsituation to situation---- transfer of attention in the linguistic study :langue parole in the latter part of the 20th century (recognizing varieties within languages, social and regional dialects, registers, styles, and so on) ---- objection to the distinction:Skinner from a strictly behavioristic point of view1.1.3.5 Competence vs. Performance (p.5)---- proposed by the American linguist Noam Chomsky in the late 1950’s and similar to Saussure’s distinction between langue and parole---- concept of competence and performanceCompetence: the ideal user’s knowledge of the rules of his languagePerformance: the actual realization of this knowledge in linguistic communicationAccording to Chomsky, a speaker has internalized a set of rules about his language,which enables him to produce and understand an infinitely large number of sentences and recognize sentences that are ungrammatical and ambiguous. Despite his perfectknowledge of his own langue, a speaker can still make mistakes in actual use, e.g.,slips of the tongue, and unnecessary pauses. This imperfect performance is caused by social and psychological factors such as stress, anxiety, and embarrassment.---- similar ideas possessed by Chomsky and SaussureBoth think that what linguists should study is the knowledge of language, langue orcompetence, the underlying system of rules that has been mastered by thespeaker-hearer. Although a speaker-hearer possesses the rules and applies them inactual use, he cannot tell exactly what these rules are. So the task of the linguists is to discover and specify these rules.---- difference between Chomsky’s distinction and Saussure’sSaussure: taking a sociological view of language and his notion of langue is socially shared, common knowledge, a matter of social conventions.Chomsky: examining language from a psychological point of view and competence isa psychological phenomenon, a genetic endowment in each individual, aproperty of the mind of each individual.1.1.3.6 Traditional grammar vs. Modern linguistics (p.5)◆modern linguistics ---descriptive;spoken language as primary ;not Latin-based framework◆traditional grammar ---prescriptive;written language as primary;Latin-based framework1.2 What is Language?1.2.1 Definitions of Languagep.7Some additional ones:Language is the most frequently used and most highly developed form of humancommunication we possess.语言是音义结合的词汇和语法的体系，是人类最重要的工具，是人类思维的工具，也是社会上传递信息的工具。

functional linguistics and foreign language teaching

• to exchange goods&service and information, such as offer, command, statement and question to focus on communicative competence. • to develop students' metaphorical competence • tones
metaphorical competence
• Metaphor is very common in our daily communication, both in spoken and written varieties. • Metaphorical competence is used to refer to the ability of foreign language learners to interpret novel metaphors in the target language, identify and use various metaphors. • In the metaphorical usage of language we make use of certain conventions as we make use of grammer rules in interpreting a natural language sentence • We should incorporate metaphorical knowledge just as we organize and incorporate the grammar rules, which means students can be trained to a metaphor-based vocabulary-guessing strategy to guess a novel word or an unfamilar expression.

课程与教学论(英语)(040102)学术型硕士学位研究生培

课程与教学论（英语）（040102）学术型硕士学位研究生培养方案（全日制学术型课程与教学论硕士英语方向研究生）Curriculum and Teaching Methodology (English)一、培养目标和要求1．努力学习马列主义、毛泽东思想和邓小平理论，坚持党的基本路线，热爱祖国，遵纪守法，品德良好，学风严谨，具有较强的事业心和献身精神，积极为社会主义现代化建设服务。

2．掌握坚实宽广的理论基础和系统深入的专门知识，具有独立从事科学研究工作的能力和社会管理方面的适应性，在科学和管理上能作出创造性的研究成果。

3．积极参加体育锻炼，身体健康。

4．专业学习要求：全日制学术型课程与教学论硕士英语方向旨在培养具有扎实英语语言功底、中小学英语教学基础理论及研究能力、优秀的英语教学实践能力的研究生。

他们对有关学科状况及发展趋势有比较全面深入的了解。

他们应有独立从事科研工作的能力并在此基础上撰写有质量的、有独立见解的论文及发表著作。

此外，他们应该掌握至少一门第二外语及具备运用计算机进行科研工作的能力。

5．专业学习的主要内容是:中小学英语教学实践、理论和研究，应用语言学理论，第二语言习得理论，心理语言学理论，中小学英语课程设计，教材编写，练习与试卷设计与分析，课堂与课外活动设计等。

二、学习年限三年（修满规定学分、通过硕士论文答辩可申请提前毕业，但在校培养时间不得少于两年。

）三、研究方向与导师（一）研究方向：中小学英语教学教学、理论与研究。

本方向导师主要有：蔡龙权、卜友红、王丹斌、李昆、宋秀平等。

（二）导师简介卜友红，《英语语音学》任课教师。

女，1958年出生；汉族；无党派人士；英语语言学专业硕士，教授。

蔡龙权，《应用语言学》、《心理语言学》、《教师话语》任课教师。

男，1955年出生；汉族；无党派人士；英语语言文学博士，教授，博士生导师。

李昆，《中小学英语教学研究》任课教师。

女，1976年出生；汉族；无党派人士；英语语言文学博士，副教授。

Chapter 11 Linguistics and Foreign Language Teaching

L transfer.
19
20
(2) Structural complexity

It can be assumed that less complex structures have higher amenability, but complexity is hard to define.

Teacher presentation Class discussion
2
Highlights

linguistics and language learning

grammar, input, output;
contrastive analysis, error analysis, linguistic views of teaching; teaching methods; syllabus design; corpus linguistics and language teaching.

Teachers can teach language more effectively by drawing on linguists‟ achievements and implications that linguistic theories have on the language teaching methodology.

In a general sense, it refers to the study of language
and linguistics in relation to practical problems
such as lexicography, translation, speech pathology

Linguisticsand foreign language teaching

Professor Ellis, a renowned linguist, received his Doctorate from the University of London and his Master of Education from the University of Bristol. A former professor at Temple University both in Japan and the US. Prof. Ellis has taught in numerous positions in England, Japan, the US, Zambia and New Zealand. Dr. Ellis, who is known as the "Father of Second Language Acquisition", has served as the
Director of the Institute of Language Teaching and Learning at the University of Auckland.
Although certain language learners (e.g., advanced learners and students majoring a foreign language) certainly benefit from a knowledge of linguistics, it is not sensible to recommend the majority of language learners to study linguistics while they are still struggling with the task of learning the language itself.

linguistics语言学

Arbitariness Saussure the forms of linguistic signs bear no natural relationship to their meaning. Syntax is less arbitrary than words. Arbitrariness of language makes it potentially creative, and conventionality of language makes learning a language laborious.
What is linguistics? the science of language the scientific study of language more design features cultural transmission mutual interchangeability
Second, there are other facts that are puzzling if language is not innate. Children learn their mother tongue in very different environments. But they follow more or less the same stages in acquisition: the babbling stage, nonsense word stage, holophrastic stage, two-word utterance, developing grammar, nearadult grammar, and full competence.
Displacement
Human languages enable their users to symbolize objects, events and concepts which are not present (in time and space) at the moment of communication. Displacement gives human the power to handle generalizations and abstraction. Displacement make it possible for us to talk and think in abstract terms. e.g. Non-things: beauty and truth

10. Chapter Ten Linguistics and Foreign Language Teaching

• Functional linguists see the formal system of language as a realization of functions of language in use, so its scope is broader than that of formal linguistics theories.
• It rose against views of traditional grammar by paying attention to the current spoken language which people use in communication.
• But it still focuses on the grammatical structures of a language, like traditional grammar.
• The theory of communicative competence stresses the context in which an utterance occurs. In language teaching, it also contributes to notion/function-based syllabus.
3. language learning
• 3.1 Grammar and language learning
3.2 Input and language learning •
Krashen’s input hypothesis, i+1 principle
Eg.
3.3 Interlanguage in language learning
• a teacher-centered grammar-translation method • teach the language but teach about the language

胡壮麟《语言学教程》(修订版)测试题3

1. 语言的普遍特征：任意性arbitrariness双层结构duality 既由声音和意义结构多产性productivity移位性displacement:我们能用语言可以表达许多不在场的东西文化传播性cultural transmission2。

语言的功能：传达信息功能informative人济功能：interpersonal行事功能：Performative表情功能：Emotive寒暄功能：Phatic娱乐功能recreatinal元语言功能 metalingual3. 语言学linguistics：包括六个分支语音学Phonetics音位学 phonology形态学 Morphology句法学 syntax语义学 semantics语用学 pragmatics4. 现代结构主义语言学创始人：Ferdinand de saussure提出语言学中最重要的概念对之一：语言与言语language and parole ，语言之语言系统的整体，言语则只待某个个体在实际语言使用环境中说出的具体话语5. 语法创始人：Noam Chomsky提出概念语言能力与语言运用competence and performance1. Which of the following statements can be used to describe displacement. one ofthe unique properties of language:a. we can easily teach our children to learn a certain languageb. we can use both 'shu' and 'tree' to describe the same thing.c. we can u se language to refer to something not presentd. we can produce sentences that have never been heard before.2.What is the most important function of language?a. interpersonalb. phaticc. informatived.metallingual3.The function of the sentence "A nice day, isn't it ?"is __a informativeb. phaticc. directived. performative4.The distinction between competence and performance is proposed by __a saussureb. hallidayc. chomskyd. the prague school5. Who put forward the distinction between language and parole?a. saussureb. chomskyc. hallidayd anomymous第二节语音学1.发音器官由声带the vocal cords和三个回声腔组成2.辅音consonant：there is an obstruction of the air stream at some point of thevocal tract.3.辅音的发音方式爆破音 complete obstruction鼻音 nasals破裂音 plosives部分阻塞辅音 partial obstruction擦音 fricatives破擦音 affricates等4.辅音清浊特征voicing辅音的送气特征 aspiration5.元音vowel分类标准舌翘位置，舌高和嘴唇的形状6双元音 diphthongs,有元音过渡 vowel glides1. Articulatory phonetics mainly studies __.a. the physical properties of the sounds produced in speechb. the perception of soundsc. the combination of soundsd. the production of sounds2. The distinction between vowel s and consonants lies in __a. the place of articulationb.the obstruction f airstreamc. the position of the tongued. the shape of the lips3. What is the common factor of the three sounds: p, k ta. voicelessb. spreadc.voicedd.nasal4. What phonetic feature distinguish the p in please and the p in speak?a. voicingb. aspirationc.roundnessd. nasality5.Which of the following is not a distinctive feature in English?a. voicingb.nasalc. approximationd. aspiration6.The phonological features of the consonant k are __a. voiced stopb. voiceless stopc. voiced fricatived. voiceless fricative7.p is divverent from k in __a. the manner of articulationb. the shape of the lipsc. the vibration of the vocal cordsd.the palce of articualtion8.Vibration of the vocal cords results in __a. aspirationb.nasalityc. obstructiond. voicing第三节音位学 phonology1.音位学与语音学的区别：语音学着重于语音的自然属性，主要关注所有语言中人可能发出的所有声音；音位学则强调语音的社会功能，其对象是某一种语言中可以用来组合成词句的那些语音。

Linguistics and Foreign Language Teaching

Foreign Language Teaching

The way a teacher organizes the language course reflects his or her view of language. What is going to be taught and in what order reflects a judgment about language. One teacher may focus on the memorization of grammatical rules and vocabulary. This teacher may emphasize sentence structures as patterns to be memorized or as responses in particular situation. Another teacher may concentrate on the function a sentence structure fulfills in communication.

Others may stress pronunciation over accuracy of the written form. Still others may be more concerned about fluency and discourse structure. The exercises used to practice new language items reveal the way language is viewed and presented. The way a language is taught reflects either directly or indirectly the teacher’s view of language.

《语言学导论》教学大纲

《语言学导论》教学大纲一、课程基本信息二、课程性质、地位和任务本课程以英语专业高年级学生为主要对象，属英语专业知识课程之一，是选修其他语言学分支课程的先决条件，也是选修其他综合文化素质课程的基础。

三、课程基本要求本课程将为人类语言本质的基本问题提供一些解答，使学生了解人类语言研究的丰富成果，提高其对语言的社会、人文、经济、科技以及个人修养等方面重要性的认识，以多种方式让学生体会领悟人类语言是一个极度复杂却仍有规可循的、迷人的心智系统，向学生展示语言学和其他学科如心理学、社会学、哲学等学科间的关系如何日趋密切以致最终逐渐发展成了一门内容浩瀚、涉及面广的交叉科学。

在对语言和语言使用的方方面面进行科学、系统的分析探讨过程中，着意培养学生的语言意识和研究兴趣，使其善于对语言现象进行观察和思考，提高语言使用和研究能力，发展以概念分析为基本的逻辑思维习惯，培养提高科学分析问题的能力和辩证的理性思维，全面提高素质。

具体而言，通过本课程的学习，学生能初步了解或掌握语言学的基本知识，了解语言的本质、功能和机制，掌握语言的语音、词汇、语法、语义规律，认识语言与社会、文化、思维、认知、语言习得等的关系，学会分析语料，了解如何进行语言学研究，由此为进一步的语言学习或研究奠定基础。

尤其是，通过本课程的学习，学生能了解语言的本质、掌握语言习得、特别是外语的教与学的实质及相关研究的科学成果，领会语言学各个层面的科研进展对外语教学的启示，以便更好地从事英语学习和教学。

四、课程内容及学时分配本课程包括：课程导学、引言、语音学与音位学、形态学、句法学、语义学、语用学、话语分析、社会语言学、文体学、心理语言学、认知语言学和应用语言学等共十三个部分。

各部分内容之间有相对的独立性，又存在有机的联系。

授课时间为一学期共18周，每周授课一次两个学时，共计36个学时。

具体课程内容与学时分配如下（各部分所列详细内容为其要点内容）：第一部分课程导学（Course Guide）,1学时：为何要学语言学？如何学？教学规划第二部分导言（Preliminaries），2学时：语言的定义、语言的本质特征、语言的功能、语言学的性质及研究范围、语言学简史第三部分语音学与音位学（Phonetics and Phonology），3学时：语音学的范围、英语语音的描述与分类、音素、音位学的范围、音位分析、超音位分析第四部分形态学（Morphology），3学时：词的定义、词位、词素、构词法第五部分句法学（Syntax），3学时：句法研究的性质与范围、词类、转换生成语法、功能句法第六部分语义学（Semantics），3学时：语义学研究范围、词义分析、词之间的意义关系、句子与命题、句子意义分析、句之间的意义关系、语义变化机制第七部分语用学（Pragmatics），3学时：语用学研究范围、指示语、预设、言语行为理论、合作原则、会话含意理论、会话分析第八部分话语分析（Discourse analysis），3学时：话语分析研究范围、信息结构、衔接与连贯、话语标记语、多模态语篇分析、批评话语分析第九部分社会语言学（Sociolinguistics），3学时：社会语言学研究范围、语言变体、语言与性别、语码选择、语言规划、社会语言学研究方法第十部分文体学（Stylistics），3学时：研究范围、文体标记、文体分析的语言学方法、实用文体学第十一部分心理语言学（Psycholinguistics），3学时：语言产生、语言理解、语言习得第十二部分认知语言学（Cognitive linguistics），3学时：范畴与范畴化、概念隐喻、概念转喻、意象图式、识解、象似性第十三部分应用语言学（Applied Linguistics），3学时：二语习得、错误分析、中介语、二语教学、语言测试五、课程教材及主要参考资料教材：文旭，《语言学导论》（Linguistics: An Introduction）。

【外语课件】Chapter11LinguisticsandForeignLanguageTeaching.ppt

Various linguistic views and their significance in language learning and teaching

1. Traditional grammar A pre-20th century language description which is based on earlier grammars of Greek or Latin Lays emphasis on correctness, literary excellence, the use of Latin models, and the priority of the written language Textbooks take prominent writers of the previous centuries as language models Favor the past “purest” language form Prefer the written language
英语语言学概论课程课件
课件名称：语言学和外语教学制作者：外国语学院鞠玉梅
Chapter 11 Linguistics and Foreign Language Teaching
Purpose of teaching: Invite students to the field of applied linguistics Focus of teaching: Language teaching and language learning
Syllabus design

1. What is syllabus? The planning of a course of instruction Curriculum: all the learning goals, objectives, contents, processes, resources and means of evaluation planned for students both in and out of school 2. Major factors in syllabus design (1) Selecting participants Specify the characteristics of the learner and select individuals who match those specifications. (2) Process To consider several questions

上海师范大学外国语学院外国语言学及应用语言学培养方案

外国语言学及应用语言学Foreign Linguistics and Applied Linguistics（070211）●培养方案（一）培养目标和要求1、努力学习马列主义、毛泽东思想和邓小平理论，坚持党的基本路线，热爱祖国，遵纪守法，品德良好，学风严谨，具有较强的事业心和献身精神，积极为社会主义现代化建设服务。

2、掌握坚实宽广的理论基础和系统深入的专门知识，具有独立从事科学研究工作的能力和社会管理方面的适应性，在科学和管理上能作出创造性的研究成果。

3、积极参加体育锻炼，身体健康。

4、外国语学院外国语言学及应用语言学专业硕士学位点旨在培养具有扎实英语语言学及应用语言学基础理论及系统专业知识和能力的研究生。

本专业以应用语言学学科为基础，具有多学科交叉、基础研究与应用研究相结合的特点。

实现输送攻读博士学位学生和培养大学、中学英语师资队伍的多目标培养机制。

他们对有关的学科目前状况及发展趋势有全面和透彻的了解。

他们应有独立从事科研工作的能力，并在此基础上撰写和发表有个人见解和客观分析的论文及著作。

此外，他们应该掌握至少一门第二外语及具备运用计算机进行科研工作的能力。

5、本专业的主要内容：（二）研究方向1、认知语言学Cognitive Linguistics蔡龙权男，博士教授（硕士导师）程星华男，硕士教授（硕士导师）2、第二语言习得Second Language Acquisition李永宁女，硕士副教授（硕士导师）武成男，硕士副教授（硕士导师）3、翻译Translation and Interpretation李照国男，博士教授（硕士导师）谭卫国男，硕士教授（硕士导师）金辉男，硕士副教授（硕士导师）（三）学制三年（修满规定学分、通过硕士论文答辩可申请提前毕业，但在校培养时间不得少于两年。

）（四）课程设置与学分要求1、必修课程：Compulsory Subjects（1）学位公共课程Foundational Subjects for All Students：(需修满10学分)第二外国语（Second Foreign Language）（4学分）科学技术哲学（Philosophy of Science and Technology）（2学分）科学社会主义理论与实践（Theory and Practice of Scientific Socialism）（2学分）计算机基础（Basics of Computer）（2学分）（2）学位专业课Specialist Subjects & Options学位基础课：Specialist Subjects (需修满9学分)外语研究方法与学术论文写作Methodology for Foreign Language Research and Academic Writing（3学分）英美文学English and American Literature（3学分）语言学Linguistics（3学分）学位专业课：Specialist Options (需修满6学分)语音学Phonetics（2学分）句法学Syntax（2学分）语义学Semantics（2学分）语用学Pragmatics（2学分）应用语言学Applied Linguistics（2学分）认知语言学Cognitive Linguistics（2学分）第二语言习得Second Language Acquisition（2学分）翻译理论与实践Theories and Practice on Translation（2学分）实用文本翻译Translation of Practical Texts（2学分）外语教学法研究Theory and Practice in ELT（2学分）语料库语言学Corpus Linguistics （2学分）2、选修课程Optional Subjects (需修满6学分)文化与语言Language and culture（2学分）功能语法Functional Grammar（2学分）隐喻研究Research of Metaphor（2学分）语篇分析Discourse Analysis（2学分）心理语言学Psycholinguistics（2学分）社会语言学Sociolinguistics（2学分）学习策略Learning Strategies（2学分）课程与教材设计Curriculum and Teaching Materials（2学分）英语语言测试English Language Testing（2学分）中西翻译理论Chinese and Western Translation Theories（2学分）注：一专业与方向的学位专业课程均可作为另一专业与方向的选修课程，学分均为2。

外语教师教育的新视点：外语教育语言学

外语教师教育的新视点：外语教育语言学摘要：传统的外语教师教育理论严重制约了外语教师的进一步发展，本文通过对外语教育语言学的内涵、研究范围以及与相关学科关系的探讨，希望能为今后的外语教师教育提供一个新的模式。

关键词：外语教育语言学外语教学相关学科外语教师教育一、外语教育语言学概念的提出Educational Linguistics这一术语是由Bernard Spolsky在1972年哥本哈根第二届应用语言学年会上宣读的一篇论文上首次提出来的。

1978年他又出版了Educational Linguistics——An Introduction一书，对外语教育语言学所涉及的有关问题作了一些探索和阐述。

1985年出版的Longman Dictionary of Applied Linguistics，其撰写人Jack Richard等也在该词典中收录了Educational Linguistics这一术语。

Spolsky提出的“Educational Linguistics”大体上相当于狭义的应用语言学。

而Jack Richard等人则把Educational Linguistics看成是应用语言学的一个分支，而不是完全等同于应用语言学。

它研究的主要是语言与教育之间的关系。

将“应用语言学”与外语教学联系起来的这一特定含义，首见于上世纪40年代的美国。

到了60年代，在美国应用语言学几乎被看成是外语教学的别名和同义词。

这种做法使许多语言学家和语言教学家感到不满。

其中有些人便回避使用这一术语来指外语教学，Spolsky、Richard等人则主张采用Educational Linguistics。

在我国，长期以来，外语教学始终“客居”于应用语言学。

到了20世纪80年代后期，我国的语言学家和语言教育家开始了对语言教学理论体系的建构进行研究和探讨，张正东（1987）还对“外语教育学”进行过专门论述。

有关“应用语言学”这一术语的界定问题一直都是语言学和语言教学界争论不休的问题。