10[1].+communicative+competence
外语教学法自考题-8
外语教学法自考题-8(总分：100.00，做题时间：90分钟)一、Ⅰ.Multipe Choice(总题数：20，分数：20.00)1.It was ______ who had accomplished the functional linguistics and made the London School of Linguistics one of the most competitive linguistic theories in the world.A. Ｍ.Ａ.Ｋ.HallidayB. Bronislaw MalinowskiC. J.R.FirthD. Sigmund Freud（分数：1.00）A. √B.C.D.解析：[解析] 马利诺夫斯基是功能语言学派的先驱，他提出“语境(context of situation)”这一概念，弗尔斯使它成了伦敦学派的一个关键概念。
尽管弗尔斯试图将语言成分与马利诺夫斯基的社会语言学见解结合起来并据此建立一个语言描写的理论模式，但他没能将其理论详解。
语言学家韩礼德完成了弗尔斯的未竞事业，使伦敦语言学派成了世界上最具竞争力的语言理论之一。
2.Leonard Bloomfield, a linguist in America, is regarded as the father of ______.A. American structuralismB. naturalismC. functionalismD. audiolingualism（分数：1.00）A. √B.C.D.解析：[解析] 美国语言学家布鲁姆菲尔德(Bloomfield)被认为是美国结构主义语言学之父。
3.The years between 1940 and 1970 is known as ______ period.A. the Reform MovementB. Modem Language Teaching and ResearchC. Communicative Language TeachingD. Structural Language Teaching（分数：1.00）A.B.C.D. √解析：[解析] 外语教学简史可以大致划分为四个阶段：第一阶段为1882—1906年的外语教学改革运动阶段(The Reform Movement)；第二阶段为1906—1940年的现代语言教学与研究阶段(Modern language teaching and research)；第三阶段为1940—1970年的结构主义语言教学阶段(Structural language teaching)；第四阶段为自1970开始的交际语言教学阶段((Communicative language teaching)。
communicative competence
Communicative competence is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately.The term was coined by Dell Hymes in 1966,[1]reacting against the perceived inadequacy of Noam Chomsky's (1965) distinction between competence and performance.[2]To address Chomsky's abstract notion of competence, Hymes undertook ethnographic exploration of communicative competence that included "communicative form and function in integral relation to each other".[3]The approach pioneered by Hymes is now known as the ethnography of communication.Debate has occurred regarding linguistic competence and communicative competence in the second and foreign language teaching literature, and scholars have found communicative competence as a superior model of language following Hymes' opposition to Chomsky's linguistic competence. This opposition has been adopted by those who seek new directions toward a communicative era by taking for granted the basic motives and the appropriateness of this opposition behind the development of communicative competence.[Use in educationThe notion of communicative competence is one of the theories that underlies the communicative approach to foreign language teaching.[3]Canale and Swain (1980) defined communicative competence in terms of three components:[5]1.grammatical competence: words and rules2.sociolinguistic competence: appropriateness3.strategic competence: appropriate use of communication strategiesCanale (1983) refined the above model, adding discourse competence: cohesion and coherenceA more recent survey of communicative competence by Bachman (1990) divides it into the broad headings of "organizational competence," which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.[6]Strategic Competence is associated with the interlocutors' ability in using communication strategies (Faerch & Kasper, 1983; Lin, 2009).Through the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice.[7] This is in contrast to previous views in which grammatical competence was commonly given top priority. The understanding of communicative competence has been influenced by the field of pragmatics and the philosophy of language concerning speech acts as described in large part by John Searle and J.L. Austin.Linguistic competence is the system of linguistic knowledge possessed by native speakers of a language. It is in contrast to the concept of Linguistic performance, the way the language system is used in communication. The concept was first introduced by Noam Chomsky[1]as part of the foundations for his Generative grammar, but it has since been adopted and developed by other linguists, particularly those working in the generativist tradition. In the generativist tradition competence is the only level of language that is studied, because this level gives insights into the Universal Grammar, that generativists see as underlying all human language systems. Functional theories of grammar tend to dismiss the sharp distinction between competence and performance, and particularly the primacy given to the study of competence.According to Chomsky, competence is the 'ideal' language system that makes it possible for speakers to produce and understand an infinite number [nb 1]of sentences in their language, and to distinguish grammatical sentences from ungrammatical sentences. This is unaffected by "grammatically irrelevant conditions" such as speech errors.[1]Competence and components of grammarFurther information: Theoretical LinguisticsOne's competence is defined by the grammar,[nb 2][3]or set of language rules, that is represented mentally and manifested based on his or her own understanding of acceptable usage in a given linguistic idiom. Therefore, grammatical competence defines an innate knowledge of rules rather than knowledge of items or relations. According to Chomsky, it is regarded to be innate because one does not have to be trained to develop it and will still be able to apply it in an infinite number of unheard examples.[4]The core components of the grammar are included in the speaker's linguistic competence and these components corresponds to five of the major subfields of linguistics:•Phonetics: The physical production and perception of the inventory of sounds used in producing language.•Phonology: The mental organization of physical sounds and the patterns formed by the way sounds are combined in a language, and the restrictions on permissible sound combinations.E.g.: slip vs *slib and *sbill•Morphology: The identification, analysis and description of units of meaning in a language. One will know the inflectional andderivational morphology present in the language, such as theaffixes of words.E.g.: re-cuddle can be derived but not *re-rich•Syntax: The structure and formation of sentences. One can distinguish between grammatical sentences and ungrammaticalsentences.E.g.: My hair needs washing is acceptable but not *My hair needswash•Semantics: Understanding the meaning of sentences. This is also howa user of the language is able to understand and interpret thenon-literal meaning in a given utterance. They are threedistinctions drawn here:(i) Meaningful and non-meaningful sentencesE.g.: The accident was seen by thousands is meaningful but not *Theaccident was looked by thousands(ii) Same structure but different meaningsE.g.: The cow was found by the stream but not *The cow was foundby the farmer(iii) Different structures and still be able to relate the meaningsE.g.: The police examined the bullet.The bullet was examined by the police.Competence in PsycholinguisticsPsycholinguistics is primarily concerned with language as a psychological phonomenon.[18] It provides insights into how we assemble our own speech and writing and how we understand that of others; into how we store and use vocabulary; into how we manage to acquire language in the first place.[19]According to experimental linguist N.S. Sutherland, the task of psycholinguistics is not to confirm Chomsky's account of linguistic competence by undertaking experiments. It is by doing experiments, to find out what are the mechanisms that underlie linguistic competence.[20] Psycholinguistics generally do not see the distinction between performance and competence to accurately reflect the empirical data, but tend to prefer usage based theories.[21]There are 3 important elements of psycholinguistics that are used to describe the mechanisms underlying our language understanding and production.(i) The language signalThis refers to all forms of language expression, such as writing and speech, which are generated and perceived by language users. The most striking characteristic of the language signal is its perceptual invariance, both in writing and in speech, as there is always a salient and stable form that stands out against its physical environment. In our perception of such forms, gaps are closed, and irregularities are overlooked.[18](ii) Operations of our neuropsychological systemThe operations of our neuropsychological systems determine how language signals are perceived and generated. For both speech and writing, there are two very different sorts of biological system involved. Speech involves auditory pathways from sensory organs to the brain then the vocal tract whilst writing involves motor pathways from sensory organs to the brain followed by the hand-arm system. However, they do have a similarity in that both involve short pathways to the central processing areas in the brain, regarded as the central language area.[18](iii) Language SystemThis is more abstract than the first two since it may be implemented even when we are not using palpable language signals at all, as in silent verbal reasoning, contemplation of our language and general language knowledge .[18][edit] Communicative competenceMain article: Communicative competenceAnother functionalist theory advances the notion of communicative competence, which focuses on socially-situated performance, was developed by Dell Hymes in response to the abstract nature of linguistic competence.[22][23] Communicative competence is also sometimes referred to as pragmatic or sociolinguistic competence, especially when the emphasis is on how to interpret the speaker's intended meaning in a particular utterance, apart from the literal meaning.[24]The major criticism towards Chomsky's notion of linguistic competence by Hymes is the inadequate distinction of competence and performance. Furthermore, he commented that it is unreal and that no significant progress in linguistics is possible without studying forms along with the ways in which they are used. As such, linguistic competence should fall under the domain of communicative competence since it comprises four competence areas, namely, linguistic, sociolinguistic, discourse and strategic.Communicative Language Teaching approachThe Definition Of CLTCommunicative Language Teaching (CLT) originated from the changes in the British Situational Language Teaching approach dating from the late 1960s (Richards & Rodgers, 2001). Stemming from the socio-cognitive perspective of the socio-linguistic theory, with an emphasis on meaning and communication, and a goal to develop learners’ “communicative competence”, Communicative Language Teaching (CLT) approach evolves as a prominent language teaching method and gradually replaced the previous grammar-translation method and audio-lingual method (Warschauer & Kern, 2000). Since the concept of “communicative competence” was first int roduced by Hymes in themid-1960s, many researchers have helped develop theories and practices of Communicative Language Teaching approach (Brown, 1987; Canale, 1983; Hymes, 1971; Littlewood, 1981; Nattinger, 1984; Nunan, 1987 &1989; Richards & Rodgers, 1986; Widdowson, 1990). Hymes coined this term in contrast to Chomsky’s “Linguistic Competence”. As Stern (1992) explicated, “Competence represents proficiency at its most abstract and psychologically deepest level” (p.73). Chomsky indicated that underlying the concrete language performance, there is an abstract rule system or knowledge and this underlying knowledge of the grammar of the language by the native speaker is his “linguistic competence”. In contrast, Hymes argue that in addition to linguistic comp etence, the native speaker has another rule system. In Hymes’ view, language was considered as a social and cognitive phenomenon; syntax and language forms were understood not as autonomous, acontextual structures, but rather as meaning resources used in particular conventional ways and develop through social interaction and assimilation of others’ speech (Warschauer & Kern, 2000). Therefore, speakers of a language have to have more than grammatical competence in order to be able to communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes (Hymes, 1968). Based on this theory, Canale and Swain (1980) later extend the “Communicative competence” into four dimensions. In Canal e and Swain, “‘Communicative competence’ was understood as the underlying systems of knowledge and skill required for communication. Knowledge refers here to what one knows (consciously or unconsciously) about the language and about other aspects of communicative language use; skill refers to how well one can perform this knowledge in actual communication (Canale, 1983, p.5)”. From this perspective, what language teachers need to teach is no longer just linguistic competence but also socio-linguistic compe tence (“which utterances are produced and understood appropriately in different socio-linguistic contexts”), discourse competence (“mastery of how to combine grammaticalforms and meanings to achieve a unified spoken or written text in different genres”), and strategic competence (“mastery of verbal and non-verbal communication strategies that may be called into action for compensating or enhancing communication”) (Canale, 1983, pp.7-11).Distinguishing Features Of CLTRichards and Rodgers (2001) have revi ewed a number of people’s works on CLT and described several distinguishing features of it. As “communicative competence” is the desired goal, in CLT, meaning is paramount (Finocchiaro & Brumfit, 1983, cited by Richards and Rodgers, 2001). In socio-cognitive perspectives, language is viewed as a vehicle of conveying meaning, and knowledge is transmitted through communication involving two parts, for example, speakers and listeners, and writers and readers, but is constructed through negotiation. As a consequence, “communication is not only a matter of following conventions but also of negotiating through and about the conventions themselves. It is a convention-creating as well as convention-following activity (Breen & Candlin, 2001, p.10)”. Therefore, there are three elements involved in the underlying learning theory: communication principle, task-based principle, and meaningfulness principle (Richards & Rodgers, 2001, p.161). Based on this perception, when applied to language learning, “functional activities” and “social interaction activities” (Littlewood, 1981) are consequently selected according to how well they engage the learner in meaning and authentic language use; learning is interpersonal to learn to communicate; attempt to communicate may be encouraged from the very beginning; dialogues, if used, centre around communicative functions and not normally memorized; and contextualization is basic premise; drilling may occur, but peripherally; any device that helps to communicate and understand is acceptable (Finocchiaro & Brumfit, 1983, cited by Richards & Rodgers, 2001, p.156). To some extent, that is to say, students do not simply learn the linguistic structures andgrammar rules. Rather, they should be actively making meaning through activities such as collaborative problem solving, writing for a purpose, discussion of topics of genuine interest, and reading, viewing and responding to authentic materials (Murphy, 2000).Since knowledge and learning are viewed as socially constructed through negotiation according to socio-cognitive perspectives (Breen & Candlin, 2001), another dimension of CLT is learner-centred andexperience-based. “With interactive communicative language use as the call of the day, communicative processes became as important as linguistic product, and instruction became more learner-centered and less structurally driven” (Kern & Warschauer, 2000, p.5). In another word, in CLT context, learners are seen as active participants in the construction of knowledge, rather than passive recipients of information provided by the teacher or the textbook. In contrast, language teachers are no longer viewed as the authority of the knowledge, playing a dominant role. Rather, they share different roles such as communication facilitater, independent participant, needs analyst, counselor, and group process manager (Richards & Rodgers, 2001, p.167) to create more fascinating experiences for the learners.Besides the above features, Richards and Rodgers (2001) describe other significant characteristics of this approach including its efforts to make tasks and language relevant to a target group of learners through an analysis of genuine, realistic situations, its emphasis on the use of authentic, from-life materials, and its attempt to create a secure, nonthreatening atmosphere. All these attempts also follow the major principles of communicative view of language and language learning: helping learners learn a language through authentic and meaningful communication, which involves a process of creative construction, to achieve fluency. In this vein, in terms of classroom activity, it includes group work, task-work, information-gap activities, and projects.The Weaknesses Of CLTYet, inevitably, despite these outstanding characteristics, CLT also have weaknesses. Schmitt (2000) argued that CLT needs supportive vocabulary for functional language use but it gives little guidance about how to handle vocabulary. However, it has been now realized that mere exposure to language and practice with functional communication will not ensure the proficiency in language learning, so current best practice includes “both a principled selection of vocabulary, often according to frequency lists, and an instruction methodology that encourages meaningful engagement with words o ver a number of recyclings” (p.14). Stern (1992) also pointed out that CLT approach puts an excessive emphasis on the single concept “communication” so that “in order to account for all varieties and aspects of language teaching we either stretch the concept of communication so much that it loses any distinctive meaning, or we accept its limitations and then find ourselves in the predicament of the “method” solution” (p. 14). Some people criticized that as CLT focus on learner-centered approach, while in some accounts of CLT, learners bring preconception of what teaching and learning should be like, which when unrealized can lead to learner confusion and resentment (Henner-Stanchina & Riley, 1978, cited by Richards & Rodgers, 2001).In addition, some people contended that CLT has not given an adequate account of EFL teaching despite its initial growth in foreign language teaching in Europe (Li, 2001). Stern (1992) argued that one of the most difficult problems is making classroom learning communicative is the absence of native speakers. Apparently, CLT are more successful in English as a Second Language (ESL) context because students usually have a very supportive learning environment outside school. They have more chances to be exposed to the authentic contact with native speakers and the target language, which reinforces what they learn in class. Besides, they have the motivation to work on oral English because they need it in their lives. In contrast, in English as a Foreign Language (EFL) context, due to some physical limitations, such as the purpose of learning English, learning environments, teachers’ Englishproficiency, and the availability of authentic English materials, CLT meets much more difficulties during its application.confronted by language teachers but it has a great potential that gain the apparent popularity in language teaching and learning domain. It also needs to realize that there In summary, CLT cannot be seen as a panacea for the problems that have been isn’t a fix framework of CLT. As learners and the learning context are dynamic, when CLT is applied to a certain context, the adaptation and innovation of it is necessary.。
CommunicativeCom...
Communicative Competence ScaleWiemann (1977) created the Communicative Competence Scale (CCS) to measure communicative competence, an ability "to choose among available communicative behaviors" to accomplish one's own "interpersonal goals during an encounter while maintaining the face and line" of "fellow interactants within the constraints of the situation" (p. 198). Originally, 57 Likert-type items were created to assess five dimensions of interpersonal competence (General Competence, Empathy Affiliation/Support, Behavioral Flexibility, and Social Relaxation) and a dependent measure- (interaction Management). Some 239 college students used the scale to rate videotaped confederates enacting one of four role-play interaction management conditions (high, medium, low, rude). The 36 items that discriminated the best between conditions were used in the final instrument. Factor analysis resulted in two main factors-general and relaxation-indicating that the subjects did not differentiate among the dimensions as the model originally predicted.Subjects use the CCS to assess another person's communicative competence by responding to 36 items using Likert scales that range from strongly agree (5) to strongly disagree (1). The scale takes less than 5 minutes to complete. Some researchers have adapted the other-report format to self-report and partner-report. These formats are available from the author.RELIABILITYThe CCS appears to be internally consistent. Wiemann (1977) reported a .96 coefficient alpha (and .74 magnitude of experimental effect) for the 36item revised instrument. McLaughlin and Cody (1982) used a 30-item version for college students to rate their partners after 30 minutes of conversation and reported an alpha of .91. Jones and Brunner (1984) had college students rate audio-taped interactions and reported an overall alpha of .94 to .95; subscale scores had alphas ranging from .68 to .82. Street, Mulac, and Wiemann (1988) had college students rate each other on communicative competence and reported an alpha of .84. The 36-item self-report format version is also reliable: Cupach and Spitz berg (1983) reported an alpha of .90, Hazleton and Cupach (1986) reported an alpha of .91, Cegala, Savage, Brunner, and Conrad (1982) reported an alpha of .85, and Query, Parry, and Flint (1992) reported an alpha of .86,Profile by Rebecca R. Rubin.VALIDITYTwo studies found evidence of construct validity. First, McLaughlin and Cody (1982) found that interactants in conversations in which there were multiple lapses of time rated each other lower on communicative competence. Second, Street et al. (1988) found that conversants' speech rate, vocal back channeling, duration of speech, and rate of interruption were related to their communicative competence scores; they also found that conversants rated their partners significantly more favorably than did observers.Various studies have provided evidence of concurrent validity. Cupach and Spitzberg (1983) used the dispositional self-report format and found that the CCS was strongly correlated with two other dispositions: communication adaptability and trait self-rated competence. The CCS was also modestly related to situational, conversation-specific measures of feeling good and self-rated competence. Hazleton and Cupach (1986) found a moderate relationship between communicative competence and both ontological knowledge about interpersonal communication and interpersonal communication apprehension. Backlund (1978) found communicative competence was related to social insight and open-mindedness. Douglas (1991) reported inverse relationships between communication competence and uncertainty and apprehension during initial meetings, And Query et al. (1992) found that nontraditional students, those high in communication competence, had more social supports and were more satisfied with these supports.In addition, Cegala et al. (1982) compared 326 college students' CCS and Interaction Involvement Scalescores. All three dimensions of interaction involvement were positively correlated with the CCS, but onlyperceptiveness correlated significantly with all five dimensions for both men and women. Responsiveness was related to behavioral flexibility, affiliation/support, and social relaxation, and attentiveness was related toimpression management.COMMENTSAlthough this scale has existed for a number of years and the original article has been cited numerous times,relatively few research studies have actually used the CCS. As reported by Perotti and De Wine (1987), problems with the factor structure and the Likert-type format may be reasons why. They suggested that theinstrument be used as a composite measure of communicative competence rather than breaking the scale into subscales, and this appears to be good advice. Spitzberg (1988, 1989) viewed the instrument as well conceived, suitable for observant or conversant rating situations, and aimed at "normal" adolescent or adult populations, yet Backlund (1978) found little correlation between peer-perceived competence and expert-perceived competence when using the CCS. The scale has been used only with college student populations.LOCATIONWiemann; J. M. (1977). Explication and test of a model of communicative competence. Human Communication Research, 3, 195-213.REFERENCESBacklund, P. M. (1978). Speech communication correlates of perceived communication competence (Doctoral dissertation, University of Denver, 1977). Dissertation Abstracts International, 38, 3800A.Cegala, D. J, Savage, G. T., Brunner, C. c., & Conrad, A. B. (1982). An elaboration of the meaning of interaction involvement: Toward the development of a theoretical concept. Communication Monographs, 49,229-248. Cupach, W. R., & Spitzberg, B. H. (1983). Trait versus state: A comparison of dispositional and situational measures of interpersonal communication competence. Western Journal o/SPeech Communication, 47,364-379.Douglas, W. (1991). Expectations aboUt initial interaction: An examination of rheeffects of global uncertainty. Human Communication Research, 17,355-384.Hazleton, V., Jr., & Cupach, W. R. (1986). An exploration of ontological knowledge: Communication competence as a function of the ability to describe,predict, and explain. Western Journal o/Speech Communication, 50,119-132.Jones, T. S., & Brunner, C. C. (1984). The effects of self-disclosure and sex on perceptions of interpersonal communication competence. Women's Studies in Communication, 7, 23-37.McLaughlin, M. 1., & Cody, M. J. (1982). Awkward silences: Behavioral antecedents and consequences of the conversational lapse. Human Communication Research, 8,299-316.Perotti, V. S., & DeWine, S. (1987). Competence in communication: An examination of three instruments.Management Communication Quarterly, 1,272-287.Query, J. 1., Parry, D., & Flint, 1. J. (1992). The relationship among social support, communication competence, and cognitive depression for nontraditional students. Journal 0/ Applied Communication Research, 20, 78-94.Spitzberg, B. H. (1988). Communication competence: Measures of perceived effectiveness. In C. H. Tardy (Ed.),A handbook for the study of human communication: Methods and instruments for observing, measuring, andassessing communication processes (pp. 67-105). Norwood, NJ: Ablex.Spitzberg, B. H. (1989). Handbook of interpersonal competence research. New York: Springer-Verlag.Street, R. 1., Jr., Mulac, A., & Wiemann, J. M. (1988). Speech evaluation differences as a function of perspective (participant versus observer) and presentational medium. Human Communication Research, 14,333-363.Communicative Competence Scale*Instructions: Complete the following questionnaire/scale with the subject (S) in mind. Write in one of the sets of letters before each numbered question based upon whether you:strongly agree (SA), agree (A), are undecided or neutral (?),disagree (D), or strongly disagree (SD).Always keep the subject in mind as you answer.______ 1. S finds it easy to get along with others.______ 2. S can adapt to changing situations.______ 3. S treats people as individuals.______ 4. S interrupts others too much.______ 5. S is "rewarding" to talk to.______ 6. S can deal with others effectively.______ 7. S is a good listener.______ 8. S's personal relations are cold and distant.______ 9. S is easy to talk to.______ 10. S won't argue with someone just to prove he/she is right.______ 11. S's conversation behavior is not "smooth.”______ 12. S ignores other people's feelings.______ 13. S generally knows how others feel.______ 14. S lets others know he/she understands them.______ 15. S understands other people.______ 16. S is relaxed and comfortable when speaking.______ 17. S listens to what people say to him/her.______ 18. S likes to be close and personal with people.______ 19. S generally knows what type of behavior is appropriate in any given situation.______ 20. S usually does not make unusual demands on his/her friends.______ 21. S is an effective conversationalist.______ 22. S is supportive of others.______ 23. S does not mind meeting strangers.______ 24. S can easily put himself/herself in another person's shoes.______ 25. S pays attention to the conversation.______ 26. S is generally relaxed when conversing with a new acquaintance. 27. S is interested in what others have to say.______ 27. S doesn't follow the conversation very well.______ 28. S enjoys social gatherings where he/she can meet new people.______ 29. S is a likeable person.______ 30. S is flexible.______ 31. S is not afraid to speak with people in authority.______ 32. People can go to S with their problems.______ 33. S generally says the right thing at the right time.______ 34. S likes to use his/her voice and body expressively.______ 35. S is sensitive to others' needs of the moment.Note. Items 4, 8, 11, 12, and 28 are reverse-coded before summing the 36 items. For "Partner" version, "S" is replaced by "My partner" and by "my long-standing relationship partner" in the instructions. For the "Self-Report" version, "S" is replaced by "I" and statements are adjusted forfirst-person singular.。
communicative-competence交际能力资料
municative competence typically refers to how well someone is able to communicate with others, though this can be elaborated upon and further refined in a number of ways.2. Communicative competence is important for anyone who wishes to be able to communicate clearly, especially public speakers and people learning a second language.Politicians and other public speakers often seek high levels of communicative competence to be able to effectively convey meaning and express ideas to others. People who are learning a second language also tend to focus on this type of competence to ensure they understand subtext and various aspects of communication within that language that may be subtle and complex.The idea behind communicative competence is that the ways in which people communicate can be analyzed and considered with regard to effectiveness. Someone is often considered competent, at least on a surface level, if he or she can talk to someone else in a way that is appropriate and which conveys meaning in an accurate way. This actual process, however, is often seen as being composed of three basic steps that occur in communication. Planning is a vital part of communicative competence as it demonstrates that someone is able to think about communication ahead of time and prepare for it.2.During communication, the way in which a person communicates is often considered in two elements regarding his or her communicative competence. The message that is delivered is the actual content that a person speaks, writes, or otherwise expresses in some way. Within this message, however, is the meaning that a person manages to convey. Someone may feel that his or her message expresses one idea, but the actual meaning might not necessarily match the intention of the message.Communicative competence is important for just about anyone who wishes to communicate with other people in any type of relationship. Arguments and disagreements can often be avoided if people are able to effectively express meaning in a message.3. Comment1: Communicative competence starts developing at a young age. So childhood and education is important. But it's also true that some people naturally have more skill andcompetence in this area. I think it has to do with the various areas of the brain and which areas an individual uses more heavily.For example, my brother is a very smart person but his communication skills are very poor. I don't think he will every be competent in this area. He has always been this way.Comment2: Those who want to know what excellent communicative competence means can observe lawyers. Lawyers, naturally, have to be great communicators. They have to present their ideas and information in the right ways in order to make an impact on the listener.I knew many law students in school and they were some of the best communicators I have come across. The amazing part was that they used language so well that they could convince me of one thing and then argue against it and convince me of the opposite argument in a matter of minutes. Now that's communicative competence.4Language teaching in the United States is based on the idea that the goal of language acquisition is communicative competence: the ability to use the language correctly and appropriately to accomplish communication goals. The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker does。
communicativecompetence
语言学概论 试卷7
一、在下列每小题的四个备选答案中，选出一个正确答案，并将其字母标号填入括号内。
nguage is_____ in that there is no intrinsic or logical connection between a linguistic symbol and what the symbol stands for.A. creativeB. arbitraryC. displacementalD. interchangeable2.Which of the following statement is true? ( )A. If the initial sound is an affricate , the next sound must be a vowel.B. Chinese is an intonation language.C. A phoneme is defined as a minimal meaningful unit in the sound system of a language.D. All languages have sequential constrains.3. A surface structure corresponds most closely to the ______ arrangement of words as they are pronounced.A. logicalB. linearC. colocationalD. vertical4.A__ __relation refers to the sequential characteristic of speech. ( )A. syntagmaticB. paradigmaticC. pragmaticD. vertical5.The study of the meaning of words and sentences is called ____.A. syntaxB. semanticsC. linguisticD. phnology6. The audio-lingual method is the application of _____ in language teaching. ( )A. functional theoryB. Chomskyan cognitivismC. structuralism and behaviorismD. corpus approach7. The____ relation shows us the inner layering of sentences. ( )A. sequentialB. syntacticC. hierarchicalD. discourse8. If sentences are syntactically well-formed but semantically ill-formed, they are known assemantically_____ sentences. ( )A. normal B. abnormal C. anomalous D. well-formed9.We speak of _____ when a linguistic expression has two or more dominions with some common features that are usually derived from a single basic meaning.( )A. synonymsB. polysemyC. hyponymsD. homonyms10. Discourse analysis is mainly concerned with the study of relationship between language and_____ in which language is used. ( ）A. society B. psychology C. age D. context二、填空题。
Communicative__competence1
Definition
Communicative competence is a term in linguistics which refers to a language user’s grammatical knowledge of syntax, morphology and the like, as well as social knowledge about how and when to use utterance appropriately.
Inclusion
• a. knowledge of the grammar and vocabulary of the LANGUAGE • b. knowledge of rules of speaking (e.g. knowing how to begin and end conversations, knowing what topics may be talked about in different types of SPEECH ENENTS, knowing which ADDRESS FORMS should be used with different persons one speaks to and in different situations).
Communicative competence also involves knowing what to say to whom in what circumstances and how to say it. (Hymes)
Linguistic competence Innately-derived power in the Garden of Eden intuition and linguistic knowledge of an abstract ,isolated, ideal speaker-hearer Linguistic performance eating the apple thrusting the perfect speakerhearer into a fallen world real speech of interlocutors in a social world
英语教学法复习重点
1.Views on language: a. Structural view(结构主义) b. Functional view(交际法) c. Interactional view(交往法)1) The structural view结构主义观点:language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.2)The functional view交际法的观点language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.3)The interactional view交往法的观点Language is a communicative tool, whose main use is to build up and maintain social relations between people. Learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2.The qualities of teachers教师素质：ethic devotion; professional qualities; personal styles.municative competence(交际能力组成的5部分): a. linguistic competence b. pragmatic competence c. discourse competence d. strategic competence e. fluency4. Principles of communicative language teaching: a. communication principle b. task principle c. meaningfulness principle5.classification of communicative activities(交际活动的分类): a. functional communicative activities b. social interaction activities6．The role of teacher 教师的角色：a. controller b. assessor c. organizer d. prompter e. participant f. resource-provider 7. Classroom instructions: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.8. students grouping: a. whole class work b. pair work c. group work d. individual study6\7\81.Three ways to show the stress pattern words, phrases and sentences:1)Use gesture;2)Use the voice;3)Use the blackboard.2.Factors contribute to successful practice:1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interest3.Grammar practice is usually divided into 2 categories: mechanical practice & meaningful/communicative practice.4.Mechanical practice involves activities that aimed at form accuracy.5.What does it mean to know a word? Knowing a word mans 1) knowing its pronunciation and stress; 2) knowing its spelling & grammatical properties; 3) knowing its meaning; 4) knowing how & when to use it to express the intended meaning.9\10\111. Principles for teaching listening 1).focus on process.2).combine listening with other skills.3).focus on the comprehension of meaning.4).grade difficulty level appropriately.2. Factors that affect the difficulty level of listening tasks, but they fall into 3 main categories:1)type of language used.2）task or purpose in listening.3）context in which the listening occurs.3. Models for teaching reading:1)Bottom-up model.(2)Top-down model 3)Interactive model4.The characteristic are common in successful speaking tasks:1) Maximum foreign talk; 2)Even participation;3)High motivation;4)Right language level.5. Littlewood divides communicative speaking activities into 2 types: Communicative activities: functional communication activities and social interaction activities. It also includes Pre-communicative activities: structural activities andQuasi-communicative activities. Pre-communicative activities are intended to prepare learners for Communicative activities. 6. Pre-reading activities: predicting; setting the scene; skimming; scanning. Skimming means reading quickly to get the gist,e.g.the main idea of the text. Scanning which means to read to locate specific information.7.Some speaking activities：1)controlled activities: mainly focus on form and accuracy; 2)semi-controlled activities: focus on meaning and communication; 3)communicative activities.8. Ur points out that factors that affect the success of role-plays are: 1)the teacher’s enthusiasm;2)careful instructions;3)clear situations and roles; 4)and making sure that the students have the language they will need to carry out the role-play.1.The main procedures of process writing(过程写作)include: Creating a motivation to write; brainstorming; mapping; freewriting; outlining; drafting; editing; revising; proofreading and conferencing.2. Principles can help teachers motivate students to write: 1) Make the topic of writing as close as possible to students’ life.2) Leave students enough room for creativity and imagination. 3) Prepare students well before writing. 4) Encourage collaborative group writing as well as individual writing. 5) Provide opportunities for students to share their writings. 6) Provide constructive and positive feedback. 7) Treat students’’ errors strategically. 8) Give students a sense of achievement from time to time.1.我国英语教学的六个基本原则原先所倡导的中学英语教学的基本原则：1、交际性原则2、阶段侧重原则3、语音词汇语法综合教学原则4、使用和控制使用本族语的原则5、以学生为中心的原则。
3. Communicative Competence
2. Composition of Communicative Competence
Communicative
competence a language user’s linguistic knowledge of syntax, morphology, phonology and the like as well as social knowledge about how and when to use utterances ability and the goal of language teaching and learning.
Communicative
Competence was first introduced by Dell Hymes
A language speaker has to have more than grammatical competence in order to be able to communicate effectively;
Linguistic aspects
Pragmatic aspects
Linguistic aspects of communicative competence
Pragmatic aspects of communicative competence
Phonological competence
3. Pedagogical Implications
3.1 Communicative Language Teaching (CLT)
CLT
is an approach to the teaching of second and foreign languages; Where the teacher sets up a situation that students are likely to encounter in real life; With a primary focus on helping learners create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation.
2014青教赛专题--Communicative competence
Request Very polite
Would you please open the windБайду номын сангаасw?
Pragmatic competence
In this section, we have examined the discrepancies between language used in real life and language taught in traditional pedagogy; defined “communicative competence”;
What does it mean to middle school English teaching? Activity 4: In English you uses a command or a request when you want someone to do something. Please look at the three sentences and tell the difference. Command Not polite
Fluency
Pragmatic Appropriate competence language use
Strategic Strategies in communication competence
Discourse competence
Coherent language use
What does it mean to middle school English teaching? Group task: Study the following classroom activities and think about how the teacher helps students develop different component competence. Activity 1: Transform the following sentences into indirect speech “I don’t know the address of my new home,” said Anne. “I need to pack up my things in the suitcase very quickly,” the girl said. …
中级口译教程(word版)版第一部分
上海紧缺人才培训工程教学系列丛书英语中级口译资格证书考试总主编戴炜栋中级口译教程InterpretationThird Edition梅德明编著目录第一部分口译概论Part One An Overview of Interpretation一、口译历史The Development of Interpretation 2二、口译定义The Definition of Interpretation 5三、口译特点The Characteristics of Interpretation 7四、口译标准The Criteria of Interpretation 9五、口译过程The Process of Interpretation 11六、口译类型The Categorical Classification of Interpretation 15七、口译模式 A Tripartite Model of Interpretation 17八、译员素质Interpreter Qualification Requirements 19九、口译培训Interpreter Training 21十、口译研究Research in Interpretation and Interpreting 22第二部分培训教程Part Two A Training Course第一单元口译技巧_______________________________________ 30Unit One Introducing Skills in Interpreting1-1称谓口译 Interpreting Titles 301-2谚语口译 Interpreting Proverbs 331-3引语口译 Interpreting Quotations 371-4数字口译 Interpreting Numbers 401-5口译笔记 Note-Taking in Interpreting 46第二单元接待口译_______________________________________---------- —------------------------------------------------------- — ------------------------ 54Unit Two Interpreting for Reception Service2-1机场迎宾 Greetings at the Airport 542-2宾馆入住 Hotel Accommodation 562-3宴会招待 Banquet Service 582-4参观访问 Getting Around 61句子精练 Sentences in Focus 64参考译文 Reference Version 66第三单元会谈口译_________________________------------------------------------------------------------------- — ---------------------------'75Unit Three Interpreting Conversations3-1欢迎光临 Welcome 753-2投资意向 A Wish to Invest 773-3合资企业 Establishing a Joint Venture 803-4文化差异 Cultural Differences 83句子精练 Sentences in Focus 88参考译文 Reference Version 90第四单元访谈口译____________________________________Unit Four Interpreting Interviews 1004-1行在美国Travel in America 1004-2艾滋哀之The AIDS Epidemic 1044-3经营之道Business Management 1074-4音乐天才 A Gifted Musician 111句子精练 Sentences in Focus参考译文 Reference Version第五单元礼仪性口译(英译汉） 127Unit Five Interpreting Ceremonial SpeechesEnglish-Chinese Interpretation5 -1故地重游 Revisiting the Old Haunt 1275-2愉悦之旅 A Pleasant Trip 1295 -3共创未来 Our Future 1325-4新的长征 A New Long March 135句子精练 Sentences in Focus 139参考译文 Reference Version 142第六单元礼仪性口译(汉译英） 150Unit Six Interpreting Ceremonial Speeches Chinese-English Interpretation6- 1新春联欢 Celebrating the Spring Festival 1506-2圣诞晚会 At the Christmas Party 1516-3开幕祝词 An Opening Speech 1536-4展望未来 Looking Ahead 156句子精练 Sentences in Focus 159参考译文 Reference Version 161第七单元介绍性口译(英译汉）171Unit Seven Interpreting Informative Speeches English-Chinese Interpretation7-1绿色城市 A Green City 1717-2浪漫香槟 The Romantic Champagne 1747-3游客之居 A Place to Stay 1777-4教堂之游 A Tour around the Cathedral 179句子精练 Sentences in Focus 182参考译文 Reference Version 185第八单元介绍性口译(汉译英) ___________ 192Unit Eight Interpreting Informative Speeches Chinese-English Interpretation8 -1丝绸之路 The Silk Road 1928-2传统节日 Traditional Holidays 1948-3教育之本 The Purpose of Education ‘1978-4出版王者 The Super-Publisher 200句子精练 Sentences in Focus 203参考译文 Reference Version 205第九单元说服性口译(英译汉) __________________ 218Unit Nine Interpreting Persuasive SpeechesEnglish-Chinese Interpretation9-1强市之路 The Road to a Prosperous City 2189-2广而误之 The Effects of Misleading Advertising 2249-3大学精神 The University Spirit 2279-4继往开来 The New Beginning of an Old Story 231句子精练 Sentences in Focus 235参考译文 Reference Version 238第十单元说服性口译(汉译英) ____________________ 247Unit T en Interpreting Persuasive SpeechesChinese-English Interpretation10 -1 第二文化 Acquiring a Sepond Culture 247 10-2 环境保护 Environmental Protection 249 10-3 迎接挑战 Meeting the Challenge 252 10-4 习武健身 Practising Martial Art for Your Health 256句子精练 Sentences in Focus 259参考译文 Reference Version 261第十一单元学术性口译(英译汉）275Unit Eleven Interpreting Academic SpeechesEnglish-Chinese Interpretation11-1 语言系统 The Linguistic System 275 11-2 人机之争 Two Kinds of Brain . 277 11 - 3 生物革命 The Biological Revolution 280 11-4 股票市场 The Stock Market 285句子精练 Sentences in Focus '' 288参考译文 Reference Version 291第十二单元学术性口译(汉译英） 299_Unit Twelve Interpreting Academic SpeechesChinese-English Interpretation12-1 语用能力 Communicative Competence 299 12-2 文化冲突〇n Cultural Clashes 301 12-3 书法艺术 The Art of Calligraphy 303 12-4 社区服务 Community Service 305句子精练 Sentences in Focus 308参考译文 Reference Version 310第十三单元商务性口译(英译汉）Unit Thirteen Interpreting Business Speeches321English-Chinese Interpretation13-1企业文化 Entrepreneurial Culture 321 13-2认识债券 Getting to Know Bonds 325 13-3硅谷之贵 The Unique Silicon Valley 329 13-4专利法规〇n Patent Laws 333句子精练 Sentences in Focus 336参考译文 Reference Version 338第十四单元商务性口译(汉译英）_________________ 347 Unit Fourteen Interpreting Business SpeechesChinese-English Interpretation14-1双边经贸 Bilateral Economy and Trade 34714-2亚洲合作 Asian Cooperation 35014-3夕卜资企业 Foreign-Capital Enterprises 35214-4经济关系 Economic Links 354句子精练 Sentences in Focus 358参考译文 Reference Version 360第十五单元科普性口译(英译汉） 373Unit Fifteen Interpreting Popular Science Speeches English-Chinese Interpretation15-1睡眠与梦 Sleep and Dream 37315-2音响今昔 The Sound Reproduction Industry 37515-3遗传信息 Genetic Information 37815-4左脑之优 Left Hemispheric Dominance 380句子精练 Sentences in Focus 384参考译文 Reference Version第十六单元科普性口译(汉译英) __________________ ____Unit Sixteen Interpreting Popular Science SpeechesChinese-English Interpretation16-1汉语概要 The ABC of Chinese 39416-2进化本质 The Nature of Biological Evolution 39616-3蚊虫之祸 The Power of the Petty Mosquito 39916-4用筷技艺 The Magic Chopsticks 401句子精练 Sentences in Focus 404参考译文 Reference Version 406第三部分口译测试I Part Three Interpretation Test in Brief口译测试概要与实践________________________________Interpretation T est ： Essentials and Practice英语中级口译考试的要求、形式及题型Intermediate Interpretation T est::Requirement, Structure and Form 420英语中级口译模拟测试Model T ests for Intermediate Interpretation T est 423英语中级口译模拟测试参考答案Reference Version for Intermediate Model T ests 458后记一.口译历史The Development of Interpretation一种语言文字所表达的意义经由另一种语言文字转达出来叫做翻译。
英语语言学考研真题与典型题详解1
1。
3考研真题与典型题详解I。
Fill in the blanks。
1。
The features that define our human languages can be called ______ features. (北二外2006研）2。
Linguistics is usually defined as the ______study of language。
（北二外2003研)3. Language， broadly speaking， is a means of______ communication。
4。
In any language words can be used in new ways to mean new things and can be combined into innumerable sentences b ased on limited rules。
This feature is usually termed______5。
Linguistics is the scientific study of______。
6。
Modern linguistic is______ in the sense that the linguist tries to discover what language is rather than lay down some r ules for people to observe.7. One general principle of linguistic analysis is the primacy of ______ over writing.8。
The branch of linguistics which studies the sound patterns of a language is called ______. (北二外2003研)9. The branch of grammar which studies the internal structure of words is called______。
英语教学法教程名词解释题
Unit 1一，Views on language：1、Structural view （language competence）结构主义语言观—The founder：Saussure，lasen freeman&long—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）the discrete units of meaning 3、the system of combining units of meaning for communication（syntax）—The structural view limits knowing a language to knowing its structural rules andvocabulary2 、Functional view功能主义语言观—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things功能不仅认为语言是一个语言系统,但也做事情的一种方式—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view 交互语言观（communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context二，View on language learning语言学习观1.Process-oriented theories:强调过程are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that”you can train an animal to do anything if yo u follow a certain procedure which has three major stages,s timulus,response,and reinforcemen tB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory:(Vygotsky)he emphasizes interaction and engagement with the tar get language in a social context based on the concept of“Zone of Proximal Development”(ZPD)and scaffolding.Unit 2一，What makes a good language teacher?ethic devotion,professional qualities，certain desirable personal styles.四，principles of communicative language teaching(CLT)交际语言教学法原则1)Communication principle:activities that involve real communication promote learning.2)Task principle:activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle:language that is meaningful to the learner supports the learning pro cess.五，Howatt proposes a weak and a strong version of CLT.Weak version:learners first acquire language as a structural system and then learn how to use it i n communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication. Strong version:language is acquired through communication.The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the languag e as the main means or necessary conditions for learning a language as they provide the experienc e for learners to see how language is used in communication.六，PPP: presentation，practice，production三. Principles for good lesson planningA. AimB. VarietyC. FlexibilityD. learning abilityE. linkage四. Components of a lesson plan教案的内容A. Background informationB Teaching aimsC. Language contents and skillsD. stages and proceduresE. Teaching aidsF. End of lesson summaryG.. Optional activities and assignmentsH. After lesson reflectionUnit 5二，The role of the teacher 教师的角色1. Controller: control the pace, the time, the target language, the student.2. Assessor: two thingsa. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provider: as a walking dictionaryUnit 6一，Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.Unit 7三，pennington grammatical pedagogy:1.collocational grammar should biuld on collocational relations between individual lexical items and their subcategories2.Constructive offer learners a way to build elements that can be continually added in sequence3.Contextual it means that elements and structures are taught in relation to their context.四，mechanical practice机械操练1.substitute drills 替换the students substitute a part in a structure so that they get to know howthat part function in a sentence2.Transformation drills转换change a given structure in a way so that they are exposed to another similar structureUnit 81.A: passive/receptive words :words that can be recognized or compared in reading and listeningbut can not be used automatically in speaking and writing.B: active/productive words: words that can be recognized and also be used in speech and writing by learners.Unit 11Sight vocabulary:words that one is able to recognise immediately are often referred to assight vocabulary.Unit15Testing takes the pencil and paper form and it is usually done at the end of a learning period Assessmen t involves the collecting of in formation or evidence of a learner s teaching andlearning.Evaluation:can be concerned with a whole range of issues in and beyond languageeducation :lessons courses programs and skills can all be evaluated ,四，bloom’s taxonomy 目标分类学1.knowledge知识:recalling facts ,terms,and basic conceptsprehension理解:understanding of facts and ideas by organizing ,comparing,translating interpreting,describing and stating the main ideas3.application运用:applying acquired knowledge,facts ,techniques and rules in a different context.4.analysis分析:identifying relationships,causes or motives,and finding evidence to support main ideas.5.synthesis综合：combing elements in a different way and proposing alternative solutions,creative thinking.6.evaluation 评价：present and defend opinions by making informed judgement about informationor ideas based on a set of criteria.、Teaching objectives中心the Ss will be able to understand the main idea of an article about XX and can write a list of XX for XX.词汇be able to name the new word about XX in english using pictures as cues and be able to tell each other whatXX they like.情感be able to talk about their opinions or feelings about XX to each other.其他tell the five simple forms ofXX can role play the dialogue of XXWarming up。
交际能力用英语怎么说
交际能力用英语怎么说交际能力不仅包括对一种语言的语言形式的理解和掌握，而且还包括在任何时地、以什么方式恰当使用语言形式进行交际的知识体系的理解和掌握。
那么你知道交际能力用英语怎么说吗?下面来学习一下吧。
交际能力的英语说法1：communicative ability交际能力的英语说法2：communicative competence交际能力的相关短语：语言交际能力communicative competence ; communicative language ability ; language communicative competence 交际能力理论communicative competence ; the theory of capacity for communication ; communicative competence theory 培养交际能力Cultivation of communicative competence ; develop interpersonal skills ; Develop communicative competence言语交际能力speech communication ability ; the ability of language communication ; ability in speech communication 外语交际能力foreign language communicative ability ; foreign language communicative competence ; communicative competence of foreign language提高交际能力improve communicative competence ; improving the communicative ability ; enhancing the intercommunication ability互动交际能力interactive communication ability ; interactive communicative competence英语会话交际能力 english communicative competence互动交际能力培养interactive communicative competencefostering交际能力的英语例句：1. He has the faculty for making friends.他有交际能力.2. He is very sociable and makes friends easily.他交际能力强,很容易交到朋友.3. I am good with people and have excellent communication skills.我很受人欢迎并且有很出色的交际能力.4. Writing ability is an essential part of the learner's communicative competence.写作能力是学习者外语交际能力的重要组成部分.5. Drama also boosts the communication skills of students with special needs.戏剧也能够提高有特殊教育需要的学生的交际能力.6. Cross - cultural awareness raising aimed at enhancing the students ability to cross - cultural communication.养跨文化意识的目的是提高学生的跨文化交际能力.7. Having good communication skill and negotiation high ability of expression.有较强的交际能力和优秀的表达能力,反应灵敏,能独立开发客户.8. It affects thinking, feeling, language, and the ability relate to others.它影响思维, 感觉, 语言和交际能力.9. I am also quite competent in oral communication in English.英语交际能力也相当强.10. Excellent interpersonal skills and capability to manage different function.有良好的交际能力及管理不同职能部门的能力.11. Have strong capability in communication, familiar with English reading and speaking.有很强的交际能力, 较好的英语阅读和口语.12. And I gained valuable skills in teamwork and communication.同时我也学会了团体合作技巧,交际能力也得到锻炼.13. Sociolinguistics thinks that grammar is a necessary part of communicative competence.社会语言学家认为语法是交际能力的必要组成部分.14. The social development and progress would demand more from the future professionals.社会发展和进步对未来人才的口语交际能力提出了更高的要求.15. This ability is needed by the modem talents.交际能力的培养是造就现代化英语人才的需要.。
语言学的名词解释
When I was preparing the postgraduate entrance examination of NNU(Nanjing Normal University),some of these following concepts had been tested,but there's no specific or clear explanation in the textbook required by the university.As in preparing the second-round examination I read them in other relevant books, I wrote down here for your reference.Hope they are useful to some of you.1. Acculturation(同化过程）is a process in which members of one cultural group adopt the beliefs and behaviors of another group.2. Adjacency pair（相邻语对）;a sequence of two utterances by different speakers in conversation. The second is a response to the first, such as question/answer sequences and greeting/greeting exchange.3. affix: a bound morpheme that is attached to a stem and modifies its meaning in some way.4. agreement (concord)（一致）: a grammatical phenomenon in which the form of one word in a sentence is determined by the form of another word which is grammatically linked to it. E.g. in the sentence The boy goes to school every day.There is an agreement in number between boy and goes.5.articulators（发音器官): the tongue,lips,and velum, which change the shape of the vocal tract to produce different speech sounds.6.aspect(体）: the grammatical category representing distinction in the temporal structure of an event. English has two aspect construction---the perfect and the progressive.(完成体和进行体)7.aspiration(吐气）; the puff of air that sometimes follows the pronounciation of a stop consonant.E.g. /p/ in the word pit.8.consonant（辅音）; a speech sound produced by partial or complete closure of part of the vocal tract, thus obstructing the airflow and creating audible friction. Consonants are described in terms of voicing, place of articulation, and manner of articulation.9. converstional implicature（会话含义）:meanings that are explicable in the light of converational maxims.municative competence（交际能力）; the ability to use language appropriately in social situations.11. constituent（成分）: a syntactic unit that functions as part of a large unit within a sentence; typical constituent types are verb phrase, noun phrase, prepositional phrase and clause.12.case(格)：the grammatical category in inflectional languages by which the form of a noun or noun phrase varies for grammatical or semantic reasons. English has only one case distinction in nouns—the genitive case(所有格), but English pronouns have three forms that correspond to three of the six cases in Latin.13.clause（小句）: a grammatical unit that contains a subject and a predicate. It may be a sentence or part of a sentence.14.closed class（封闭词类）: a group of words whose membership is small and does not readily accept new members.15.coinage（创新词）: the construction and addition of new words.16.distribution(分布）: the set of positions in which a given linguistic element or form can appear in a language.17.duality（双重结构）: a type of double-layer structure in which a small number of meaningless units are combined to produce a large number of meaningful units.18.entailment（包含）; the relationship between two sentences where the truth of one(the second)is inferred from the truth of the other.19.euphemism（委婉语）: a word or phrase that replaces a taboo word or is used to avoid reference to certain acts or subjects,e.g. powder room for toilet.20.garden path sentence（花园小径句）: a sentence in which the comprehender assumes a particular meaning of a word or a phrase but later discovers that the assumption was incorrect, forcing the comprehender to backtrack and reinterpret the sentence21.free variation;(自由变异) a relation between two speech sounds such that either one can occur in a certain position and the substitution of one for the other never makes any difference in the meaning of the word. For instance, the unexploded(失去爆破) stop /d/ in the phrase Good morning is in free varitation with the exploded(爆破)counterpart.22.inflection（屈折变化）: the morphological process by which affixes combine with words or stems to indicate such grammatical categories as tense or plurity.ernment（支配）: the grammatical phonomenon in which the presence of a particular word in a sentence requires a second word which is grammatical linked with it to appear in a particular form. E.g. a preposition or a verb requires that the pronoun following it be in the objective form,as in with me,to him.nguage universal(语言共性): any property that is shared by most,if not all, human lanugages.25.lingua franca: ( 通用语) A language variety used for communication among groups of people wo do not otherwise share a common language. For example, English is the lingua franca of the international scientific community.26.macrosociolinguistics; The study of the effect of language on society.27.microsociolinguistics: The study of the effect of any and all aspects of society,including cultural norms, expetations and contexts,on the way language is used. It is often simply called sociolinguistics.28.paradigmatic relation: (纵组合关系)The substitutional relation between a set of linguistic items,that is,linguistic forms(letters,words and phrases)can be substituted for each other in the same position in a word or sentence. E.g, b,p,s,f are in paradigmatic relation in the words bit,pit,sit,fit, so are Nature,Beauty, Love, Honesty in the sentences:Nature purifies the mind.Beauty purifies the mind.Love purifies the mind.Honesty purifies the mind.29.syntagmatic relation: (横组合关系) The relation between any linguistic elements which are simultaneously present in a structure. E.g. in the word bit, b, i,t are in syntagmatic relation, so are nature, purifies, the, mind, in the sentence Nature purifies the mind.30.presupposition（预设）: implicit assumptions about the world acquired to make an utterance meaningful or appropriate,e,g, “ some tea has already been taken”is a presuppostion of “Take some more tea”.31.prototype(典型): What members of a particular community think of as the best example of a lexical category,e.g.for some English speakers “cabbage”(rather than,say,carrot)might be the prototypical vegetable.32.root(词根): the morpheme that remains when all affixes are stripped from a complex word. E.g. system from un- + system + atic + ally.33.stem（词干）: the base to which one or more affixes are attached to create a more complex form that may be another stem or a word.34.taboo（禁忌语）:words that are offensive or embarrassing, c onsidered inappropriate for “polite society”, thus to be avoided in conversation.35.selectional restriction(选择限制): a restriction on the combining of words in a sentence resulting from their meaning.36.linguistic universal:(语言共性) The linguistic universals are principles that enable children to acquire a particular language unconsciously, without instruction in the early years of life. As a whole they are referred to as Universal Grammar.37.contrastive distribution(对比分布)：If the speech sounds occur in the same phonetic context and the substitution results a contrast in meaning, we say they are in contrastive distribution.38.immidiate constituent analysis（直接成分分析法）is the technique of breaking up sentences into word groups by making successive binary cuttings until the level of single words is reached.39.endocentric construction: (向心结构或内心结构)One construction whose distribution is functionally equivalent, or approaching equivalence, to one of its constituents. The typical English endocentric constructions are noun phrases and adjective phrases.40.exocentric construction(离心结构或外心结构)the opposite of endocentric construction,refers to a group of syntactically related words where none of the words is functionally equivalent to the whole group. Most constructions are exocentric.41.politeness can be defined as the means employed to show awareness of another person’s public self-image.42.PP(politeness principle)tact maxim;generosity principle;approbation maxim;modesty maxim;agreement maxim;sympathy maxim.43.irony(反语)is the use of words to express something other than and especially the opposite of the literal meaning of the utterance.44.code-switching: (语码转换) means the alternation between two or more languages,language varieties or registers in communication.45.affective filter(情感过滤)：A screen of emotion that can block language acquisition or learning if it keeps the learners being too self-conscious or too embarrassed to take risks during communicative exchanges.46.Conversion（转类构词）is a change in the grammatical function of a word without adding or removing any part of it. A word belonging to one part of speech is extended to another part of speech. It is also called functional shift or zero derivation.47.lexical meaning VS grammatical meaning(词汇意义与语法意义)The meaning of a sentence is carried by the words proper as well as by the patterns of word order that is part of the grammatical system of a language. The part of the sentence meaning contributed by words is called the lexical meaning and the part of sentence meaning that depends upon the way the words are put together is called grammatical meaning, in which the function words and the word order play a very important role.48.paralinguistic meaning VS non-linguistic meaning (副语言意义与非语言意义)In human communication, apart from the linguistic meaning conveyed by language itself,there are numerous paralinguistic meanings and non-linguistic meanings that are perceived simultaneously by the hearer. Paralinguistic meanings are those attached to the verbal expressions by quality of voice,tempo of speech,posture,facial expression and gestures. Non-linguistic meanings are thoseindicated by non-verbal noises such as cough, sigh, tongue-clicking, various kinds of body languages and different contexts of situation.49.denotation VS connotation (外延与内涵)Denotation is a straightforward, literal meaning of the word every member of the language speaking community will agree on. Connotation is not the basic meaing of the word but some emotive or evaluative meaings associated with the word by individual language users in their mind.50.linguistic relativity VS linguistic determinism (语言相对论与语言决定论)The Sapir-Wholf Hypothesis states that there is a systematic relationship between the grammatical categories of the language a person speaks and how that person both understands the world and behaves in it. It boils down to two principles: linguistic relativity and linguistic determinism.Linguistic relativity states that disctinctions encoded in one language are unique to that langage alone, and that there is no limit to the structural diversity of languages.Linguistic determinism refers to the idea that the language we use determines, to some extent, the way in which we view and think about the world around us. This concept has two versions; strongdeterminism and weak determinism. The strong version, which has few followers today, holds that language actually determines thought, whereas that weak version, which is widely accepted today, merely holds that language affects thought.。
英语教学法
华南师大09春英语专业<中学英语教学法>作业参加答案（10年10月）2010-10-23 23:25华南师大09春英语教育本科专业<中学英语教学法>作业参加答案（2010年10月）(请各学员注意题目的顺序，若在这里查不到答案，请你进入你自己的在线练习查找答案) 1．A question that views on language learning involve is “____?”A.What are the psycholinguistic and cognitive processes of language learningB.Why do human beings have languageC.How a language is different from anotherD.How do people use language when they have a desire to communicate答案:A2．In meaningful practice the focus is on the production, comprehension or exchange of ___.A.structuresB.sentencesC.formD.meaning答案:D3．One of the reasons why the deductive method is criticized is that ___ in the method.nguage is taught in a contextB.much attention is paid to meaningC.the practice is often mechanicalD.not enough explanation is provided答案:C4．Two characteristics of spoken language are spontaneity and ___.A.preparationB.time-constraintC.accuracyD.fluency答案:B5．One of the problems in vocabulary learning is that students ___.e context for their vocabulary learningB.try hard to understand the wordsC.treat vocabulary items indiscriminatelye a variety of vocabulary building strategies答案:C6．PPP and TBL are two approaches to language teaching. PPP stands for Presentation, Practice and Production and TBL stands for___.A.Task Book LanguageB.Text Book LearningC.Teacher-Based LearningD.Task-Based Learning答案:D7．When we ask the students to do predicting tasks in listening, we should let studentsread/hear the listening comprehension questions ___.A.before they listenB.while they are listeningC.after their listeningD.none of the above答案:A8．According to Wang Qiang, information-gap activities, problem-solving, ___, “Dialogues and role-plays”, and “Find someone who …” are some typ es of speaking tasks.A.reading aloud in chorusB.repeating what the teacher has saidC.reciting a dialogueD.“Change the story”答案:D9．According to the ___ there are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced.A.Behaviourist theoryB.Cognitive theoryC.structural viewD.functional view答案:B10．Role-playing through cue dialogues, role-playing through situation and goals, and role- playing through debates or discussion are examples of ___.A.mechanical practiceB.drilling languageC.pre-communicative activitiesD.social interaction activities答案:DAccording to Wang Qiang, pre-listening activities include predicting, setting the scene,___, and listening for specific information.A.learning new wordsB.learning new grammarC.listening for the gistD.concluding答案:C12．Explanation of phonetic rules should ___ at the beginning stage of teaching pronunciation.A.always be adoptedB.take placeC.be emphasizedD.be avoided答案:D13．Suppose a teacher is teaching his students to read an interesting story about how a doctor makes a joke of a young man. The teacher wants the students to tell part of the story with some key words from the story like “a doctor – village – annoyed; people – stop –street – advice; never paid – never – money – made up his mind –put and end”. Inwhich stage of teaching do you think the teacher should do this?A.At the pre-reading stage.B.At the while-reading stage.C.At the post-reading stage.D.At any of the three stages.答案:C14．To help our students pass exams is one of the purposes of our English teaching. Another purpose, which is very important, is to prepare our students to ___.e English in real lifeB.obtain knowledge about languageC.make up sentencesD.get a good job in the future答案:A15．Pre-reading activities include ___, setting the scene, skimming, and scanning.A.predictingrmation transfer activitiesC.reading comprehension questionsD.reproducing the text答案:AOne of predicting tasks in listening is to let students read the listening comprehension questions ___.A.before they listenB.while they are listeningC.after they have finished listeningD.none of the above答案:A17．It is believed that the way a language teacher learned a language will to some extent influence the way he or she ____.A.learns a languageB.teaches a languageC.learns his mother tongueD.obtains linguistic knowledge答案:B18．When teaching pronunciation, we should ___.A.never use visual aidse explanation rather than demoe dictionaries to show the soundsD.bring variety to the classroom, for example, show British & American pronunciati答案:D19．One of the reasons of providing the students with a variety of speaking activities is thatthe variety of activities helps ___.A.keep motivation highB.de-motivate studentsC.memorise the speechD.learn the dialogues by heart答案:A20．According to Wang Qiang, when designing speaking tasks, we must following the principles of “Maximum ___, even participation, high motivation, and right language level”.A.chorusB.repetitionC.foreign talkD.accuracy答案:CFrom the sentence ‘When she came into the room, the large crowd grew silent’ the students may know that here ‘she’ must be a woman of power, e.g. a boss or a teacher. In this example, the students are making ___ when reading.A.an inferenceB.a referenceC.perceptionD.production答案:A22．In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above答案:B23．Receptive skills of language include ___.A.listening and readingB.listening and speakingC.reading and writingD.speaking and writing答案:A24．When we are teaching pronunciation, ___ and intonation should be taught from the very beginning.A.knowledge about soundsB.phonetic rulesC.phonetic transcriptsD.stress答案:D25．Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing答案:B26．If we believe that when we are reading, our brain receives visual information and at the same time interprets or reconstruct the meaning, and that the reading process does not only involve the printed page but also the re ader’s knowledge of the language in general, ofthe world and of the text types, we would follow the ___ in our teaching.A.Bottom-Up ModelB.Top-Down ModelC.Interactive ModelD.all of the above答案:C27．In teaching grammar, substitution and ___ are examples of mechanical practice.ing chain phrases for story tellinging information sheets as promptsC.chain of eventsD.transformation drills答案:D28．According to Wang Qiang, activities such as “Listen and tick”, “___”, “Listen and act ”, “Listen and draw”, “Listen and guess”, “Listen and fill” can be performed in thewhile-listening stage of teaching listening.A.Listen and repeatB.Listen and reciteC.Listen and sequenceD.None of the above答案:C29．Suppose a teacher is teaching his students to read a passage about two earthquakes in San Francisco, one in 1906 and the other in 1989. The teacher gives the students the following table, and asks them to fill the blanks with information they have got from the text.TimeDateLocationNumber of people killedDamageEarthquake in 1906Earthquake in 1989This is an example of using ___ in teacher reading.A.transition devicemunication activitiesrmation-gap activitiesD.gist-getting device答案:A30．According to Jane Willis, the components of the framework of Task-Based Learning (TBL) include ____.A.exercises, exercise-tasks and tasksB.presenting new language items, time and learning cultureC.a purpose, a context, a process and a product/outcomeD.Pre-Task, Task Cycle and Language Focus答案:D31．Reasons for providing the students with a variety of speaking activities include ___.（必须选三项）A.It helps simplify students’ learning style.B.It will enable students to cope with different situations in reality.C.It suits students of different learning styles.D.The variety of activities helps keep students' motivation high.答案:B,C,D32．What are the disadvantages of traditional pedagogy?（必须选三项）A.It focuses on form rather than on functions.B.The learners are not able to use the language in an integrated way.C.The learners are not able to write.D.It tends to isolate language from its context.答案:A,B,D33．According to Wang Qiang, principles for teaching reading include ___.（必须选三项）A.Design tasks to encourage reading for the main meaning.B.Design tasks to develop students’ reading skills and strategies.C.Design tasks to help the students to read on their own.D.Help the students to memorize every new word and explain every sentence.答案:A,B,C34．Ways of consolidating new words suggested in Wang Qiang’s book (2006) include ___.（必须选三项）ing word categoriesing word net-workC.Copying the wordsD.“Word bingo”答案:A,B,D35．What an effective reader does include ___.（必须选三项）A.Bearing in mind a clear purpose in readingB.Guessing the meaning of new words from the contextC.Concentrating on the insignificant partsing background information to help understand the text答案:A,B,D36．Strategic skills needed in reading include ___.（必须选三项）A.Skimming, i.e. reading for the gist or main ideaB.Scanning, i.e. reading to look for specific informationC.Predicting, i.e. guessing what is coming nextD.Reciting: i.e. memorizing every word答案:A,B,C37．Forms of transition device adopted in teaching reading include ___.（必须选三项）A.Reading aloud the vocabulary itemspleting a tableC.Making a listD.Taking notes答案:B,C,D38．What characteristics does Communicative Language Teaching (CLT) have? （必须选三项）A.CLT advocates grammar analysis through reading.B.CLT focuses on meaning rather than on form.C.CLT suggests that learning should be relevant to the needs of the students.D.CLT stresses authentic and creative use of the language.答案:B,C,D39．Rod Ellis’ six criteria for communicative activities include ___.（必须选三项）municative purposerge vocabulary sizemunicative desireD.Content, not form答案:A,C,D40．Ways of presenting new words suggested by Wang Qiang include ___.（必须选三项）ing visual aids such as pictures, photos, video clips, etc. to show meaninging lexical setsC.Translating and exemplifying, especially with technical or abstract wordsD.Asking the students to consult dictionaries for the meaning in class答案:A,B,C41．The final goal of Communicative Language Teaching is to develop students’ ____（开头字母：co）competence. (必须输入完整的单词，单词后面不要输入空格。
语言学名词解释
orderly.(08F)23.module: It refers to a unit of processing that is relatively autonomous from other processing units.24.Minimal attachment:we prefer attaching new items into the phrase marker being constructed using the fewest syntactic nodes consistent with the rules of the language. (e g. Mike kissed Lucy and her sister…)te closure:wherever possible, we prefer to attach new items to the current constituent to reduce the burden on working memory during parsing.(E.g.: Tom said that Bill had taken the cleaning out yesterday. )26.cohort model: in word comprehension,words are analysed by hearers from beginning to end.27.Selectional restrictions---a restriction on the combining of words in a sentence resulting from their meaning form part of the word-processing system28. Hierarchical Structure----Our representation od complex words is organized in terms of hierarchical morphological structure.29.Levelt’s model of speech production:Four stages of production: conceptualizing----- > formulating---- >articulating---- > self-monitoring.(1) Conceptualizing: we must conceptualize what we wish to communicate.(2)Formulating: we formulate this thought into linguistic plan in the Formulator. It contains grammatical and phonological process and draws upon the lexicon.(3) articulating:the information is passed to the Articulator from Formulator which actually produces the utterance.(4) self-monitoring.:We monitor our speech, to assess whether it is what we intended to say and how we intended to say it.．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．1. Acculturation(同化过程） is a process in which members of one cultural group adopt the beliefs and behaviors of another group.2. Adjacency pair（相邻语对）; a sequence of two utterances by different speake rs in conversation. The second is a response to the first, such as question/ans wer sequences and greeting/greeting exchange.3. affix: a bound morpheme that is attached to a stem and modifies its meaning in some way.4. agreement (concord)（一致）: a grammatical phenomenon in which the form of o ne word in a sentence is determined by the form of another word which is gramma tically linked to it. E.g. in the sentence The boy goes to school every day. There is an agreement in number between boy and goes.5.articulators（发音器官): the tongue,lips,and velum, which change the shape of the vocal tract to produce different speech sounds.6.aspect(体）: the grammatical category representing distinction in the tempora l structure of an event. English has two aspect construction---the perfect and the progressive.(完成体和进行体)7.aspiration(吐气）; the puff of air that sometimes follows the pronounciation of a stop consonant. E.g. /p/ in the word pit.8.consonant（辅音）; a speech sound produced by partial or complete closure of part of the vocal tract, thus obstructing the airflow and creating audible fric tion. Consonants are described in terms of voicing, place of articulation, and manner of articulation.9. converstional implicature（会话含义）: meanings that are explicable in the l ight of converational maxims.municative competence（交际能力）; the ability to use language appropriat ely in social situations.11. constituent（成分）: a syntactic unit that functions as part of a large un it within a sentence; typical constituent types are verb phrase, noun phrase, p repositional phrase and clause.12.case(格)：the grammatical category in inflectional languages by which the fo rm of a noun or noun phrase varies for grammatical or semantic reasons. English has only one case distinction in nouns—the genitive case(所有格), but English pronouns have three forms that correspond to three of the six cases in Latin.13.clause（小句）: a grammatical unit that contains a subject and a predicate. It may be a sentence or part of a sentence.14.closed class（封闭词类）: a group of words whose membership is small and doe s not readily accept new members.15.coinage（创新词）: the construction and addition of new words.16.distribution(分布）: the set of positions in which a given linguistic elemen t or form can appear in a language.17.duality（双重结构）: a type of double-layer structure in which a small numbe r of meaningless units are combined to produce a large number of meaningful uni ts.18.entailment（包含）; the relationship between two sentences where the truth of one(the second) is inferred from the truth of the other.19.euphemism（委婉语）: a word or phrase that replaces a taboo word or is used to avoid reference to certain acts or subjects,e.g. powder room for toilet. 20.garden path sentence（花园小径句）: a sentence in which the comprehender ass umes a particular meaning of a word or a phrase but later discovers that the as sumption was incorrect, forcing the comprehender to backtrack and reinterpret t he sentence.21.free variation;(自由变异) a relation between two speech sounds such that either one can occur in a certain position and the substitution of one for the other never makes any difference in the meaning of the word. For instance, the unexpl oded(失去爆破) stop /d/ in the phrase Good morning is in free varitation with t he exploded(爆破)counterpart.22.inflection（屈折变化）: the morphological process by which affixes combine w ith words or stems to indicate such grammatical categories as tense or plurity.ernment（支配）: the grammatical phonomenon in which the presence of a pa rticular word in a sentence requires a second word which is grammatical linked with it to appear in a particular form. E.g. a preposition or a verb requires t hat the pronoun following it be in the objective form,as in with me,to him. nguage universal (语言共性): any property that is shared by most,if not a ll, human lanugages.25.lingua franca: ( 通用语) A language variety used for communication among gr oups of people wo do not otherwise share a common language. For example, English is the lingua franca of the international scientific community.26.macrosociolinguistics; The study of the effect of language on society.27.microsociolinguistics: The study of the effect of any and all aspects of so ciety,including cultural norms, expetations and contexts,on the way language is used. It is often simply called sociolinguistics.28.paradigmatic relation: (纵组合关系) The substitutional relation between a s et of linguistic items,that is,linguistic forms(letters,words and phrases)can b e substituted for each other in the same position in a word or sentence. E.g, b,p,s,f are in paradigmatic relation in the words bit,pit,sit,fit, so are Natur e,Beauty, Love, Honesty in the sentences:Nature purifies the mind.Beauty purifies the mind.Love purifies the mind.Honesty purifies the mind.29.syntagmatic relation: (横组合关系) The relation between any linguistic elem ents which are simultaneously present in a structure. E.g. in the word bit, b, i,t are in syntagmatic relation, so are nature, purifies, the, mind, in the sen tence Nature purifies the mind.30.presupposition（预设）: implicit assumptions about the world acquired to make an utterance meaningful or appropriate,e,g, “ some tea has already been take n”is a presuppostion of “Take some more tea”.31.prototype(典型): What members of a particular community think of as the bes t example of a lexical category,e.g.for some English speakers “cabbage”(rathe r than,say,carrot)might be the prototypical vegetable.32.root(词根): the morpheme that remains when all affixes are stripped from a complex word. E.g. system from un- + system + atic + ally.33.stem（词干）: the base to which one or more affixes are attached to create a more complex form that may be another stem or a word.34.taboo（禁忌语）:words that are offensive or embarrassing, considered inappro priate for “polite society”, thus to be avoided in conversation.35.selectional restriction(选择限制): a restriction on the combining of words in a sentence resulting from their meaning.36.linguistic universal:(语言共性) The linguistic universals are principles th at enable children to acquire a particular language unconsciously, without inst ruction in the early years of life. As a whole they are referred to as Universa l Grammar.（这是今年复试面试时教授的问题。
Communicative competence and TBL
Communication “means ‘know how’ to understand and response to different situations that aris; 1977; 1994) discussed the ethnographic-oriented exploration of communicative competence that included 'communicative form and function in integral relation to each other. His research-oriented ideas have undergone an epistemic transformation: from empirically oriented questions to an idealized pedagogic doctrine‘
Communicative competence
- refers to a learner's L2 ability . Abiliyt to apply and use grammatical rules . Ability to form correct utterances .ability to know how to use these utterances appropriately
Georges Duquette (1995: Viii)
2. Types of communication
According to Mehrabian and Ferris (1967) communication is determined by: • body language--postures, gestures, and eye contact 55% • the tone of voice 38% • the content or the words used in the communication process 7%
Communicative_competence
Savignon, Sandra J., Communicative Competence: Theory and Classroom Practice. Texts and Contexts in Second Language Learning, Reading Mass.: Addison-Wesley Publishing Company, 1983, 322pp., $US 16.00 (Second Language Professional Library) For many years Professor Sandra Savignon has been considered as one of the leaders, indeed one of the pioneers, in the field of communicative language teaching and learning. Her latest book confirms her in that position. Communicative Competence: Theory and Classroom Practice “. . . is a book about texts and contexts in second language learning. It is intended for classroom teachers in training as an introduction to the theoretical bases of communicative language teaching and as a guide to building a second language program consonant with those theories” (vi). The book successfully achieves these goals and provides readers with an intelligent, wellstructured and up-to-date problematization of the processes involved in communicative language learning and its management (“Only the learner can do the learning” (110)). All important topics are covered in this book which consists of six chapters (Definitions of Communicative Competence; L2 Acquisition Research; Learner Attitudes and Interests; Selection of Materials; Shaping the Curriculum, Testing). In addition, there is a conclusion which takes the form of “A Letter to My Teacher”, a list of References, a Glossary and an Index. Chapters are introduced by a statement of objectives and followed by “Suggested Readings” and a thought-provoking “Research and Discussion” section which points to areas which might be fruitfully investigated in the context of seminar or personal research projects. The approach described above, coupled with an unpretentious style, results in a very clear exposition of the theory and practice of communicative language learning. On occasion, the author’s concern for making the material accessible to the teacher at the workplace results in a rather chatty style. This same concern also gives certain parts of the text distinct recipe-book overtones. However, this is not necessarily a fault as examples are pertinent and well-founded in theory.
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Topic10 Communicative competence and communicative language teachinga.linguistic competenceN. Chomsky: the speaker-hearer’s knowledge of his language.A set of (finite or infinite) sentences, each finite in length and constructed out of a finiteset of elements.municative competenceD. Hymes: Whether (and to what degree) something is formally possible.Whether (and to what degree) something is feasible, in virtue of the means ofimplementation available.Whether (and to what degree) something is appropriate (adequate, happy,successful) in relation to the context in which it is used and evaluated.Whether (and to what degree) something is in fact done, actually performed, andwhat its doing entails.Knowledge vs ability for use: “the individual’s potential to realize a possible, feasible and appropriate speech act, not the realization itself”. Its scope is broad, including cognitive andnon-cognitive factors such as motivation, courage, gameness, gallantry, composure, presence of mind, dignity, stage confidence and others.M. Canale and M. Swain: Grammatical competenceSociolinguistic competenceDiscourse competenceStrategic competenceCanale and Swain deliberately exclude ability for use from their model of communicative competence. They argue that while performance may demonstrate such factors as volition, motivation, etc., they doubt that there is any theory of human action that can adequately explicateability for use and hence, as it cannot be modeled, it cannot be included in their framework. Theyview ability for use as simply part of communicative performance.municative language abilityL. Bachman:communicative language abilitylanguage competence strategic competence psychomotor skillsorganizational competence productive receptivegrammatical competence textual competence visual oral visual orallexis morphology syntax phonology/ pragmatic competencegraphologycohesion rhetorical organizationillocutionary competence sociolinguistic competence ideational manipulative heuristic imaginative register cultural naturalnessfunction function function function and referencesdialect and figuresof speechcohesion: comprises ways of explicitly marking semantic relations such as reference, substitution, ellipsis, conjunction and lexical cohesion, as well as the conventionsgoverning the ordering of old and new informationrhetorical organization: pertains to the overall conceptual structure of a text and is related to the effect of a text on the language user. Conventions of rhetorical organizations include common methods of development such as narration, description, comparison,classification and process analysis.ideational function: by which we express meaning in terms of our experience of the real world.an utterance act: simply the act of saying something.a propositional act: involving referring to something or expressing a predication aboutsomething.an illocutionary act: is the function (assertion, warning, request, order, etc.) performed by saying something or the purpose for which an utterance is produced.perlocutionary acts: the effect of an utterance upon the hearer.manipulative function: whose primary purpose is to affect the world around us and includes instrumental (to get thing done), regulatory (to control the behavior of others) and interactive (to form, maintain and change interpersonal relations) functions.heuristic function: pertains to the use of language to extend our knowledge of the world around us and occurs commonly in such acts as teaching, learning, problem-solving and conscious memorizing.imaginative function: to create or extend our own environment for humorous or esthetic purposes: telling jokes, communicating fantasies, creating metaphors or other figures of speech, as well as reading literary works for enjoyment.dialect: regional, class, temporalregister: degrees of formalitycultural references and figures of speech: The ability to interpret cultural references and figures of speech is another aspect of sociolinguistic competence. Many cultural references and figures of speech are incorporated, with set meanings, into the lexicon of any language and are thus considered part of lexical competence. Nevertheless, knowledge of the extended meanings given by a specific culture to particular events, places, institutions, or people is required whenever these meanings are referred to in language use.naturalness: to either formulate or interpret an utterance in a native-like way.strategic competence:1)interactional view: mastery of verbal and non-verbal strategies both to compensate forbreakdowns in communication due to insufficient competence or to performance limitations and to enhance the rhetorical effect of an utterance.2)psycholinguistic view:I. Assessment component: i) identify the information needed for realizing a particular communicative goal in a given context, ii) determine what language competencies are at ourdisposal for most effectively bringing that information to bear in achieving the communicative goal, iii) ascertain the abilities and knowledge that are shared by our interlocutors, and iv) follow the communication attempt, evaluate the extent to which the communicative goal has been achieved.II. Planning component: retrieves relevant items from language competence and formulates a plan whose realization is expected to achieve the communicative goal.III. Execution component: draws on the relevant physiological mechanisms to implement the plan in the modality and channel appropriate to the communicative goal and context.psychophysiological mechanisms: are essentially the neurological and physiological processes. We can distinguish the visual from the auditory channel and the productive from the receptive mode. In receptive language use, visual and auditory skills are used, while in productive, neuromuscular skills (articulatory and digital)II. Components of communicative language ability in communicative language useKNOWLEDGE STRUCTURES LANGUAGE COMPETENCEKnowledge of the world Knowledge of languageSTRATEGIC COMPETENCEPSYCHOPHYSICAL MECHANISMSCONTEXT OF SITUATIONNonverbal Communication1. Fundamental concepts of nonverbal communication1.1. The definitionNonverbal communication is the process by which nonverbal behaviors are used, either singly or in combination with verbal behaviors, in the exchange and interpretation of messages within a given situation or context.1.2. The functions of nonverbal messages1) complementing: consistent with the accompanying verbal message but add or strengthen orclarifying the meaning of the verbal message.2) contradicting: contradict the verbal message.3) repeating: repeat the verbal message and can stand alone when the verbal message is notpresent.4) regulating: regulate the cooperative communication.5) accenting: accent or emphasize distinct points in verbal messages.6) substituting: nonverbal rather than verbal messages are sent.1.3. Nonverbal communication and culture1) transfer: when an item in the target nonverbal communication system corresponds in both form and meaning to an item in the native nonverbal communication system, the learner can simple transfer the native item to the target one: nodding2) underdifferentiation: an item in the native nonverbal communication system has no corresponding item in the target nonverbal communication system, the learner has to avoid using that item when interacting with the native user of that system: the turtle gesture as a swear gesture 3) reassociation: when an item in the target body language corresponds in meaning but not in form to an item in the native nonverbal communication system, the learner has to associate the meaning with a different form: eight. When an item in the target body language corresponds in form but not in meaning to an item in the native nonverbal communication system, the learner has to associate the form with a different meaning: the OK gesture means 0 in Chinese.4) reinterpretation: an item in the target nonverbal communication system is similar but not identical to an item in the native nonverbal communication system: the speaker claps his hands together with the audience when he completes his speech.5) overdifferentiation: an entirely new item in the target nonverbal communication system must be learned: thumb down to mean a strong “no”.6) conflict: an item in the target body language is similar or identical in form to an item in the native body language, but the two convey conflicting meaning in the two cultures: laugh when seeing, for example, somebody fall down.2. Kinesics or body language2.1. Facial expressions and eye behaviorThe four basic facial management techniques1) intensifying: to exaggerate one’s facial expression to meet others’ expectations: receiving gifts.2) deintensifying: deemphasize one’s facial behavior to maintain social relations: getting a jobwhile a close friend does not.3) neutralizing: avoid showing any emotion: hide one’s feelings of frustration or despair.4) masking: replace felt emotions with emotions thought to be appropriate: to smile to the winners. The three qualities or characteristics of eye behaviors1) saliency: having a high probability of being noticed.2) arousal: creating arousal.3) involvement: eye behaviors are involved in human interactions.2.2. GesturesThe five categories of gestures1) emblems: intentional and can replace spoken words: waving good bye.2) illustrators: intentional and illustrate the spoken words: that big.3) regulators: intentional and regulate conversations with one’s interlocutors:4) affect displays: unintentional, shaking when experiencing fear.5) adapters: unintentional, responses to boredom or stress-producing situations or responses tonegative feelings towards ourselves or someone else: rubbing one’s head.2.3. PosturesThe three categories of postures1) inclusive vs non-inclusive: acts or positions of a group that either include or block out otherpeople.2) face to face vs parallel body orientation: postural relationship between two people during aconversation.3) congruence vs non-congruence: whether the two persons involved imitate or share similarposture.3. Territory and proxemicsThe three basic categories of territory1) primary territory: the space that exclusively belongs to its owner.2) secondary territory: not central to the daily activities of its owners and not under their exclusivecontrol. It might be invaded.3) public territory: open to anyone but subject to temporary ownership and can be defended aspersonal property.The four interpersonal distance zones1) the intimate zone: from touching to 18 inches, usually reserved for the very few special peoplein one’s life.2) the casual-personal zone: from 18 inches to about 4 feet, used when talking with close friendsor relatives.3) the socio-consultative zone: from 4 feet to 8 feet, used to discuss business.4) the public zone: from 8 feet to the limits of our vision and hearing, used to deliver a speech. 4. Kinethetic dimensionsThe five categories of touch1) functional-professional touch: impersonal, e.g. a doctor’s touching of his patients.2) socio-polite touch: acknowledge the other as a social role and are willing to show politeness tohim or her, e.g. hand-shaking.3) friendship-warmth touch: let others know that we appreciate them as unique individuals,hand-shaking, shoulder-clapping, hugging.4) love-intimacy touch: kissing, stroking the face or hair of another person.5) sexual arousal touch: the highest level of bodily contact.5. Dress and artifactsThe three functions of dress1) comfort and protection from the weather2) concealment3) cultural display (also the function of artifacts)6. Olfactory dimensionsBody odors are affected by diet, drinking water, mood, living habits, race, gender, age, reproductive state, health, exercise schedule, hygiene and emotional state.7. TimePsychological time orientation1) the past-oriented society: China2) the present-oriented society: Latin America3) the future-oriented society: North AmericaCultural time orientation1) technical time: impersonal, non-emotional, non-interpersonal2) formal time: the way in which a culture keep track of time.3) informal time: the casual time employed by a culture.。