语言学与外语教学

Result 1：
language learners are encouraged to deal with accomplishing actions (交际任务), which are thought to help them acquire the second language. e.g. Communicative language teaching (CLT) 交际语教学法 Task-based language teaching (TBLT) 任务型语言教学
OUTLINE:
1.The Relation between Linguistics and Language Teaching. 2.Linguistics and Language Learning 3.Linguistics and Language Teaching ①The discourse-based View of Language Teaching （基于语篇的语法教学） ②The Universal Grammar and Language Teaching criticism （普遍语法与语言教学） 4. Linguistics and Syllabus Design（语言学与教学大纲的设计） 5. Contrastive Analysis and Error Analysis(对比分析和错误分析） 6. Corpus Linguistics and Language Teaching （语料库语言学和语言教学）
Language acquisition Knowledge of competence & functions
Universal principles
The
discourse-based view of language teaching overstresses the role of knowledge of competence and functions and hence fails to notice universal principles that guide language acquisition.
傅钰琳 王瑞婷 周媚楠 张晓倩 张 蕾
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Result 2：
In designing the syllabus: The likely results of discourse theory: 1. the communicative syllabus— P263 2. The task-based syllabus—P264 Discourse theorist believe that language teaching should aim at developing discourse competence and communicative competence.
All
of these theories have merits and weakness.
All
these theories will have some influences on the language teaching process.
Teachers
are not necessarily linguists, but teachers should draw on linguists’ achievements and try to be well-prepared.
that’, ‘it’s an exception’ , or ‘it’s less formal’.
”
—McDonough

Defining the syllabus. Organizing the teaching content. Determining the methods and approach. Setting assessment criteria. ... ... ... ...
2.what’s the difference between the two pictures?
Conclusion: there’s no absolute boundary
between these two kinds of tasks. Both of them aim at improving students’ language skills and knowledge. Real-world tasks also have pedagogical purposes.

Focus: complete spoken and written texts and on the social and cultural contexts in which such language operates.
Aim:
Developing discourse competence (语篇能力) communicative competence (交际能力)
Define syllabus
Organize teaching content Determine methods
LINGUISTICS
Set assessment criteria
…

Essential point: linguistic patterns exist across stretchers of text
These patterns of language extend beyond the words, clauses, and sentences, which have been traditional concern of much language teaching (McCarthy and Carter 1994:1)
傅钰琳 王瑞婷 周媚楠 张晓倩 张 蕾
2913104022 2913104019 2813101021 2913104023 2913104020
语言学教程第四版 胡壮麟主编 北京大学出版社
二语习得研究与中国外语教学 杨连瑞 张德禄 等著 上海外语教育出版社
OUTLINE:
1.The Relation between Linguistics and Language Teaching. 2.Linguistics and Language Learning 3.Linguistics and Language Teaching ①The discourse-based View of Language Teaching （基于语篇的语法教学） ②The Universal Grammar and Language Teaching （普遍语法与语言教学） 4. Linguistics and Syllabus Design（语言学与教学大纲的设计） 5. Contrastive Analysis and Error Analysis(对比分析和错误分析） 6. Corpus Linguistics and Language Teaching （语料库语言学和语言教学）
Linguistics Applied linguistics
Internet linguistiBiblioteka Baidus
semantics
phonetics
pragmatics
syntax
Language teaching
Language acquisition
the nature of language
Knowledge in linguistics
Successfully
learning conditons 1. When language learners know how and when to use the language in various settings 2. When they have successfully cognized various forms of competence . grammatical competence (lexis, morphology, syntax and phonology) pragmatic competence (如speech acts)
The
discourse-based view of language teaching overemphasizes the role of external factors and gives little importance to internal learning processes.
Two broad types of tasks
Real-world tasks (真实任务）& Pedagogical tasks（教学任务） e.g. 1.What do you think of our school bus, do you Have any suggestions to improve it?
how to teach language
“A teacher who is able to explain some linguistic
features would have a stronger position than one who handles the argument using authority ‘it’s like