期末复习-应用语言学

一 Meaning

Semantics: the study of the meaning of linguistic units, words and sentences in particular.

7 types of meaning: conceptual: denotive; the central part

Connotative

Social

Affective

Reflected

Collocative

Thematic

Connotation: 内涵意义additional, emotive meaning

Denotation : 外表意义 the act of indicating or pointing out by name

Referential theory: the theory of meaning which relates the meaning of a word to the thing it refers to, or stands for.

缺点：there is sth behind the concrete thing we can see with our eyes; and that abstract thing is called concept.

Semantic triangle: the theory which explicitly employs the notion “concept”. It believes that the relation between a word and a thing it refers to is not direct; it is mediated by concept.

word concept thing

Leech’s conceptual meaning has two sides: sense and reference

Sense: the abstract properties of an entity

Reference: the concrete entities having these properties

(sense is like connotation; reference is like denotation)

Sense relations: synonym; antonymy; hyponymy

Antonymy: gradable antonymy: differ in terms of degree;good/bad;long/short

Complementary antonymy: two words are absolutely contrary alive/dead;

male/female

Converse antonymy: relational opposites; always two sides; buy/sell; lend/borrow Hyponymy: 下位词

hypernym（superordinate）: 上位词

eg: flower (上位词)：(下位词) lily； carnation………

二 linguistics and foreign language teaching

linguistics and language learning:

grammar and language learning:

“FOCUS ON FORM” takes a balance between “purely form-based approaches” and “purely meaning-based approaches”; it believes that language learning should be generally meaning-focused and communication-oriented, it is still necessary and beneficial to focus on form occasionally.

缺点：what elements of language are most amenable to focus on form; 两个影响因素：UG & complexity of language structures.

input and in language learning:

meaning-focus: authentic input; that is the input should vary in style,mode medium, and purpose.

Krashen’s input hypothesis:“i+1”principle---input不能过度超出或过度低于人的当前水平

optimal input包括: premodified input---the matetial is finely tuned in advance to the learner’s current level; interactively modified input---material is modified whenn the teacher and the speaker interacts(更好一点).

interlanguage in language learning:interlanguage---the type of language constructed by seccond or foreign learners who are still in process of learning; it is often understood as a language system between the target language and the learner’s native language.

对其研究主要在两方面: 1, investigate the psychological, biological, nerological mechanism involved in the process; 2, investigate the linguistic features of the interlanguage(尚未收到很多人关注)

linguistic and language teaching

the discourse-based view of LT:focus ono complete spoken and written texts on the social and culturlal contexts in which such language operates; it aims at developing discourse competence, which is similar to communicative competence.

communicative competence:it refers to what a language knows about how a language is used in particular situation for effective and appropriate communication; it includes knowledge of grammar,vocabulary,rules of speaking, how to use and respond to different types of speech acts and social conventions.

在这种理论下,有两种主要教学方法: communicative language teaching(CLT)---real world tasks; task-based language teaching(TBLT)---pedagogical tasks

缺点:overemphasize the role of external factors in the process and ignore the internal learning process(similar to behavioristic view of LA); overstress the role of language of competence and functions and fails to notice the universal principles.

the universal grammar of LT:Chomsky’s UG, or TG

language learning is not a matter of habit formation but an activity of building and testing hypothesis;

input is deficient in two ways: input is claimed to degenerate cze it is damaged by performance features; input is devoid of grammar corrections

缺点: 1, acquisition part is second important in UG

2, it is only concerned of linguistic grammar and neglects the perpheral grammar 3, it discarded the prmary function of language---communication

4, SLA seldom do empirical research

linguistics and syllabus design

syllabus:a specification of what taked place in the classroom, which usually cotains the aims and contents of teaching in a given course; it is part of curriculum.

curriculum: a broad concept; provides general statements of the rationale of language,L-L, L-T; detailed sppecification of aims, objectives and target of L-L; implementation of a program; including the entire insturctional process :materials, equipment, examination and the training of teachers, in short, all pedagogical measures related to schooling or the substance of courses.

syllabus design: pedagogical narure; curriculum development:educational issue

theoretical views behind syllabus design

分为两个步骤

1, selecting teaching materials

structural view: select the kernel elements of the structural system

functional view: select the most frequently occurring functions and notions of language