语言学第七章
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• 例如：“She liked the man that visited the jeweler that made the ring thatwon the prize that was given at the fair.”
• 3. appropriateness （得体性）
• 例如：A： What did the rain do？ B：The crops were destroyed by the rain. 对话中A问的是“雨水”，B回答的是“作物”，与语 境不适宜。正确的回答应是“The rain destroyed the crops.”
• Some more successful practices of this attempt have been found in language classrooms, law courts, and clinical settings, respectively. We will present each of them briefly in the following discussion.
Language Teaching
QUESTIONS TO BE CONCERNED WITH
• 1.How are some leading sociolinguistic theories related to language teaching? • 2. Why should we teach cultural things in our classroom? • 3. What should we teach about culture in our classroom? • 4. What contributions has sociolinguistics provided to the field of language teaching?
7.2.4 What implications can we get from sociolinguistics?
• Along with the gradual maturity and acceptance of this school of linguistics, there has been an ever growing possibility fo us to have a new daughter discipline called “applied sociolinguistics”.
• According to Hymes, Communicative competence contains four parameters 1.grammaticality(语法性）
例如：“The rain is destroyed thecrops.”
• 2.feasibility （可行性）
• How are some leading sociolinguistic theories related to language teaching?
Chomsky(1965.3)
Linguistic competence Mastery of language structure
Hymes(1972)
A better framework in teacher training
A more fruitful research in this field
History of civilization culture Mini-culture or the culture embedded in “world English”
• • • •
Geographical features Historical developments Achievements of civilization Science of a certain culture
3) Culture is always reflected in language and there is no separation between understanding language and understanding culture.
What should we teach about culture in our classroom?
• A rather loose definition to the scope of the subject • Reflects a prolific source of materials of world English.
What contributions has sociolinguistics provided to the field of language teaching?
A change of emphasis in the content of language teaching
Innovations in materials and activities in the classroom
A fresh look at the nature of language development and use
Communicative competence Mastery of language structure
wenku.baidu.com
Halliday(1973)
Sociological semantics Selection to produce a certain social meaning
• 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.
Three types of culture available for language classroom
Anthropological culture
• The development of cultural competence • Emphasizes the inclusion of a complex package of things • Thinking patterns in a given culture
First, we’ll have a look at sociolinguistics in language classrooms. • The relationship between sociolinguistics and language teaching
Sociolinguistics
• 4. done （现实性）
• 例如 ：现在是两点半钟 • “It's half past two”不说“It's half after two.”
Why should we teach cultural things in our classroom?
1) Cultural study can arose great interest of language learners in language leaning.
2) Cultural study can provide our students enough information to transcend their own culture and develop a more objective consciousness of the related issues to fight against cultural
• 3. appropriateness （得体性）
• 例如：A： What did the rain do？ B：The crops were destroyed by the rain. 对话中A问的是“雨水”，B回答的是“作物”，与语 境不适宜。正确的回答应是“The rain destroyed the crops.”
• Some more successful practices of this attempt have been found in language classrooms, law courts, and clinical settings, respectively. We will present each of them briefly in the following discussion.
Language Teaching
QUESTIONS TO BE CONCERNED WITH
• 1.How are some leading sociolinguistic theories related to language teaching? • 2. Why should we teach cultural things in our classroom? • 3. What should we teach about culture in our classroom? • 4. What contributions has sociolinguistics provided to the field of language teaching?
7.2.4 What implications can we get from sociolinguistics?
• Along with the gradual maturity and acceptance of this school of linguistics, there has been an ever growing possibility fo us to have a new daughter discipline called “applied sociolinguistics”.
• According to Hymes, Communicative competence contains four parameters 1.grammaticality(语法性）
例如：“The rain is destroyed thecrops.”
• 2.feasibility （可行性）
• How are some leading sociolinguistic theories related to language teaching?
Chomsky(1965.3)
Linguistic competence Mastery of language structure
Hymes(1972)
A better framework in teacher training
A more fruitful research in this field
History of civilization culture Mini-culture or the culture embedded in “world English”
• • • •
Geographical features Historical developments Achievements of civilization Science of a certain culture
3) Culture is always reflected in language and there is no separation between understanding language and understanding culture.
What should we teach about culture in our classroom?
• A rather loose definition to the scope of the subject • Reflects a prolific source of materials of world English.
What contributions has sociolinguistics provided to the field of language teaching?
A change of emphasis in the content of language teaching
Innovations in materials and activities in the classroom
A fresh look at the nature of language development and use
Communicative competence Mastery of language structure
wenku.baidu.com
Halliday(1973)
Sociological semantics Selection to produce a certain social meaning
• 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.
Three types of culture available for language classroom
Anthropological culture
• The development of cultural competence • Emphasizes the inclusion of a complex package of things • Thinking patterns in a given culture
First, we’ll have a look at sociolinguistics in language classrooms. • The relationship between sociolinguistics and language teaching
Sociolinguistics
• 4. done （现实性）
• 例如 ：现在是两点半钟 • “It's half past two”不说“It's half after two.”
Why should we teach cultural things in our classroom?
1) Cultural study can arose great interest of language learners in language leaning.
2) Cultural study can provide our students enough information to transcend their own culture and develop a more objective consciousness of the related issues to fight against cultural