胡壮麟《语言学教程》第十一章Linguistics_and_foreign_language_teaching

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The study of UG has attracted considerable attention from many second language acquisition researchers because knowledge of linguistic universals may help to shape L2 acquisition in a number of ways.
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Universal Grammar


Two variables concerning the amenability of language elements to focus on form are the relevance of Universal Grammar (UG) and the complexity of language structures. According to the advocates of focus on form, if an L2 structure is part of UG, the amenability is high; otherwise, the amenability is low.

For example, it can provide explanations for developmental sequences and language transfer.
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Structural complexity
பைடு நூலகம்


It can be assumed that less complex structures have higher amenability, but complexity is hard to define. Formally simple structures can be functionally complex and formally complex items are not necessarily functionally complex. Again we resort to linguistics in order to have a better understanding of the complexity of language structures.
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Views diverge greatly as to what kind of input should be provided for language learners.
Authentic input Comprehensible input (Krashen): i+1 Premodified input Interactively modified input: tends to do a better job

It is often understood as a language system between the target language and the learner’s native language.
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Interlanguage is a dynamic language system, which is constantly moving from the departure level to the native-like level. Can be done in two ways:
investigating the psychological, biological or neurological mechanisms involved in the production of interlanguage; investigating the linguistic features of interlanguage.
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Communicative competence

Dell Hymes
What a learners knows about how a language is used in particular situations for effective and appropriate communication. Includes knowledge of the grammar and vocabulary, knowledge of rules of speaking, knowledge of how to use and respond to different types of speech acts and social conventions, and knowledge of how to use language appropriately.

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It is believed that language learning will successfully take place when language learners know how and when to use the language in various settings and when they have successfully cognized various forms of competence such as grammatical competence (lexis, morphology, syntax and phonology) and pragmatic competence (e.g., speech acts).
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1.3 Interlanguage—output

The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as interlanguage.
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1.2 Input



Language learning can take place when the learner has enough access to input in the target language. This input may come in written or spoken form. In the case of spoken input, it may occur in the context of interaction or in the context of non-reciprocal discourse .

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2. Linguistics and Language Teaching

Linguistics theories influence our general orientation in approaches to language teaching.

Linguistic knowledge helps teachers to better explain the specific language items they teach.
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The problem is that no one knows for sure what exactly is part of UG. It is here that the study of linguistics comes into play. The study of UG, which is often considered as the theory for the sake of theory, is now needed in language learning research in the most practical sense.
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1.1 Grammar

Do we teach grammar? How do we teach grammar?

As a compromise between the “purely formfocused approaches‖ and the ―purely meaningfocused‖ approaches, a recent movement called focus on form seems to take a more balanced view on the role of grammar in language learning.
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Four communicative competence

possibility: the ability to produce grammatical sentences feasibility: the ability to produce sentences which can be decoded by the human brain appropriateness:the ability to use correct forms of language in a specific socio-cultural context perfomance:the fact that the utterance is completed.
Chapter 11 Linguistics and Language Teaching
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Applied linguistics definition.(P.353) firstly: Theoretical views of language explicitly or implicitly inform the approaches and methods adopted in language teaching. secondly, applied linguistics state the insights and implications that linguistic theories have on the language teaching methodology.
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2.1 Discourse-based view

Linguistic patterns exist across stretches of text.



These patterns of language extend beyond the words, clauses and sentences, which have been the traditional concern of much language teaching. Focuses on complete spoken and written texts and on the social and cultural contexts in which such language operates. Accordingly, it aims at developing discourse competence, similar to the well-known concept of communicative competence.

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(Krashen): i+1



p.371 the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still be challenged to make progress. pre-modified input interctively modified input