应用语言学(全套课件103P).ppt
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- 应用 语言学 全套 课件 103
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1、Applied Linguistics II1 Position and relation2 Position and relation3 Focus On teacher and teaching4 Objectives5 Chapter One History of Language Teaching6 History:reading H.H.Stern(75-116)Richards&Rodgers(1-13)Howatt:1984 A History of English Language7 History:questions for consideration1.Stages or
2、periods?2.Fundamental theories of each stage?3.Characteristics in teaching?4.Contribution of each to todays profession(any reminiscence?5.Objectives of language teaching of each period?8 History:stages by Stern1.17th-19th century2.1880-World War I3.Word War I to 1940114.World War II to 19705.1970s-1
3、980s6.1990s to present day9 History:stages by Kelly1.The Classical Period2.The Middle Ages,3.Renaissance4.The Age of Reason5.The Modern Period10 Significance of history studyThrough studying the history of language teaching we can gain perspective on present-day thought and trends and find direction
4、s for future growth.Knowing the historical context is helpful to an understanding of language teaching theories.(76 Stern)11 Expected products from history study1.A descriptive record of the development of language pedagogy in the past.2.A store of ideas,experiences and practices would be accumulate
5、d which would otherwise be lost and would have to laboriously rediscovered in succeeding generations.(76 Stern)12 points to note1.Each stage has its goal of foreign language teaching and learning.This goal has been the decisive factor on the conceptualization and adoption of methods and techniques.2
6、.History is continuous.The present has evolved from the past,which provides the reason and value for history review.3.Current questions in language teaching are not particular new.(a ready metaphor is“love”13 A metaphor to help understanding LOVEIt is primitive,old,eternal,fundamental.However,each g
7、eneration has unique versions of embodiment,expression,understanding,which provides a source for infinite romance films,poems and novels.Do we discard Romeo and Julie version as out-dated?Why or why not?14 Examples to help understandingLambleys study(1920):French in England 15 Change and Innovation
8、in language Teaching:1880-1990Stern 11316 Before 1880A conflict between formalism and activismSwitch from one to other as the goal of language learning changed.17 FormalismLatin as the principal medium of instruction,scholarship and communication.Goal:to enable clerics to speak and read and write in
9、 Latin.Later,it began to influence language teaching as a school subjectsFocus on form.(rules and configurations)18 ActivismThe vernacular language in E took on a role of social interaction.Studied as FLLearned informally and in a practical way by those who needed them for social purposes.19 Questio
10、ns for reading and considerationsWhat are the two ways used by historians to survey the history?20 Two ways of surveyChronologicalThematic21 Two Methods of History StudyThe synchronic The diachronic22 What are Kellys method of study and viewsP80-83 Stern23 Kellys method of study 3 features1.Sheer ma
11、gnitude of data researched into2.Traces the origin and development of different themes or aspects3.Features have been systematically chosen using Mackeys scheme.24 Kellys viewsPresent day practices and ideas have historical parallels“The total corpus of ideas accessible to language teachers has not
12、changed basically in 2,000 years.What have been in constant change are the ways of building methods form them,and the part of the corpus that is accepted varies from generation to generation,as does the form in which the ideas present themselves”(Kelly 1996:363)25 Reasons Causing Changes in Perspect
13、ives on Language Teaching1.The role of languages in society2.Changes in the intellectual climate of the time3.Shift of emphasis on the objectives of lg teaching4.The conflicts between classical lg and the E vernaculars26 Goals of language teachingSocial(lg as a form of communication1.Artistic-litera
14、ry(as a vehicle for artistic creation and appreciation)2.Philosophical(linguistic analysis)27 17th-19th century:origin of G-T1.Method:pre-Grammar-translation method2.Goal:to develop intellectual abilities(study of Latin grammar became the end in itself.)(p2)(“mental gymnastic”by Tirone)3.Methods:ana
15、lysis of its grammar and rhetoric of classic works.Rote learning of grammar rules28 Grammar-Translation Method:What1.Focus on written texts,esp.classic2.Oral work reduced to reading the text or sentences aloud.3.Texts/sentences used for the study of grammar rules.4.Each grm point is listed,rules exp
16、lained,illustrated with sentences,and eventually memorized by the students.5.Sentences bear no relationship to the language of real communication29 G-T:CharacteristicsGoal:to benefit from the mental discipline and intellectual development.to know about language.Focus:reading and writingVocabulary se
17、lection:based on the reading textsBasic unit for teaching:sentences.Emphasis:on accuracyGrammar:taught deductively.Medium of instruction:L130 G-T:influence and legacyDominated FLT during 1840s-1940sStill widely practiced today,though it has no advocates31 1980-1920 Reform(Rogers at el p7-8)Direct Me
18、thod(Rogers p9-11)Phonetics(Stern 86-94)32 3 features of the period1.Introduction of modern lg into school curricula2.Emancipate modern lg from comparison with the classics3.Teaching method reform33 Effect of the reform of this period1.On school system2.On administrative actions of the gov3.Birth of
19、 special organizations4.Lead to intensive debate on lg teaching34 Reform Movement:Questions1.Time?2.People?3.Main trends?4.Assumptions and believes?5.Principals for the development of teaching method?6.Principals of language teaching?35 Time1.1880s1920s36 People1.Henry Sweet(Britain)2.Vilhelm Vietor
20、(Germany)3.Paul Pasy(France)37 Main trends1.The emergence of phonetics and IPA2.The emergence of applied linguistics(8 Rogers)3.Content of teaching shifted from grammar to speech patterns.38 Assumptions and Believes of IRP1.The study of the spoken language2.Phonetic training inorder to establish goo
21、d pronunciation habits3.The use of conversation texts and dialogues to introduce conversational phrases and idioms4.An inductive approach to the teaching of grammar5.Teaching new meanings through establishing associations within the target lg rather than by establishing associations with the mother
22、tongue.39 Principals for the development of teaching method1.Careful selection of what is to be taught2.Imposing limits on what is to be taught3.Arranging what is to be taught in terms of the four skills of listening,speaking,reading,and writing4.Grading materials from simple to complex40 Principals
23、 of FLT1.The spoken lg is primary and that this shd be reflected in an oral-based methodology2.The findings of phonetics shd be applied to teaching and to teacher training3.Learners shd hear the language first,before seeing it in written form4.Words shd be presented in sentences,and sentences shd be
24、 practiced in meaningful contexts and not be taught as isolated,disconnected elements5.The rules of gr shd be taught only after the ss have practiced the grammar points in context that is,gr shd be taught inductively6.Translation shd be avoided,although L1 could be used in order to explain new words
25、 or to chech comprehension41 The Direct Method1.Time?2.People?3.Assumptions?4.Principals?5.Classroom techniques?6.American attempt7.Weaknesses?8.Contributions?42 Time1.1860-192043 People1.Gouin2.Sauveur3.F.Franke4.Berlitz44 Assumptions1.Ideas from children learning L12.Natural method3.Direct link be
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