教学法课件整理.docxVIP

语言教学的分离观与融合观A Separated Integrated ApproachToLanguage Teaching Learning一语言教学的基本问题Why？为什么教学？Who? 谁教谁学？What? 教学什么？——“语言”还是“言语”？如何教学？传统教学法（TLT）还是交际教学法(CLT)？分立式语言教学(a separated approach to language teaching learning)还是整体式语言教学(an integrated approach to language teaching learning.How?教学效果如何？——语言教学评价（如测试）二语言观及其语言教学蕴涵: 聚焦语言与言语1) 结构主义——语言静态结构观，作为思维或交际工具但可分解成更小构件（比如音位、词、句、段落等）及其组合规则的一套符号系统，即“语言”。 Cambridge International Dictionary of English, 1995: 795 ( cited in Wang Qiang, 2006:306)：Language is a system of communication consisting of a set of small parts and a set of rules which decide the way in which these parts can be combined to produce messages that have meaning. Larsen-Freeman Long （1991,cited in Wang Qiang, 2006: 3）：… language as a linguistic system made up of various subsystems; each language has a finite number of structural items -- phonology, morphology, syntax. Implications for language teaching learningTo learn a language means to learn these structural items so as to be able to understand and produce language.（Wang Qiang, 2006: 3） Limitations for language teaching learning基于结构主义语言观的语言教学，过于重视语言系统本身（语音、词汇、语法、静态孤立语义）及其准确性的教学，极端忽视语言运用的复杂性和适切性，忽视语言使用的多维参数（单位：语篇/话语；要素——语音、词汇、语法、意念/内容/意图/信息；环境：语境——语言语境、社会、文化、心理、情境等非语言语境；行为/方式：听、说、读、写；主体——说话人/听话人、作者/读者）。2) 功能主义——语言动态使用观，语言作为整体性的思维/交际手段被使用的种种行为过程（比如听、说、读、写）及其影响因素，即“言语”——语言使用行为过程及其结果、产品。 Context （who, where, how, why） (c.f. Wang Qiang, 2006:17-19) Implications for language teaching learning: Wang Qiang, 2006:144-37. Unit 2 Pedagogical goal: develop student’s CC (Wang Qiang, 2006: 16) … the knowledge not only about language code itself but also about how to use the language appropriately in communicative situations (c.f. Wang Qiang, 2006:16) Teaching learning approach: CLT (strong version vs. weak version, Howatt,1984,cited in Wang Qiang, 2006:20)Lead-in + PPP vs. TBLTPWP3邹为诚，外语教师的语言观语言和言语并非同义词。必须区别语言和言语，不可混淆。早在本世纪之初，现代语言学鼻祖、瑞士语言学家索绪尔 (F