语言学C11-2.ppt

2002.12.10 Chapter 11 Languistics and FLT Chapter 11 Linguistics and Foreign Language Teaching Applied Linguistics Chapter 11 Linguistics and FLT 11.4 Language learning 11.5 Error analysis 11.6 Testing Main Points Krashens Input Hypothesis interlanguage error mistake positive transfer negative transfer 11.4 Language learning 11.4.1 Grammar and language learning 11.4.2 Input and language learning 11.4.3 Interlanguage in language learning 11.4 Language learning Knowledge in linguistics lies at the root of understanding what language learners can learn, how they actually learn and what they learn ultimately. In fact, linguistics has always played an important role in second/foreign language acquisition and learning. Second language acquisition (SLA) SLA describes second language learning which is analogous to the way in which a child acquires his first language, that is naturally, without focus on linguistic form, and second language learning is conscious language development particularly in formal school-like settings. 11.4.1 Grammar and language learning In the second /foreign language learning, it is generally agreed grammar has its due value in language learning. The problem is we do not know enough about grammar, or even we do not agree on what grammar is. One possible reason why grammar-based language learning and teaching fails is that no reliable model of grammar is available. Formalist models of grammar, generative models of grammar and functional models of grammar have all been tried out and investigated into (Ellis, 1997: 73). Grammar and language learning But still no precise information is obtained concerning how grammar can be learned. The problem is not that SLA researchers and teachers have been unable to make an informed choice among the grammar models but that none of the grammar models is satisfactory enough. The importance of linguistic study of grammar is self-evident. We need a better description of grammar. 11.4.