外语课堂教学传统惯例及其学理分析.pptVIP

* 学理依据： “掌握一个词”不仅包括掌握该词的意义，词性，词源和其它联系外，也要掌握该词的出现是否受搭配规则的限制，即在很大程度上要具备该词的搭配知识。Decarrico, J S. Vocabulary Learning and Teaching［A］ in Celce-Murcia, M. (Ed.) Teaching English as a Second or Foreign Language［C］Beijing: Foreign Language Teaching and Research Press. 2006：293. 词汇教学中需要把握的三个维度：音、形、义（使用）。 语境是语言使用和外语学习的最基本条件之一，其重要性怎么强调都不过分，不仅幼儿学话依赖语境，成人学外语也需要在语境中学习。王初明.外语是怎样学会的［M］北京：外语教学与研究出版社. 2010. 传统惯例二：听写单词——听写单个的词 现状：听写单个词的教学策略，实际上在最大程度上只关注到了单词的词形即拼写，个别兼顾到了词义，但学生仍然不会使用单词。 弊端： 1.没有给学生提供使用词汇的语境； 2.从本质上割裂了与听力教学的联系。 变革建议：不听写单个的词，至少听写词块（Lexis）或句子。如果听写词块、句子乃至更大语义单位的句群或段落时，给学生提供的是一个完整的语义概念和语境。 学理依据： 1. “语境论”（The theory of context of situation）的提出者、伦敦学派创始人、被认为是英国语言学的唯一开拓者J. R. Firth认为，意义是由语境决定的，“任何词在一个新的语境中被使用时，就会成为一个新词”（Each word when used in a new context is a new word）。Firth, J. Modes of Meaning［A］In J. Firth (Ed.) Papers in Linguistics 1934-51［C］Oxford:OUP.1957:190-215. 案例：语境中的美词 2. Lewis(1993)认为，语言包括语法化的词块而不是词块化的语法。在他看来，语法化的词块（Lexis）是教学的基础，词块不仅包括短语，也包括其它类型的搭配结构，如名词词块与形容词和动词的一些固定搭配、动词和副词的固定搭配以及常见的比喻修辞格搭配等。Lewis, M. The Lexical Approaches［M］Hove, UK: Language Teaching. 1993. * * The lexical approach: the role of chunking Developed by Michael Lewis in the early 1990s. Lexis is the basis of language Language consists of grammaticalised lexis, not lexicalised grammar. The grammar/vocabulary dichotomy is invalid; much language consists of multi-words chunks. Collocation is used as an organizing principle. Successful language is a wider concept than accurate language. * * Two types of lexical chunks Lexical chunks (not collocations) by the way up to now upside down If I were you a long way off out of my mind combines a lexical content word and a grammar function word. Lexical chunks Collocations totally convinced strong accent terrible accident sense of humor sounds exciting brings good luck a pair of lexical content words commonly found together * * It felt like Were simply being respectful Have a good point It is not only …. Even… V