语言学与第二语言教学历史阶段与发展.pptx

3.LinguisticsandSecondLanguageTeachingCONTENTS3.1Introduction3.2StageI(1880-1940):Implicitinfluence3.3StageII(1940-1960):Positiveandpowerful3.4StageIII(1960-1970):Negativebutpowerful3.5StageIV(1970-1980):Inconsistent3.6StageV(1980-2000):Complex3.7StageVI(2000onwards):StatusQuoandProspects

3.1IntroductionLinguisticsandsecondlanguageacquisitionseemtobeinherentlyrelatedtoeachothersincebothdealwithlanguagealthoughtheirconcernsarefromdifferentperspectives.ThelinguistmakesascientificstudyoflanguagewhiletheL2teacherintendstoenablelearnerstograspasecondlanguage(L2).Logicallyspeaking,L2teachersteachwhatlinguistshavedescribed.However,theirrelationshavevariedalongwiththedevelopmentoflinguisticsandL2teachinginhistory.

3.1IntroductionModernL2teachinghasahistoryofmorethan100years.Ithasachievedremarkableprogresssinceitbeganinthelate1880s.Linguisticsemergedasanindependentfieldofstudyatthebeginningofthe20thcenturyandwasfullyacknowledgedasascienceafterWorldWarII.Comparingthedevelopmentsofthesetwofields,itisclearthatmodernL2teachinghadstartedbeforelinguisticsobtaineditsscientificstatus.

3.2StageI(1880-1940):ImplicitinfluenceInspiteofthesteadystreamoflinguisticthought,theactivitiesoflanguageteachers,andthewritingoflanguageteachingtheoriesinEuropeandinAmericadidnotrevealanydistinctawarenessoflinguisticsinlanguageteachinguntilabout1940.Nevertheless,individualscholarsduringthisperiodproducedbrilliantideasinsightfulforlanguageteachingandmadeseriousattemptstolinktheirideaswithL2teaching,althoughtheinfluenceoflinguisticsonL2teachingwasimplicitthen.

3.2StageI(1880-1940):ImplicitinfluenceA.FrancoisGouinBasedonhisperspnexperienceandobservationofthechild’slearning,FrancoisGouinproposedtheDirectMethod,ortheSeriesMethod