《应用语言学与英语教学课件.ppt》由会员分享，可在线阅读，更多相关《应用语言学与英语教学课件.ppt（33页珍藏版）》请在三一办公上搜索。
1、Applied Linguistics,Applied Linguistics,What is Applied Linguistics?Language,Learning and TeachingGeneral TheoriesIndividual VariationsMajor Techniques and Methods,What is Applied Linguistics?,It is an independent discipline in its own right.It is an interdisciplinary science.It is an applied scienc
2、e.It is an empirical science.,Language,Learning and Teaching,What is language?What is learning?What is teaching?What is the relationship between learning and teaching?,General Theories,Human LearningSecond Language Acquisition:Differences between child and adult L2 learnersMajor L2 Learning Theories
3、,Individual Variations（个体变异）,Cognitive Variables(认知变量）of Language LearningAffective Variables(情感变量）of Language LearningSociocultural Variables of Language Learning,Major Techniques and Methods,Contrastive Analysis:Comparing and Contrasting Two Languages Error Analysis:The Study of Learners Interlang
4、uage（中介语）Language Testing,What is language?,Language is a system of arbitrary vocal symbols（任意的有声符号）used for human communication.,What is learning?,Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice.,What is teaching?,Teaching cannot be define
5、d apart from learning.Teaching problems are not simply learning problems.They involve learning,developmental,motivational,and personality issues at the same time.,What is the relationship between learning and teaching?,Learning is the prerequisite and basis of teaching.Our understanding of how learn
6、ers learn determines not only our philosophy of teaching but also our teaching style,our teaching approach,our methodology as well as our classroom techniques.The learner has an even greater role to play in the teaching-learning process,Human Learning,Philosophy and learning:1)the pessimistic view（悲
7、观主义的观点）2)the hedonistic view（享乐主义的观点）3）the optimistic view（乐观主义的观点）4）the tabula-rasa or“blank-slate”view（白板论）,Human Learning,Major learning theories:Behaviorism（行为主义）Cognitivism（认知主义）Constructivism（建构主义）Humanism(人本主义）,Behaviorism,Summary:Behaviorism is a world-view that operates on a principle of“st
8、imulus-response（刺激反应）.”All behaviors are caused by external stimuli.All behaviors can be explained without the need to consider internal mental states or consciousness of the learner.According to this view,a learner is essentially passive,responding to environmental stimuli.,Cognitivism,Summary:The
9、cognitivist paradigm essentially argues that the“black box”of the mind should be opened and understood.The learner is viewed as an information processor（信息处理器）(like a computer).Originators and important contributors:Merrill,Reigeluth,Briggs,Wager,Piaget,Bruner(moving toward cognitive constructivism)
10、,Constructivism,Summary:Constructivism as a paradigm or worldview states that learning is an active,constructive process.The learner is an information constructor.People actively construct or create their own subjective representations of objective reality.New information is linked to prior knowledg
11、e,thus mental representations are subjective.,Humanism,Summary:Humanism is a paradigm/philosophy/pedagogical approach that believes learning is viewed as a personal act to realize ones potential.Key proponents:Abraham Maslow,Carl Rogers,Malcolm KnowlesKey terms:self-actualization（自我实现）,teacher as fa
12、cilitator（促进者）,affect（情感）,Second Language Acquisition:,Differences between child and adult L2 learnersMajor L2 Learning Theories,Differences between child and adult L2 learners,It is the general belief among people in recent years that when one starts to learn a second language,the younger,the bette
13、r.That is to say,the children are better learners of a second language than the adults.However,after examining the investigations of child-adult differences in second language learning in long-term and short-term studies,Krahen summarizes the findings as follows:,Adults proceed through early stages
14、of syntactic and morphological（句法和词法）development faster than children(where time and exposure are held constant)Older children acquire faster than younger children again in early stages of morphological and syntactic development(where time and exposure are held constant).Acquirers who begin natural
15、exposure to second languages during childhood generally achieve higher levels of second language proficiency than those beginning as adults.In other words,adults and older children in general initially acquire the second language faster than young children.,Major L2 Learning Theories,Interlanguage t
16、heory The monitor theory,Interlanguage theory,BackgroundThe behaviourist assumptions concerning language learning looked upon the language learners performance as“inadequate approximations（近似）of the target language norms”(Sridhar 1980/81:228).,2.What is interlanguage?The term“interlanguage”was first
17、 used by L.Selinker to refer to“attempted meaningful performance”in a second language.According to him,“meaningful performance”refers to“the situation where an adult attempts to express meanings,which he may already have in a language which he is in the process of learning”,Characteristics of Interl
18、anguage,a.unique(individualized)b.systematic c.simplified d.dynamic(The process of learning is a continuum（连续体）involving successive restructuring and of the internal hybrid（混合）system and constant addition,deletion,and revision of the rules,which is why it is referred to as interlanguage continuum),T
19、he monitor theory（监控理论）,The acquisition-learning hypothesis（习得假设）The monitor hypothesisThe natural order hypothesisThe input hypothesisThe affective filter hypothesis（情感过滤假设）,Cognitive Variables of Language Learning,Types of learningStrategies of learningStyles of learning,Types of learning,Signal l
20、earning（信号学习）Stimulus-response（刺激反应）learningChaining（连锁学习）Verbal association（词语的联想）Multiple discrimination（多样辨别学习）Concept learning（概念学习）Principle learning（原理学习）Problem-solving（解决问题）,Strategies of learning,Three broad types of learning strategies:Meta-cognitive strategies（元认知策略）Cognitive strategies（认
21、知策略）Social-affective strategies（社会情感策略）Common strategies of L2 learnersStrategies employed by good language learners,Styles of learning,Field independence vs.field dependence（场独立与场依存）Reflectivity vs.impulsivity（沉思型与冲动型）Broad vs.narrow category width（宽范畴与窄范畴）,Affective Variables of Language Learning,
22、Attitudes（态度）Motivation（动机）Personality（个性）Humanist approaches to personality,Sociocultural Variables of Language Learning,Language,thought and cultureAttitudes towards other culturesAcculturation（文化适应）-learning a second culture,Contrastive Analysis:Comparing and Contrasting Two Languages,What is contrastive analysis(CA)?Theoretical bases and basic assumptionThree versions of the contrastive analysis hypothesis（对比分析假设）,Error Analysis and Language Testing,What is error analysis(EA)?What is a test?Requirements of a good testTypes of language testInterpreting test results,
