XI Linguistics and Foreign Languages Teaching. Contents. 11.1 Relation between linguistics and Language Teaching 11.2 Linguistics and language learning 11.3 Linguistics and language teaching 11.4 Linguistics and syllabus design 11.5 Contrastive analysis and error analysis
XI Linguistics and Foreign Languages Teaching
11.1 Relation between linguistics and Language Teaching
11.2 Linguistics and language learning
11.3 Linguistics and language teaching
11.4 Linguistics and syllabus design
11.5 Contrastive analysis and error analysis
11.6 Corpus linguistics and language teaching
1. Lg teachers need a theory of lg on order to teach lg effectively.
2. Lg teachers must present the real lg and the entire lg, not merely its phonology, lexicon or syntax. To discover the real lg and to obtain some understanding of it, lg teachers may well turn to linguistics.
3. Lg teachers should draw on linguists’ achievements.
--Spoken and written form
--Meaning-focused lg instruction: authentic input: materials at all levels, rich in features
--Strong views: any input must be comprehensible if it is to be effective.
1. How is authentic input different from non-authentic input?
2. “i +1”: how to evaluate the input?
3. How should we modify the input?
1. Psychological, biological and neurological mechanisms involved in the production of interlanguage.
2. The linguistic features of interlanguage
1. How is interlanguage different from the target or native lg?
2. In what way is lower level interlangauge different from higher level interlanguage?
3. How is interlanguage system used to convey meanings?
--real world tasks: what we do in daily life
--pedagogical tasks:composed of activities that students do in the classroom but that may not take place in real life.
Students focus on meaning rather than on form. The purpose is help students to learn or review certain language knowledge or skills.
1. Input is degenerate as a performance
2.the input is devoid of grammar correction.
1. Focus on how lg works, thus acquisition, however, acquisition is treated as secondary.
2. Concerned only with the core grammar of English syntax, linguistic universals, neglecting the peripheral grammar.
3. Discarded the communication part in TG
4. Describing and explaining competence, thus empirical research not possible.
--Generally depending on the designer’s understanding of lg. (structural, functional)
1. A task should have a clear purpose
2. Should have some degree of resemblance to real world events
3. Should involve information seeking, processing and conveying
4. Should involve the students in some models of doing things
5. should involve the meaning-focused use of lg.
6. Should end with a tangible products
--Grammatically correct—appropriate in context---no---mistakes
1. General corpus
2. Specialized corpus
3. Sample corpus
4. Monitor corpus
1. Frequency information
2. Context and co-text information
3. Grammatical information
4. Collocation and praseology information
5. Pragmatic information