第十二章课件pptChapter12.ppt

Chapter 12Applied Linguistics•Once the teacher speaks, he is placed in the frame of language•Observe the way teachers teach language, we know his/her view of languageIntroduction•Definition the application of linguistic findings to language teaching•In this chapter, we will confine ourselves to the influence of linguistics on language teaching and language testing, leaving other areas for more advanced courses.Two basic questions•How should language be defined/constrained so that it will be possible to determine what to teach?•How may language learning itself be characterized?•Here, the focus is on language learningLanguage Teaching•The grammar-translation method•Features: rote learning and application of the learned rules in translation exercises both into and out of the new language; accuracy and huge glossaries •Linguistic background: prescriptive grammar, and sentence analysis•Shortage: ignorance of discourse level, oral fluency, and daily expressionLanguage Teaching•The direct method•Features: sole use of the new language and memorization of the language patterns presented orally, multimodal expression of language, short dialogues•Linguistic background: development of phonetics, to think in the new language•Shortage: no reading and writing, short of vocabulary, accuracy , not suitable for adultsLanguage Teaching•The audiolingual method•Features: habit formation, pattern drill, form more important than meaning. Language learning is a process of learning structures or habits through conditioning. •Linguistic background: structuralism in language and behaviorist psychology•Shortage: ignorance of meaning, out of context, no fluency Language Teaching•Situational language teaching•Features: language structures in social context, new expression in relevant context•Linguistic background: London school, meaning-oriented and sociological aspect of language•Shortage: hard to define situation, the conflicts between complexity of situation and grammarLanguage Teaching•Functional language teaching•Features: teach people what functions the various linguistic forms fulfill, what language does, emphasis on fluency•Linguistic background: speech acts, SFL•Shortage: In what order should functions be taught? How to correspond functions to forms? Language Teaching•Communicative language teaching•Features: multi resources, language as and for communication, help to build communicative competence•Linguistic background: multi facets of linguistics •Challenges: change in teacher role, learner role, materials, techniques, attitude Language Teaching•Other approaches•Total physical response to coordinate speech and action•Silent way: teachers be silent •Suggestopedia: learning in relaxation•The natural approach: naturalistic approach in SLATesting•Main types of language tests · Achievement and proficiency tests · Subjective and objective tests · Discrete-point and integrative tests · Criterion-referenced and norm-referenced tests · Language aptitude tests · Diagnostic tests•Principles of language tests · Validity( content and construct) · Reliability (test and score) · Practicality Summary•As to language teaching approaches, all the approaches have their merits as well as demerits. A competent teacher should be one who knows when to use which one to whom for how long.•Testing should never be allowed to override teaching in its importance.。