专题一--教育语言学导论 9页

教育语言学张京鱼专题概述：Educationallinguistics，asthenamesuggests，involvestwodisciplines:educationandlinguistics.Educationallinguisticsisconcernedwiththestudyoflanguageinteachingandlearning.Ithasinterestsinthenatureofthelinguisticsystemanditsroleinlearning,aswellasinwhatkindsofknowledgeaboutlanguageshouldbetaught.Ithighlightsareasoflinguisticsthataremostrelevanttoteachers.Inourcase，itistheteachingandlearningofEnglishasasecondorforeignlanguageinprimaryorsecondaryschoolsinChina.Inotherwords，thetargetlanguageisEnglishbutworkinglanguageinChineseschoolsisChinese，themothertongueorthefirstlanguage(LI)forbothstudentsandmostteachers,ifnotall.SinceourstudentslearnEnglishasasecondlanguage(L2)whentheyhavealreadymasteredtheirLIChinese，theirknowledgeaboutChineseplaysaroleintheirEnglishlearning.Thisrolecouldbepositiveornegative.Tobecomeabetterteachers,EnglishteachersneedtoknowbothEnglishandChinesewell.学习策略：视频讲解、协作学习、问题解决、讨论交流等。♦学习目标：了解教育语言学这个学科，课程整体目标♦知晓教师课堂语言与教学效果的关系♦通晓课堂互动中教师的角色：交际者&教育者♦熟悉语言的基本单位♦提问与找出答案♦学习重点：语言学与教育的关系，努力使自己成为一个通晓语言内在规律和语言使用规律对的英语教师专题一教育语言学导论EducationalLinguistics:anunderstandingoflanguagefostersbetterteachers1.1EducationalLinguisticsEducationallinguistics,asthenamesuggests,involvestwodisciplines:educationandlinguistics.Educationallinguisticsisconcernedwiththestudyoflanguageinteachingandlearning.lthasinterestsinthenatureofthelinguisticsystemanditsroleinlearning,aswellasinwhatkindsofknowledgeaboutlanguageshouldbetaught.Ithighlightsareasoflinguisticsthataremostrelevanttoteachers.Inourcase,itistheteachingandlearningofEnglishasasecondorforeignlanguageinprimaryorsecondaryschoolsinChina.Inotherwords,thetargetlanguageisEnglishbutworkinglanguageinChineseschoolsisChinese,themothertongueorthefirstlanguage(LI)forbothstudentsandmostteachers,ifnotall.SinceourstudentslearnEnglishasasecondlanguage(L2)whentheyhavealreadymasteredtheirLIChinese,theirknowledgeaboutChineseplaysaroleintheirEnglishlearning.Thisrolecouldbepositiveornegative.Tobecomeabetterteachers,EnglishteachersneedtoknowbothEnglishandChinesewell.\n1-1-1CourseObjectivesToencourageyoutoreevaluateyourownbeliefsandattitudesaboutlanguage.Tomakeyouawareofthecomplexityoflanguageandabletoarticulatethisawareness.TomakeyouawareofsomeofthesimilaritiesanddifferencebetweenEnglishandChinese.Toexposeyoutothe''core"sub-fieldsoflinguistics(phonology,morphology,syntax,andsemantics).ToenableyoutoteachEnglishinamoresystematicandeffectiveway.EducationandLinguisticsManyteachersrecognisedthat''educationalfailureisprimarilylinguisticfailure"1.2LinguisticSciencesandLanguageTeachingHalliday,McIntosh&Strevens(1964)intheirTheLinguisticSciencesandLanguageTeaching(1964).(223-251)identifiedthreetypesoflanguageteaching:''prescriptive'"(referringtopracticesthatprescribedpreferredexpressions,suchasIdid,ratherthanIdone);''descriptive"(referringtomethodsofdescribinglanguagemuchasalinguistdoes)and''productive"(involvingstudentsinusingtheresourceoftheirlanguageinpowerfulways).Ofthethree,Hallidayetalconcluded,itwasprescriptiveteachingthatpredominated,whiletoolittleworkwasdevotedinschoolstodescriptiveorproductiveteaching.1.3ClassroomtalkStudent(excitedly):MizJones,yourememberthatshowyoutoleusabout?Well,meandmymomma’nem—Teacher(interruptingwitha''warm”smile):Bernadette,startagain.I'msorry,butIcan'tunderstandyou.Student(confused):Well,itwasthatshow,meandmymomma—Teacher(interruptingagain,stillwiththat''warm"smile):Sorry,Istillcan'tunderstandyou.(Student,nowsilent,evenmoreconfusedthanever,looksatfloor,saysnothing.)Teacher:NowBernadette,firstofall,it'sMrsJones,notMizJones.Andyouknowitwasanexhibit,notashow.Now,haven’tIexplainedtotheclassoverandoveragainthatyoualwaysputyourselflastwhenyouaretalkingaboutagroupofpeopleandyourselfdoingsomething?So,therefore,youshouldsaywhat?Student:Mymommaandme—Teacher(exasperated):No!MymotherandI.Nowstartagain,thistimeright.\nStudent:Aw,that'sokay,itwasn'tnothin.(Smitherman,1977,pp.217-218)Whatcanwelearnfromthisclassroominteraction?1.3.1TeachersasCommunicatorsClearly,communicationwithstudentsisessentialineffectiveteaching.Tocommunicatesuccessfully,teachersmustknowhowtostructuretheirownlanguageoutputformaximumclarityandhavestrategiesforunderstandingwhatstudentsaresaying.Sinceunderstandingstudenttalkiskeytoanalysisofwhatstudentsknow,howtheyunderstand,andwhatteachingmoveswouldbeuseful.InasdiverseasocietyasthatofUSA,teachersmustbepreparedtoworkwithchildrenfrommanydifferentcultural,social,andlinguisticbackgrounds.StudiesofdiscoursepatternsinAmericanIndian(Philips,1993),NativeHawaiian(Boggs,1972),PuertoRican(Zentella,1997),andAfricanAmerican(Heath,1983)homesandcommunitieshaveshownthatthespeechpatternsthatchildrenbringtoschoolfromtheirhomescanbequitedifferentfromtheonesthatarevaluedatschool.Thesespeechpatternsarenonethelessessentialtofunctioningeffectivelyintheirhomecommunities.Acquiringtheacademicdiscoursepatternsofschoolisanimportantpartoftheeducationaldevelopmentofallstudents,butitisneithernecessarynordesirabletopromoteitattheexpenseofthelanguagepatternschildrenalreadyhave.Infact,Mrs.Jones'pedagogicalapproachtolanguagedevelopmentismorelikelytoSOURchildrenlikeBernadettetothewholeexperienceofschoolingthanitistoinstructthem.YourstudentsarelearningEnglishasasecondlanguage,andunderstandingthecourseofsecondlanguageacquisition(includingsuchmattersaswhatsortsofmistakestheyarelikelytomakeandhowmuchprogresscanbeexpectedinaunitoftime)helpsteacherscommunicatewiththemmoreeffectively.EvenadvancedspeakersofEnglishasasecondlanguagemayuseconversationalpatternsornarrativeorganizationthatdifferfromthoseofthemainstream.UnderstandinghowtheirlanguageusemightdifferfromthatofthenativeEuropean-AmericanEnglishspeakeriscrucialforeffectiveteaching.Studyquestion:Howshouldteacherscopewithstudents'mistakesorerrors?1-3.2TeachersasEducatorsTeachersareresponsibleforselectingeducationalmaterialsandactivitiesattherightlevelandoftherighttypeforallofthechildrenintheirclasses.ThisrequiresareasonablebasisforassessmentofstudentaccomplishmentsandthecapacitytodistinguishbetweenimperfectknowledgeofEnglishandcognitiveobstaclestolearning.Inordertoteacheffectively,teachersneedtoknowwhichlanguageproblemswillresolvethemselveswithtimeandwhichneedattentionandintervention.Inotherwords,theyneedtoknowagreatdealaboutlanguagedevelopment.\nWhatshouldclassroomteachersknowaboutLanguage?Englishteacherswouldbenefitfrombetter,moreintensive,andmorecoherentpreparationineducationallinguistics.1.4Whatarethebasicunitsoflanguage?Teachersneedtoknowthatspokenlanguageiscomposedofunitsofdifferentsizes-sounds(calledphonemesiftheyfunctiontosignaldifferentmeaningsinthelanguage),morphemes(sequencesofsoundsthatformthesmallestunitsofmeaninginalanguage),words(consistingofoneormoremorphemes),phrases(oneormorewords),sentences,anddiscourses.Crucialtoanunderstandingofhowlanguageworksistheideaorarbitrariness".Sequencesofsoundshavenomeaningbythemselves-itisonlybyconventionthatmeaningsareattachedtosound.InanotherlanguageasequenceofsoundsthatismeaningfulinEnglishmaymeannothingatall,orsomethingquitedifferent.Arbitrariness(formandmeaningoduality)Exceptonomatopoeicwordssuchascuckoo,crash,wowwow,etc.房子house,maison,dom;手hand,main,rukaWhat'sinaname?ThatwhichwecallaroseByanyothernamewouldsmellassweet.-ShakespeareQuotePhonemesEachlanguagehasaninventoryofphonemesthatmaydifferfromthatofotherlanguages.Phonemescanbeidentifiedbyvirtueofwhetherachangeinsoundmakesadifferenceinmeaning.Thus,inEnglishbanandvanconstitutetwodifferentwords,showingthat[b]and[v]aredifferentphonemes.Similarly,hitandheataretwodifferentwords,showingthattheshortvowelsound[I]ofhitisdifferentfromthelongvowelsound[i]ofheat.Notice[I]=[i];[i]=[i:]Shaanxidialecthasonemorephoneme/v/whichislackinginMandarinChinese(Putonghua),soitiseasyforthelocalpeopletolearnEnglishsound[v].Comparevestvswest.-袜子；文学；物理/武力Manydialectsdonotdistinguish[n]and[I],sothosewhospeaksuchdialectsmayhaveproblemswiththesetwosounds.Nightvslight;needvslead.SichuanDialectdoesnothavethesound[J],butitseemsthatpeoplewhosemotherisSichuandialectdonothaveproblemswiththeEnglishphoneme/J/.1.5DescriptivevsPrescriptiveInmostlogicsandsomelanguages,doublenegativescanceloneanotherandproduceanaffirmativesense;inotherlanguages,doublednegativesintensifythenegation.Languageswheremultiplenegativesintensifyeachotheraresaidtohave\nnegativeconcord.Portuguese,French,Persian,andSpanishareexamplesofnegative-concordlanguages,whileLatinandGermandonothavenegativeconcord.StandardEnglishlacksnegativeconcord,butitwasnormalinOldEnglishandMiddleEnglish,andsomemoderndialectsdohaveit(e.g.AfricanAmericanVernacularEnglishandCockney),althoughitsusageinEnglishisoftenstigmatized.Readmore:http://www.answers.eom/topic/double-negative#ixzz26nzJIKXsLanguageswithoutnegativeconcordtypicallyhavenegativepolarityitemsthatareusedinplaceofadditionalnegativeswhenanothernegatingwordalreadyoccurs.Examplesare"ever","anything"and”anyoneninthesentence"Ihaven'teverowedanythingtoanyone"(cf.nIhaven'tneverowednothingtonoone"innegative-concorddialectsofEnglish,ancTNuncadevinadaaninguemninPortuguese,lit."NeverhaveIowednothingtonoone'*).Notethatnegativepolaritycanbetriggerednotonlybydirectnegativessuchas"not"or"never",butbywordssuchas"doubt"ornhardly"("Idoubthehaseverowedanythingtoanyone"ornHehashardlyeverowedanythingtoanyone").Stylistically,inEnglish,doublenegativescansometimesbeusedforunderstatedaffirmation(e.g."Pmnotfeelingbad’'vs."I'mfeelinggood").Therhetoricaltermforthisislitotes.Litotes曲言法、间接肯定MandarinChinesealsoemployslitotesinalikemanner.Onecommonconstructionis不得不(Pinyin:budebu,"cannotnot"),whichisusedtoexpress(orfeign)anecessitymoreregretfulandpolitethanthatexpressedby必须(bixu).Comparedwith1•我必须走"(Wobixuzou,"Ineedtogo"),••我不得不走n(Wobudebuzou)triestoemphasizethatthesituationisoutofthespeaker'shandsandthathehasnochoiceinthematter:"Unfortunately,I'vegottogo".Similarly,"没有人不矢口道n(Meiyourenbuzhidao,"Thereisnotapersonwhodoesn’tknow")isamoreemphaticwaytoexpressnEveryoneknows".Doublenegativesnearlyalwaysresolvetoapositivemeaningevenincolloquialspeech,but"logicallysocantriplenegativesaswell.Saying”我不相f言没人不来"(Wdbdxi芑ngxinm后ir^nbdGi,nIdonotbelievenoonewillnotcome")shouldmean"Ibelievesomepeoplewillnotcome"butismoreoftenunderstoodtomean"Ithinkeveryonewillcome”.However,tripieandmultiplenegativesareconsideredobscureandaretypicallyavoided.Thebanonusingdoublenegativestoconveyemphasisdoesnotapplywhenthesecondnegativeappearsinaseparatephraseorclause,asinIwillnotsurrender,nottoday,noteverorHedoesnotseekmoney,nomorethanheseeksfame.Commas\nmustbeusedtoseparatethenegativephrasesorclausesintheseexamples.ThesentenceHedoesnotseekmoneynomorethanheseeksfameisunacceptable,whereastheequivalentsentencewithanyisperfectlyacceptableandrequiresnocomma:Hedoesnotseekmoneyanymorethanheseeksfame.WhatisaSplitInfinitive?Aninfinitiveissplitwhentheverb,whichinEnglishwillhavea'to'accompanyingit,isnotplacednexttotheactualdoingword.Sowecouldsay'Iamgoingtowashmyhairwithadifferentshampoo/Heretheinfinitiveis'towash/However,ifwesplittheinfinitivethenthesentencewouldread,'Iamgoingtoalwayswashmyhairwithadifferentshampoo/Heretheword'tozandtheword'wash'havebeenseparatedbytheword'always',whichhaseffectivelysplittheinfinitive.WithineverydayspokenEnglishtheinfinitiveissplitsooftenthatmostpeopledon’tevennotice,butwithinwrittenEnglishandparticularlywhenwritingbusinessEnglish,itisnotbestpractice.Asagoldenruletofollow,checkthatwhenyouuseaninfinitive,whichinEnglishhasthe'to'attachedtoit,thatitisnexttotheverb.Aneasywayofidentifyingaverbistodescribeitasa'doing'word.Itisthewordthatconveyswhatisbeingdoneanditisactiveinthesentence.ltisactuallyquiteeasytoseeifyouhavesplitaninfinitivethroughthoroughlyproofreadingyourworkafteryouhavefinishedit,thenforaddedmeasure,utilisinganonlinepunctuationsoftwareapplicationsothatyoucanbeabsolutelysurethatyourinfinitivesarepresentedastheyshouldbe.ThisisnotreallysomethingtoworryaboutinspokenEnglish,butduecareshouldbetakenwhenwritingtoavoidsplittingyourinfinitives.1.6ElementsofHumanLanguagesSoundPatterns/n/vs/?//m/,/n/,/?/=nasalsSinvssing,thinvsthingInkSinkSankThinkThankIt'sapancake.Iwantapairofsunglasses./k/,/g/,/?/=velars/?/isavelarnasal.Itisavelaraswellasanasal./n/->/?/wheneveritappearsbeforeavelar.Whatabout''bunk"and''youcangonow"?ManifestationsofLinguisticKnowledge1.7QuestionsfromMiddleSchoolsTeachersRespectful与respectable的区别？\n中国学生喜欢使用make/letAbecomeB(adj/n),become的滥用。英语使役动词的地道用法是什么？本族人会经常用吗？keepdoing/keepondoing的区另ij?Engage,involve和adjust这些''使某人......〃意义的动词，应怎么交给学生？Howtoexpress'、在周末〃？Onweekendsoratweekends?Respectful与respectable的区别？Respectful：表示尊敬的；有礼貌的；谦恭的Ihopeyouwouldbemorerespectfultoyourfather.Hebehavedinarespectfulway.Respectable:值得尊重的；体而的；不错的；Sheisarespectablemarriedwoman.Hisworkisrespectablebutnotoutstanding.RespectfulorRespectableGuests八eachers?Engage,involve和adjust这些''使某人......〃意义的动词，应怎么交给学生?Engage=4$忙碌，使从事于，使参加，使某人订婚，［常用被动语态］beengagedtosb表示''跟某人订婚〃。Pleasewaitaminute,sheisengagedjustnow.Itriedtoengagehiminconversation,butinvain.Involve:使忙于；使卷入；使陷入。Onefoolishmistakeinvolvedhiminagooddealoftrouble.Hewasinvolvedintrouble.Hewasinvolvedinworkingoutaplan.Igotinvolvedinaquarrelabouttheprice.Adjust:调整；使适应Thiskindofdeskcanbeadjustedtotheheightyouneed.Hecan'tadjusthimselftothewhirlofmodernlifeinthisbigcity.Headjustedhimselfveryquicklytotheheatofthecountry.Keeporkeepondoing&onoratweekendsKeepdoing继续不断Newsofsuccesskeepspouringin.Tiredasshewas,shekeptdoingit.Keepondoing继续(进行/K去)Wekeptonworkinginthefieldsinspiteoftherain.Keepondoingwhatyouaredoing.Priceskeeporkeeponincreasing?\nHowtoexpress'、在周末〃？Onweekendsoratweekends?BothareOKdependsonwhichvarietyofEnglishyouareusing/speaking.Helikestogoclimbingatweekends(BritishEnglish)/onweekends(AmericanEnglish).专题二英语语音♦专题概述：Phonetics,especially,ArticulatoryPhonetics-describeshowvowelsandconsonantsareproducedor“articulated”invariouspartsofthemouthandthroat.讲解英语音素、汉语音素、以及汉英音节结构的特点，美语和英语的语音区别♦学习策略：视频讲解、问题解决、讨论交流等。♦学习目标：了解英汉音节结构特点♦知晓英语和美语的语言特点，能辨别英语和美语等；♦熟悉美语的闪音规则等。♦LearntheInternationalPhoneticAlphabet.Thisisanalphabetthatisusedindictionaries,Englishdictionariesbeingnoexception,toindicatehowtopronouncewords.Forexample,theword"house'’canbewrittendownintheInternationalPhoneticAlphabetas\*haus\.SymbolsoftheInternationalPhoneticAlphabetinclude^:"asin"arm"and"father,"n?nasinncatnand"black,n"u:"asinnbluenandnfoodnand"ai"asinnfive"and"eye."♦LearnthephoneticsofEnglishconsonants.AllEnglishconsonantsinvolvethestoppageofflowofairinvocaltract.Englishconsonantscanbedividedintovoicedsoundsthatareproducedbyvibrationofthevocalcords("b,"andvoicelesssounds,thatdonotinvolvevibrationofthevocalcords("p/*"t,""k").Englishconsonantscanalsobeclassifiedbytheplaceofarticulation:labial,whichmeansinvolvingthelips("p,""b,"dental,whichmeansinvolvingtheteeth(nf,'"'vn);alveolar,whichinvolvestheareabehindtheteeth("t,""d,""s,""z");palatal,whichmeansinvolvingthehardpalate("y");andvelar,whichmeansinvolvingthesoftpalate(nk,nng,nnh").♦LearnthephoneticsofEnglishvowels.Englishvowelscanbeclassifiedassoundsinvolvingtheunrestrictedflowofairthroughthemouth.Allvowelssoundsarevoiced.Vowelscanbeclassifiedbythedegreeofopennessofthemouthandheightofthetongue\nintohigh("i:”in"see,""heat"),mid("e"in,,metz,,bedn)andlowvowels(,,?Hinncat,"nblackn).Pleasenotethatthelowerthetonguethemoreopenthemouth.♦学习重点：美语和英语语音上的差异，汉语音素的差异