语言教学的流派第一章

西方语言学流派绪论西方语言学史的分期：1.古代/传统语言学（19世纪以前）分为上古、中古、近古三个时期2.近代语言学（19世纪）主要是历史比较语言学3.现代语言学（20世纪上半叶）4.当代语言学（20世纪50年代末至今）一、传统语言学与现代语言学的区别:1.定义：传统语言学是一个与现代语言学相对的概念，泛指20世纪以前的语言学，特别是指索绪尔的语言学理论之前的各种语言学理论。

那么，与它相对的现代语言学就是指20世纪以来，建立在瑞士语言学家索绪尔的语言理论基础上的各种语言流派及其分支学科的总称。

2.传统语言学的性质“依附性”是传统语文学重要的性质。

传统语文学并不能算作一门真正的独立学科，只能称为语言学的前奏。

要成为一门真正的“学科”，必须要有自己独立的研究对象，独立的研究方法以及多样化的研究材料，而传统语文学并不具备这三个条件。

3.传统语言学的兴起传统语言学兴起的最根本原因在于社会发展的巨大推动力。

我们都知道，语言是人类社会的产物，语言随着社会的发展而发展，任何语言研究的进步都离不开社会的推动。

人类祖先在满足吃穿住行等基本的生理需要之后，渐渐感觉到除此之外，生活中还有其他精神上的需要，比如宗教，哲学等，而要满足这样的需求，又必须克服语言（主要是书面语）的障碍，或者是思考与语言有关的问题，于是他们就开始了进行语言研究，从而成为我们今天所说的传统语文学。

但所有的历史事件都是由必然性和偶然性共同促成的。

对于三大语文学传统来说，它们兴起的根本原因都是来自于社会的推动力。

而具体到各个民族来说，他们开始从事语言研究的直接出发点并不相同。

4.传统语言学（语文学）的局限性（1）研究对象狭窄，不重口语→经典古文语法的规定性，与现实脱节。

（2）研究目的单纯，读懂古籍→不重语言结构本身，缺乏科学认识。

（3）研究地位低下，附属地位→不能形成独立的科学，所以称之为语文学而非语言学。

第一章古代语言学一、古希腊语言学1.希腊三贤：苏格拉底（西方哲学之父）、柏拉图（最先探讨了语法研究的可能性）、亚里士多德（创立逍遥学派也即亚里士多德学派）2. 重要争论：“词”“物”之争在希腊的早期语文研究的历史上有两个著名的论争，分别是在“自然发生派”和“约定俗成派”之间，以及“规则派”与“类推派”之间展开。

第一章语言和语言学第一节语言一语言与言语（一）语言的概念语言是一种特殊的社会现象，是人类用于交际和思维的最重要的工具，是音义结合的符号系统。

（二）语言和言语的关系广义的语言包括语言系统、言语活动和言语作品。

狭义的语言只指语言系统，而言语那么包括言语活动和言语作品。

语言是存在于全社团成员大脑里的相对完整的抽象符号系统；言语是个人在特定语境中对语言的具体运用。

语言与言语既有一系列区别，又有紧密联系。

要紧区别在于：1．语言是抽象的，言语是具体的。

2．语言是社会的，言语是个人的。

3．语言是现成的，言语是临时的。

4．语言是有限的，言语是无穷的。

5．语言是稳固的，言语是多变的。

6．语言是后时的，言语是先时的。

语言与言语又有紧密联系，二者相互依存：一方面，语言来自言语，依存于言语，没有言语，就没有语言。

另一方面，语言又制约着言语，指导人们的言语实践。

语言系统一旦形成，又是人们进行言语交际的依据。

二语言的性质（一）语言的符号性用甲事物代表乙事物，而甲乙两事物之间没有必然的联系，甲事物确实是代表乙事物的符号。

其中甲事物确实是符号的能指（形式），乙事物确实是符号的所指（内容、意义）。

语言符号具有多方面的特点，要紧特点有以下几点：1语言符号的任意性2语言符号的稳固性3语言符号的渐变性4语言符号的线条性语言符号的线条性，或称线性，是指说话时语言符号在时刻上依次显现，像一根线条一样。

(二).语言的系统性所谓系统，是指由假设干相互联系的元素组成的整体。

所谓系统性，确实是指系统元素之间的联系性。

（三）.语言的社会性社会性是语言的本质属性：第一，从音义结合的关系看，语言具有社会性。

语言符号中的音义结合是任意性的，是由社会“约定俗成”的。

第二，从语言与社会的彼此依存关系看，语言具有社会性，语言是随社会进展而进展，并随社会消亡而消亡。

语言是社会交际的工具，社会不能没有语言。

（四）语言的民族性（五）语言的生成性三语言的功能（一）语言的社会功能语言的社会功能要紧有交际功能和标志功能。

《语言教学的流派》课程教案一、课程概述1. 课程名称：语言教学的流派2. 课程目标：使学生了解和掌握各种语言教学流派的基本概念、特点和优缺点，提高学生对语言教学的认识和理解。

3. 课程内容：本课程共十个章节，分别为认知法、交际法、任务型教学法、直接法、听说法、全身反应法、情境教学法、语法翻译法、自然法和沉默法。

二、教学对象1. 学生对象：本课程适用于英语教育专业的本科生和研究生，以及对语言教学感兴趣的其他专业学生。

2. 学生水平：学生应具备基本的英语语言知识和一定的语言教学实践经验。

三、教学方法1. 讲授法：教师通过讲解、举例等方式，向学生传授各种语言教学流派的基本概念、特点和优缺点。

2. 案例分析法：教师提供实际的语言教学案例，引导学生分析、讨论和评价各种流派的适用性和效果。

3. 小组讨论法：学生分组讨论，分享对不同语言教学流派的看法和经验，促进学生之间的交流和互动。

四、教学内容第一章：认知法1. 认知法的基本概念和理论基础2. 认知法的教学原则和步骤3. 认知法的优缺点及适用范围第二章：交际法1. 交际法的基本概念和理论基础2. 交际法的教学原则和步骤3. 交际法的优缺点及适用范围第三章：任务型教学法1. 任务型教学法的基本概念和理论基础2. 任务型教学法的教学原则和步骤3. 任务型教学法的优缺点及适用范围第四章：直接法1. 直接法的基本概念和理论基础2. 直接法的教学原则和步骤3. 直接法的优缺点及适用范围第五章：听说法1. 听说法的基本概念和理论基础2. 听说法的教学原则和步骤3. 听说法的优缺点及适用范围五、教学评估1. 课堂参与度：评估学生在课堂上的发言和互动情况，考察学生的积极性和合作精神。

2. 小组讨论报告：评估学生在小组讨论中的表现和成果，考察学生的分析能力和团队合作能力。

六、全身反应法1. 全身反应法的基本概念和理论基础2. 全身反应法的教学原则和步骤3. 全身反应法的优缺点及适用范围七、情境教学法1. 情境教学法的基本概念和理论基础2. 情境教学法的教学原则和步骤3. 情境教学法的优缺点及适用范围八、语法翻译法1. 语法翻译法的基本概念和理论基础2. 语法翻译法的教学原则和步骤3. 语法翻译法的优缺点及适用范围九、自然法1. 自然法的基本概念和理论基础2. 自然法的教学原则和步骤3. 自然法的优缺点及适用范围十、沉默法1. 沉默法的基本概念和理论基础2. 沉默法的教学原则和步骤3. 沉默法的优缺点及适用范围2. 探讨语言教学流派的未来发展及其对我国英语教育的影响3. 强调学生在实际教学中的应用能力和创新精神十二、教学资源与参考文献1. 推荐相关教材、论文和著作2. 提供网络资源和实践案例，以供学生进一步学习和参考重点和难点解析一、课程概述难点解析：如何合理安排课程内容，使之既有深度又有广度，达到课程目标。

《语言教学的流派》课程教案Approaches and Methods in Language Teaching1、Approach and method2、Language teaching --- second language teaching or foreign language teachingThis book is a book on the history of language teaching, but it’s more than that. According t o the authors, the aim of this book is to present an objective and comprehensive picture of a particular approach or method. The authors have avoided personal evaluation, preferring to let the method or approach speak for itself and allows readers to make their own appraisals. So this book is not intended to popularize or promote particular approaches or methods described. It is designed to give the teacher or teacher trainee a straightforward introduction to commonly used an less commonly used methods, and a set of criteria by which to critically read, question, and observe methods. The goal is to enable teachers to become better informed about the nature, strengths, and weaknesses of methods and so they can better arrive at their judgments and decisions.第一章 A brief history of language teaching 外语教学简史在这章中，我们将了解两种传统的教学法：The Grammar-Translation Method （语法翻译法）和The Direct Method（直接法）第二章The nature of approaches and methods in language teaching 外语教学法理论与方法的性质本章为以后的分析立下了一个基本的理论分析框架(framework)。

Chapter one 学点语言学语言学是对语言的系统研究，对于一个学习英语的人来说，应该懂一点语言学的知识，它可以在理论上对学习语言有指导作用，有助于更好的学习语言。

The Goals for this CourseTo get a scientific view on language;To understand some basic theories on linguistics;To understand the applications of the linguistic theories, especially in the fields of language teaching & learning (SLA or TEFL), cross-cultural communication……;To prepare for the future research work.The Requirements for this courseClass attendanceClassroom discussionFulfillment of the assignmentMonthly examExaminationReference Books戴炜栋，何兆熊，(2002)，《新编简明英语语言学教程》，上海外语教育出版社。

胡壮麟，(2001)，《语言学教程》，北京大学出版社。

胡壮麟，李战子，《语言学简明教程》，北京大学出版社刘润清，(1995)，《西方语言学流派》，外语教学与研究出版社。

Fromkin,V. & R. Rodman, (1998), An Introduction to Language the sixth edition, Orlando, Florida: Holt, Ranehart & Winston, Inc.许国璋先生认为把语言定义成交际工具不够科学,至少不够严谨.他对语言的定义做了如下概括:语言是一种符号系统.当它作用于人与人之间的关系的时候,它是表达相互反应的中介;当它作用于人与客观世界的关系的时候,它是认知事物的工具;当它作用于文化的时候,它是文化的载体.Teaching aims: let the students have the general idea about language and linguistics.Teaching difficulties: design features of language; some important distinctions in linguisticsWhy do we study language?A tool for communicationAn integral part of our life and humanityIf we are not fully aware of the nature and mechanism of our language, we will be ignorant of what constitutes our essential humanity.What can language mean?Language can meanwhat a person says (e.g. bad language, expressions)the way of speaking or writing (e.g. Shakespeare‘s language, Luxun‘s language)a particular variety or level of speech or writing (e.g. language for special purpose, colloquial language)the abstract system underlying the totality of the speech/writing behavior of a community (e.g. Chinese language, first language)the common features of all human languages (e.g. He studies language)a tool for human communication. (social function)a set of rules. (rule-governed)The origins of language---the myth of languageThe Biblical accountLanguage was God‘s gift to human beings.The bow-wow theoryLanguage was an imitation of natural sounds, such as the cries of animals, like quack, cuckoo.The pooh-pooh theoryLanguage arose from instinctive emotional cries, expressive of pain or joy.The yo-he-ho theoryLanguage arose from the noises made by a group of people engaged in joint labour or effort – lifting a huge hunted game, moving a rock, etc.The evolution theoryLanguage originated in the process of labour and answered the call of social need.To sum up:The divine-origin theory: language is a gift of god to mankind.The invention theory: imitative, cries of nature, the grunts of men working together.The evolutionary theory: the result of physical and psychological development.What is LanguageLanguage is a system of arbitrary vocal symbols used for human communication.What is communication?A process in which information is transmitted from a source (sender or speaker) to a goal (receiver or listener).A system----elements in it are arranged according to certain rules. They cannot be arranged at will.e.g. He the table cleaned. (×) bkli (×)Arbitrary----there is no intrinsic (logic) connection between a linguistic form and its meaning.Symbols----words are just the symbols associated with objects, actions, and ideas by convention.V ocal--------the primary medium for all languages is sound, no matter how well developed their writing systems are.Writing systems came into being much later than the spoken forms.People with little or no literacy can also be competent language users.Human ----language is human-specific.Human beings have different kinds of brains and vocal capacity.―Language Acquisition Device‖(LAD)Design features of language 语言的结构特征Design features refers to the defining properties of human language that distinguish it from any animal system of communication.a. arbitrariness----the form of linguistic signs bear no natural relationship to their meaning. The link between them is a matter of convention.E.g. ―house‖ uchi (Japanese)Mansion (French)房子(Chinese)conventionality----It means that in any language there are certain sequences of sounds that have a conventionally accepted meaning. Those words are customarily used by all speakers with the same intendedmeaning and understood by all listeners in the same way.There are two different schools of belief concerning arbitrariness. Most people, especially structural linguists believe that language is arbitrary by nature. Other people, however, hold that language is iconic, that is, there is a direct relation or correspondence between sound and meaning, such as onomatopoeia.(cuckoo; crash)For the majority of animal signals, there does appear to be a clear connection between the conveyed message and the signal used to convey it, And for them, the sets of signals used in communication is finite.b. duality----language is simultaneously organized at two levels or layers, namely, the level of sounds and that of meaning.the higher level ----words which are meaningfulthe lower or the basic level----sounds which are meaningless, but can be grouped and regrouped into words. Dog: woof (but not ―w-oo-f ‖ )This duality of levels is, in fact, one of the most economical features of human language, since with a limited set of distinct sounds we are capable of producing a very large number of sound combinations (e.g. words) which are distinct in meaning.The principle of economyc. Productivity/Creativity----language is resourceful. It makes possible the construction and interpretation of new signals by its users.(novel utterances are continually being created.)non-human signals ,on the other hand, appears to have little flexibility.e.g. an experiment of bee communication:The worker bee, normally able to communicate the location of a nectar source , will fail to do so if the location is really ‗new‘. In one experiment, a hive of bees was placed at the foot of a radio tower and a food source at the top. Ten bees were taken to the top, shown the food source, and sent off to tell the rest of the hive about their find. The message was conveyed via a bee dance and the whole gang buzzed off to get the free food. They flow around in all directions, but couldn‘t locate the food. The problem may be that bee communication regarding location has a fixed set of signals, all of which related to horizontal distance. The bee cannot create a ‗new ‘ message indicating vertical distance.d. Displacement----human languages enable their users to symbolize objects, events and concepts which are not present at the moment of communication.Bee communication:When a worker bee finds a source of nectar and returns to the hive, it can perform a complex dance routine to communicate to the other bees the location of this nectar. Depending on the type of dance (round dance for nearby and tail-wagging dance, with variable tempo, for further away and how far), The other bees can work put where this newly discovered feast can be found. Bee communication has displacement in an extremely limited form. However, it must be the most recent food source.e. Cultural transmission----genetic transmissionYou acquire a language in a culture with other speakers and not from parental genes.The process whereby language is passed on from one generation to the next is described as cultural transmission.f. interchangeability: it means that individuals who use a language can both send and receive any permissible message within that communication system. Human beings can be a producer as well as receiver of messages.g. human vocal tractFunctions of language (3+6+7+3)1. Three main functionsthe descriptive function: the primary function of language. It is the function to convey factual information, which can be asserted or denied, and in some cases even verified.the expressive function: it supplies information about the user‘s feelings, preferences, prejudices and values. the social function：also referred to as the interpersonal function, serves to establish and maintain social relations between people2. The Russian-born structural linguists Roman Jakobson identifies six elements of a speech event and relates each one of them to one specific language function. That is, in conjunction of the six primary factors of any speech event, he established a well-known framework of language functions based on the six key elements of communication in his famous article: Linguistics and PoeticsAddresser—Emotive (intonation showing anger)Addressee—Conative (imperatives and vocatives)Context—Referential (conveys a message or information)Message—Poetic (indulge in language for its own sake)Contact—Phatic communion (to establish communion with others)Code—Metalinguistic (to clear up intentions, words and meanings)3. In the early 1970s the British linguist M.A.K. Halliday found that child language performed seven basic functions, namely, instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. This system contains three macrofunctions—the ideational, the interpersonal and the textual function.three meta-functions proposed by M. A. K. Halliday(1) The ideational functionTo identify things, to think, or to record information. It constructs a model of experience and constructs logical relations(2) The interpersonal functionTo get along in a community. It enacts social relationships(3) The textual functionTo form a text. It creates relevance to context.What is Linguistics(语言学)Linguistics is a scientific study of language .It is a major branch of social science.Linguistics studies not just one language of any society, but the language of all human society, language in general.A scientific study is one which is based on the systematic investigation of data, conducted with reference to some general theory of language structure.Process of linguistic study:① Certain linguistic facts are observed, generalization are formed;② Hypotheses are formulated;③ Hypotheses are tested by further observations;④ A linguistic theory is constructed.observation------generalization-----hypothesis------tested by further observation------theoryPerson who studies linguistics is known as a linguist.The Scope of LinguisticsGeneral linguistics is the study of language as a whole.Internal branches: intra-disciplinary divisions (micro-linguistics)Phonetics(语音学) is the branch of linguistics which studies the characteristics of speech sounds and provides methods for their description, classification and transcription.Phonology(音韵学) is the branch of linguistics which studies the sound patterns of languages.Morphology(词法) is the branch of linguistics which studies the form of words.Syntax(句法) is the branch of linguistics which studies the rules governing the combination of words into sentences.Semantics(语义学) is the branch of linguistics which studies the meaning of language.Pragmatics(语用学) is the branch of linguistics which studies the meaning of language in use.External branches: inter-disciplinary divisions (macro-linguistics)Applied linguistics(应用语言学) is the study of the teaching of foreign and second languages. Sociolinguistics is the study of the relationship between language and society.Psycholinguistics is the study of the relationship between language and the mind.Historical Linguistics(历史语言学) is the study of language changes.Anthropological linguistics(人文语言学) uses the theories and methods of anthropology to study language variation and language use in relation to the cultural patterns and beliefs of man.Neurolinguistics(神经语言学) studies the neurological basis of language development and use in human beings. Mathematical linguistics(数学语言学) studies the mathematical features of language, often employing models and concepts of mathematics.Computational linguistics(计算语言学) is an approach to linguistics in which mathematical techniques and concepts(概念) are applied, often with the aid of a computer.Features of linguisticsDescriptiveDealing with spoken languageSynchronicSome Basic Distinctions(区分) in Linguistics1. Speech and WritingOne general principle(原则) of linguistic analysis is the primacy of speech over writing. Writing gives language new scope(范畴) and uses that speech does not have.2. Descriptive(描述性) or Prescriptive(说明性)A linguistic study is descriptive if it describes and analyses facts observed; it is prescriptive if it tries to lay down rules for "correct" behavior.3. Synchronic(共时) and Diachronic(历时) StudiesThe description of a language at some point in time is a synchronic study and The description of a language as it changes through time is a diachronic study.4. Langue(语言) and Parole(言语)This is a distinction made by the Swiss linguist F.De Saussure (索绪尔）early last century. langue refers to the abstract linguistic system shared by all the members of a speech community and parole refers to the actualized(实际的) language, or realization of langue.5. Competence(能力)and Performance(行为)Competence is the ideal language user's knowledge of the rules of his language. Performance is the actualrealization of this knowledge in utterances(发声).6. Potential and Behavior: English linguist Halliday makes another similar distinction in the 1960s, namely the distinction between linguistic potential and linguistic behavior. He approaches language from a functional view and concentrates primarily on what speakers do with language which led to the distinction between linguistic potential (what speakers can do with language) and behavior (what speakers actually do with language). In Halliday‘s distinction between potential and behavior, potential is similar to Saussure‘s ―langue‖and Chomsky‘s competence, and behavior is similar to Saussure‘s ―parole‖ and Chomsky‘s performance.7. Modern linguistics started with the public ation of F. de Saussure‘ s book ―Course in General Linguistics‖ in the early 20th century. So Saussure is often described as ―father of modern linguistics‖.The general approach traditionally formed to the study of language before that is roughly referred to as ―traditional grammar.‖ They differ in several basic ways:Firstly, linguistics is descriptive while traditional grammar is prescriptive. A linguist is interested in what is said, not in what he thinks ought to be said. He describes language in all its aspects, but does not prescribe rules of ―correctness‖.Secondly, modern linguistics regards the spoken language as primary, not the written. Traditional grammarians, on the other hand, tend to emphasize, may be over-emphasize, the importance of the written word, partly because of its permanence.Then, modern linguistics differs from traditional grammar also in that it does not force languages into a Latin-based framework. To modern linguists ,it is unthinkable to judge one language by standards of another. They are trying to set up a universal framework, but that would be based on the features shared by most of the languages used by mankind.Chapter I IntroductionI. Decide whether each of the following statements is True or False:1. Linguistics is generally defined as the scientific study of language.2.Linguistics studies particular language, not languages in general.3. A scientific study of language is based on what the linguist thinks.4. In the study of linguistics, hypotheses formed should be based on language facts and checked against the observed facts.5. General linguistics is generally the study of language as a whole.6. General linguistics, which relates itself to the research of other areas, studies the basic concepts, theories, descriptions, models and methods applicable in any linguistic study.7. Phonetics is different from phonology in that the latter studies the combinations of the sounds to convey meaning in communication.8. Morphology studies how words can be formed to produce meaningful sentences.9. The study of the ways in which morphemes can be combined to form words is called morphology.10. Syntax is different from morphology in that the former not only studies the morphemes, but also the combination of morphemes into words and words into sentences.11. The study of meaning in language is known as semantics.12. Both semantics and pragmatics study meanings.13. Pragmatics is different from semantics in that pragmatics studies meaning not in isolation, but in context.14.Social changes can often bring about language changes.15. Sociolinguistics is the study of language in relation to society.16. Modern linguistics is mostly prescriptive, but sometimes descriptive.17. Modern linguistics is different from traditional grammar.18. A diachronic study of language is the description of language at some point in time.19 Modern linguistics regards the written language as primary, not the written language.20. The distinction between competence and performance was proposed by F. de Saussure.II. Fill in each of the following blanks with one word which begins with the letter given:21. Chomsky defines ― competence‖ as the ideal user's k__________ of the rules of his language.ngue refers to the a__________ linguistic system shared by all the members of a speech community while the parole is the concrete use of the conventions and application of the rules.23.D_________ is one of the design features of human language which refers to the phenomenon that language consists of two levels: a lower level of meaningless individual sounds and a higher level of meaningful units.nguage is a system of a_________ vocal symbols used for human communication.25. The discipline that studies the rules governing the formation of words into permissible sentences in languages is called s________.26. Human capacity for language has a g ____ basis, but the details of language have to be taught and learned.27. P ____ refers to the realization of langue in actual use.28. Findings in linguistic studies can often be applied to the settlement of some practical problems. The study of such applications is generally known as a________ linguistics.nguage is p___________ in that it makes possible the construction and interpretation of new signals by its users. In other words, they can produce and understand an infinitely large number of sentences which they have never heard before.30. Linguistics is generally defined as the s ____ study of language.III. There are four choices following each statement. Mark the choice that can best complete the statement.31. If a linguistic study describes and analyzes the language people actually use, it is said to be ______________.A. prescriptiveB. analyticC. descriptiveD. linguistic32.Which of the following is not a design feature of human language?A. ArbitrarinessB. DisplacementC. DualityD. Meaningfulness33. Modern linguistics regards the written language as ____________.A. primaryB. correctC. secondaryD. stable34. In modern linguistics, speech is regarded as more basic than writing, because ___________.A. in linguistic evolution, speech is prior to writingB. speech plays a greater role than writing in terms of the amount of information conveyed.C. speech is always the way in which every native speaker acquires his mother tongueD. All of the above35. A historical study of language is a ____ study of language.A. synchronicB. diachronicC. prescriptiveD. comparative36.Saussure took a (n)__________ view of language, while Chomsky looks at language from a ________ point of view.A. sociological…psychologicalB. psych ological…sociologicalC. applied… pragmaticD.semantic and linguistic37. According to F. de Saussure, ____ refers to the abstract linguistic system shared by all the members of a speech community.A. paroleB. performanceC. langueD. Language38. Language is said to be arbitrary because there is no logical connection between _________ and meanings.A. senseB. soundsC. objectsD. ideas39. Language can be used to refer to contexts removed from the immediate situations of the speaker. This feature is called_________,A. displacementB. dualityC. flexibilityD. cultural transmission40. The details of any language system is passed on from one generation to the next through ____ , rather than by instinct.A. learningB. teachingC. booksD. both A and B。

语言教学的流派直接法Direct Method名称:直接法(改革法、自然法)时间:19世纪末20世纪初国家:西欧法国德国提出者:菲埃拖 (V . W . Vietor) 德国代表人物:贝力子(M . Berlitz)德国古安(F . Gouin)法国典型教材:《基础英语》艾克斯利(C . E . Eckersley)定义:就是一种旨在单词和短语同事物之间建立直接联系的教学方法，把抽象的意义重新还原为形象具体的现实。

相关理论基础语言学基础:1. 不同语言的语法结构和词汇不存在完全等值关系(uncle)2.语音学3.儿童语言发展研究心理学基础:联想主义心理学(刺激-----反应)特点:1 目的语与它所代表的事物直接联系，教学中排斥母语，排除翻译。

2 不先学习语法规则，以模仿、操练、记忆为主3 以口语教学为基础，先听说后读写。

4 句本位原则5 教授当代通用语言局限:1 过分强调了幼儿学习母语的规律，而对成年人学习第二语言的特点认识不足，对课堂教学的现实考虑不够;2 对读写能力的培养不够重视;3 偏重经验，对人的主动学习强调不够;忽视对语法规则的掌握。

4 对教师的言语技能要求过高。

训练方法:1.实物法2.动作启发法(表演法)3.情景再现4.重复法(模仿、重复、领会)5.词语拓展法体现了以下基本教学原则:掌握目的语基础知识和基本技能，培养运用目的语交际的能力以学生为中心，教师为主，导重视情感因素加强目的与学习环境，加大目的语输入，自觉学习与自然习得相结合原则课堂教学严格控制使用母语或媒介语原则循序渐进，螺旋式提高，加强重现原则加强直观性原则影响1.它的出现打破了语法翻译法独霸天下的局面，开辟了一个新的领域。

2.丰富了人们对第二语言教学规律的认识，对以后的听说法、视听法、自觉实践法乃至功能法都产生了很大的影响，开经验派教学法的先河。

自觉实践法自觉实践法，有时也叫“自觉积极法” 自觉”就是以语言理论知识为指导，以理解为前提，从自觉到直觉。

《语言学纲要》重点知识点整理表姓名:职业工种:申请级别:受理机构:填报日期:A4打印/ 修订/ 内容可编辑语言学概论课程教学大纲大纲说明一、课程的性质、教学目的和任务“语言学概论”是汉语言文学专业的一门必修的专业基础课，研究语言的性质、结构规律、演变规律以及语言与文字的关系等方面的问题。

学生通过本课程的学习，能比较系统地掌握语言学的基本概念、基本理论和基础知识，为提高语言理论水平、进一步学习和深入研究其他语言课程奠定必要的语言理论基础。

本课程课内学时为36，开设一个学期。

二、教学内容及要求本课程包括导言、语言的社会功能、语言是符号系统、语音、语法、词义、文字和书面语、语言随着社会的发展而发展、语言的接触、语言系统的发展十个部分，每个部分根据教学内容要求再分若干章节，循序渐进，便于学生学习掌握。

教学中要讲清楚语言学的基本概念，使学生通过学习能比较系统地掌握语言学的基础知识，了解语言与社会的关系、语言的结构、语言的演变规律、文字的性质以及它与语言的关系等方面的内容。

三、教材及辅导书本课程以叶蜚声、徐通锵编写的《语言学纲要》为基本教材，另外有《语言学纲要学习指导书》作为配套的辅助教材。

《纲要》是编制教学媒体、组织教学和复习考试的主要依据。

《学习指导书》对主教材的重点、难点内容再作补充分析和阐释；另外还根据教材和课程教学的要求编拟了一套内容丰富、形式多样的综合练习。

四、教学建议（一）主教材《语言学纲要》是以组合关系、聚合关系这两个概念为纲组织相关的内容，尽可能使复杂的语言现象条理化、系统化。

因此教学中要紧扣这两个概念，使学生能以此为视角去观察语言的结构，掌握语言学的基础理论知识。

（二）学习普通语言学，需要学生有一定的具体语言学方面的知识为基础，这样才能便于理解有关问题。

与本课程相关联的课程有：《现代汉语》、《古代汉语》等。

（三）语言学概论课程以人类的语言为研究对象，因而涉及的语言现象比较多。

讲授语言学的基础知识和基本理论，涉及到语料分析的实例，应以汉语、英语的语料分析为主；其它语言的实例，只在必要的时候作适当的引用，重在了解。

第一章第二语言教学法主要流派与发展趋向教学法吕必松:教学法是总称,它包括教学原则、教学方法和教学技巧等不同层次上的具体内容。

其中的教学原则要反映语言教学的客观规律,教学方法和教学技巧是对教学理论和教学原则的具体应用.教学法流派指在一定的理论指导下在教学实践中逐渐形成的、包括其理论基础、教学目标、教学原则、教学内容、教学过程、教学形式、教学方法和技巧、教学手段、教师与学生的作用和评估方法等方面的教学法体系。

认知派：强调学习者对语言规则的理解和自觉掌握。

经验派：强调通过大量的模仿和操练形成习惯.人本派：强调以学生为中心,教学中重视情感因素。

功能派：重视培养学生的语言交际能力。

©All rights reserved HD 2012TCSL4认知派：强调学习者对语言规则的理解和自觉掌握.语法翻译法(传统法、古典法）自觉对比法认知法(认知——-符号法)经验派：强调通过大量的模仿和操练形成习惯。

直接法（改革法、自然法、心理法、妥协法等）情景法阅读法听说法（陆军法、句型法、结构法）视听法(圣克卢法、整体结构法)自觉实践法人本派:强调以学生为中心，教学中重视情感因素。

团体语言学习法默教法暗示法全身反应法自然法功能派：重视培养学生的语言交际能力。

交际法（意念法、功能意念法、功能法)1。

产生背景2。

理论基础3.主要特征4.评价一、语法翻译法(认知派)又名词汇翻译法、翻译比较法、近代翻译法、传统法、古典法、旧式法。

语法翻译法是以系统的语法知识教学为纲，依靠母语，通过翻译手段，主要培养第二语言读写能力的教学法。

第二语言教学史上最古老的教学法,已有千百年的历史，用于教授古希腊语、拉丁语。

18世纪末、19世纪初，德国语言学家奥伦多夫进行理论上的总结与阐述。

©All rights reserved HD 2012TCSL4(一）基本特征教学内容--系统讲授语法规则教学手段——母语、外语翻译（二）理论基础语言学基础:历史比较语言学认为一切语言都起源于一种共同的原始语言，语言规律是共同的，语言和思维是同一的,只是词汇的发音和书写形式有差别。

一、语法翻译法（Grammar--Translation Method）盛行于18世界末，代表人物奥伦多夫。

主要特点：①教授语法学家确定的所谓“规范”的语言，所使用的语言材料多以古老和过时的例句为主。

②注重书面语，不重口语。

③语法的讲解不仅注重规则的东西，而且十分注重不规则的东西。

、④课堂教学使用本族语⑤教学方法以翻译为主，通过大量笔头翻译和写作练习来检验语法规则的掌握情况。

教学过程：先教字母发音和书写，然后系统地教语法，最后阅读原文。

语法课顺序：○1先讲词法后讲语法。

○2用演绎法讲授语法规则。

○3用本族语和外语互译方法巩固所学语法规则。

理论基础：说法不一○1没什么理论基础。

○2机械语言学和联想心理学○3传统语言学（重视确定语言规范，定出各种语言规则）○4官能心理学○5唯理主义哲学优点：1.利用本族语，把翻译作为讲解与巩固外语的手段。

2.主张讲授语法知识，发展学生的智力3.注重阅读，注重学习原文，特别是文学名著。

4．使用方便，不需要专门训练，对口语要求不高，不需要发杂设备和教具，教学进程易于检查和控制。

缺点：1.忽视口语2.过分依赖母语3.过分强调语法。

二、直接法（Direct Method）别名【改革法、自然法、心理法、口语法、妥协法、综合直接法、折衷直接法、循序渐进直接法】产生于19世纪后，代表人物：贝力兹、艾盖尔特和帕默教学原则和特点：主要原则1.直接联系的原则：建立语言与外界经验的直接联系2.以口语为基础的原则：口语教学是入口阶段的主要手段和目的3.句本位原则：从句子入手，以句子为单位，整句进整句出。

4.以模仿为主的原则：通过模仿手段重复所学句子，养成习惯，达到自动化的地步。

此外还有精选语言材料的原则，循序渐进原则原则，趣味性。

教学过程：口语教学：不翻译而演示；不解释而动作；不演说而问问题；不模仿学生错误而纠正；不单说词而说句子；教师少说让学生多说；不使用教科书而使用教学计划；不要离题而要按计划进行；不要进度太快，而要保持学生的适当进度；不要说得太慢而要用正常语速；不要说得太快，而要说得自然；不要用大嗓门儿，而要说得自然；不要急躁，而要放松。