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1、2002.12.10,Chapter 11 Linguistics and FLT,1,Chapter 11 Linguistics and Foreign Language Teaching Applied Linguistics,2002.12.10,Chapter 11 Linguistics and FLT,2,Main Points,Foreign language Second language communicative Syllabus Syllabus design,2002.12.10,Chapter 11 Linguistics and FLT,3,Foreign lan。

2、guage and Second language,A foreign language is learned as educational courses but is not used as a medium of instruction in education, nor as a language of communication. A second language, on the other hand, is widely used as a medium of communication alongside the native language. English is a fo。

3、reign language in China, but a second language in Singapore. Another term target language refers to the language which a person is learning.,2002.12.10,Chapter 11 Linguistics and FLT,4,Chapter 11 Linguistics and FLT,11.1 The relation of linguistics to foreign language teaching 11.2 Various linguisti。

4、c views and their significance in language 11.3 Syllabus design 11.4 Language learning 11.5 Error analysis 11.6 Testing,2002.12.10,Chapter 11 Linguistics and FLT,5,11.1 The relation of linguistics to FLT,Why should we teach or learn linguistics? Since linguistics is defined as the scientific study o。

5、f language, it seems obvious that such a study would help a lot in language teaching and learning, although there is much difference between linguistics and language teaching or learning in their attitudes towards language, their goals, and their methods.,2002.12.10,Chapter 11 Linguistics and FLT,6,。

6、Applied linguistics,Applied linguistics also has a broader meaning: the study of linguistics and other theories in relation to any language-related problems. It includes psychology, neuro-physiology, information theory, sociology, anthropology, philosophy, cognitive science, etc.,2002.12.10,Chapter 。

7、11 Linguistics and FLT,7,11.2 Various linguistic views and their,significance in language 11.2.1 Traditional grammar 11.2.2 Structuralist linguistics 11.2.3 Transformational-Generative linguistics 11.2.4 Functional linguistics 11.2.5 The theory of communicative competence,2002.12.10,Chapter 11 Lingu。

8、istics and FLT,8,11.2.1 Traditional grammar,The traditional approach to language teaching involves the presentation of numerous definitions, rules and explanations, and it adopts a teacher- centered grammar-translation method.,2002.12.10,Chapter 11 Linguistics and FLT,9,11.2.2 Structuralist linguist。

9、ics,Structuralist grammar provides description of phonological systems which aids the systematic teaching of pronunciation.,2002.12.10,Chapter 11 Linguistics and FLT,10,11.2.3 Transformational-Generative linguistics,While acquiring his mother tongue, he compares his innate language system with that 。

10、of his native language and modifies his grammar.,2002.12.10,Chapter 11 Linguistics and FLT,11,11.2.4 Functional linguistics,Learning language is learning to mean. In order to be able to mean, one has to master a set of language functions which have direct relation to sentence forms. In the child lan。

11、guage, there are seven initial forms.,2002.12.10,Chapter 11 Linguistics and FLT,12,11.2.5 The theory of communicative competence,Hymes (1971) proposes COMMUNICATIVE COMPETENCE, which has four components: POSSIBILITY (可能性) - the ability to produce grammatical sentences; FEASIBILITY (可行性) - the abilit。

12、y to produce sentences which can be decoded by the human brain;,2002.12.10,Chapter 11 Linguistics and FLT,13,The theory of communicative competence,APPROPRIATENESS (得体性) - the ability to use correct forms of language in a specific socio-cultural context; PERFORMANCE (语言运用) - the fact that the uttera。

13、nce is completed.,2002.12.10,Chapter 11 Linguistics and FLT,14,11.3 Syllabus design,11.3.1 What is syllabus? 11.3.2 Major factors in syllabus design 11.3.3 Types of syllabus,2002.12.10,Chapter 11 Linguistics and FLT,15,11.3.1 What is syllabus?,SYLLABUS is the planning of a course of instruction. It 。

14、is a description of the course content, teaching procedures and learning experiences. The concept syllabus is often used interchangeably with “curriculum”, but CURRICULUM (课程) is also used in a broader sense, referring to all the learning goals, objectives, contents, processes, resources and means o。

15、f evaluation planned for students both in and out of the school.,2002.12.10,Chapter 11 Linguistics and FLT,16,11.3.2 Major factors in syllabus design,1) Selecting participants Before the training program starts, it is necessary to specify the characteristics of the learner and select individuals who。

16、 match those specifications.,2002.12.10,Chapter 11 Linguistics and FLT,17,2) Process,When deciding what to be taught to the selected students, the teacher has to consider several questions: 1) the learners present mastery of the language; 2) what he will be using the language for; 3) the gap between。

17、 the learners present state and the future requirement, and the wav to bridge the gap.,2002.12.10,Chapter 11 Linguistics and FLT,18,3) Evaluation,At the end of the training program, it is necessary to find out whether and to what degree the learners have reached the teaching objectives. There are tw。

18、o different kinds of evaluation: 1) INTERNAL EVALUATION which checks whether and to what degree the program has taught what it meant to teach; 2) EXTERNAL EVALUATION which tries to find out whether and to what degree the program is useful to the learners in their work. The two kinds of evaluation pr。

19、ovide feedback to the whole training program.,2002.12.10,Chapter 11 Linguistics and FLT,19,11.3.3 Types of syllabus,1. Structural syllabus The STRUCTURAL SYLLABUS is a grammar oriented syllabus based on a selection of language items and structures.,2002.12.10,Chapter 11 Linguistics and FLT,20,2. Sit。

20、uational syllabus,The SITUATONAL SYLLABUS does not have a strong linguistic basis, yet it can be assumed that the situationalists accept the view that language is used for communication.,2002.12.10,Chapter 11 Linguistics and FLT,21,3. Notional-functional syllabus,D. Wilkins and J. A. van Ek proposed。

21、 the NOTIONAL FUNCTIONAL SYLLABUS. 1) NOTION: the meaning one wants to convey. It includes SEMANTICO-GRAMMATICAL CATEGORIES. 2) FUNCTION: what one can do with the language, composed of CATEGORIES OF COMMUNICATIVE FUNCTION, including “Modality” (形式), “Personal emotions”, “Emotional relations”, “ Inte。

22、rpersonal relations” and some others.,2002.12.10,Chapter 11 Linguistics and FLT,22,4. Communicative syllabus,It aims at the learners communicative competence. Based on a notional-functional syllabus, it teaches the language needed to express and understand different kinds of functions, and emphasize。

23、s the process of communication. Janice Yalden ( 1983) lists ten components of a communicative syllabus.,2002.12.10,Chapter 11 Linguistics and FLT,23,5. Fully communicative syllabus,It stresses that linguistic competence is only a part of communicative competence. It is suggested that fully communica。

24、tive teaching should do away with well-planned syllabuses. Departing from grammar based syllabuses, the fully communicative syllabus goes to another extreme.,2002.12.10,Chapter 11 Linguistics and FLT,24,6. Communicative-grammatical approach,A sort of explicit grammar instruction (EGI) has been put forward to complement communicative language teaching (CLT) to raise learners conscious awareness of the form or structure of the target language(Chen, 1995). Thus, what we need is a communicative-grammatical approach, a communicative approach coupled with grammar instruction(Hu, 2000。