Structural and Functional Views of English Language
结构功能主义英语
结构功能主义英语Structural Functionalism in EnglishThe field of linguistics has long been dominated by various theoretical approaches, each offering unique perspectives on the nature and structure of language. One such approach, known as structural functionalism, has gained significant traction in the study of the English language. Structural functionalism is a theoretical framework that emphasizes the interrelationship between the structure and function of language, focusing on how linguistic elements work together to serve the communicative needs of speakers and writers.At the heart of structural functionalism is the notion that language is a complex system, with various components working in harmony to facilitate effective communication. This approach views language as a dynamic and adaptive entity, constantly evolving to meet the changing demands of its users. Rather than solely focusing on the formal, rule-based aspects of language, structural functionalists examine how linguistic structures are shaped by their communicative functions and the broader sociocultural contexts in which they are employed.One of the key principles of structural functionalism is the idea that language is not merely a set of arbitrary rules and conventions, but rather a reflection of the cognitive and social processes that shape human interaction. Proponents of this approach argue that the structure of language is intimately tied to the ways in which it is used to convey meaning, express emotions, and negotiate social relationships. By understanding the functional motivations behind linguistic structures, scholars can gain deeper insights into the underlying mechanisms that govern language use and development.In the context of the English language, structural functionalism has made significant contributions to our understanding of various linguistic phenomena. For instance, the analysis of sentence structure and clause patterns has revealed how different grammatical constructions serve specific communicative purposes, such as expressing agency, foregrounding information, or establishing causal relationships. Similarly, the study of discourse-level features, such as cohesion and coherence, has shed light on the ways in which language users organize and structure their ideas to achieve particular rhetorical goals.Moreover, structural functionalism has also informed our understanding of language variation and change. By examining how linguistic structures are adapted and modified to suit the needs ofdifferent social, regional, or cultural contexts, scholars have gained valuable insights into the dynamic nature of language and the factors that drive its evolution over time. This perspective has challenged the traditional view of language as a static, monolithic entity, and has instead emphasized the importance of considering the diverse ways in which language is used and shaped by its speakers.One of the key strengths of structural functionalism in the study of English is its emphasis on the contextual and pragmatic aspects of language use. Rather than solely focusing on the formal properties of language, this approach encourages scholars to consider the ways in which linguistic structures are employed in real-world communicative situations, taking into account the social, cultural, and cognitive factors that influence language use. This holistic perspective has led to a deeper understanding of the complexities of language, and has opened up new avenues for research and pedagogical applications.For example, the structural functionalist approach has been instrumental in the development of discourse analysis, a field that examines the ways in which language is used to achieve specific communicative goals in various settings, such as academic writing, political discourse, or everyday conversation. By analyzing the linguistic choices made by speakers and writers, discourse analystscan shed light on the underlying social and cognitive processes that shape language use, and can offer valuable insights for improving language teaching and communication practices.Furthermore, structural functionalism has also informed the study of language acquisition and language learning. By emphasizing the role of communicative functions in shaping linguistic structures, this approach has challenged traditional, rule-based models of language learning, and has instead highlighted the importance of understanding the contextual and pragmatic aspects of language use. This perspective has led to the development of more communicative and task-based approaches to language instruction, which focus on helping learners develop the linguistic and pragmatic skills necessary for effective communication in a variety of real-world settings.Despite the significant contributions of structural functionalism to the study of the English language, it is important to acknowledge that this approach is not without its limitations. Like any theoretical framework, structural functionalism has been criticized for its potential to oversimplify the complexities of language, or to overlook important aspects of linguistic structure and variation. Moreover, some scholars have argued that the emphasis on communicative functions can sometimes lead to a neglect of the formal, rule-based aspects of language, which are also crucial to understanding its structure and development.Nevertheless, the structural functionalist perspective remains a valuable and influential approach to the study of the English language. By highlighting the intricate relationship between linguistic structures and their communicative functions, this approach has enriched our understanding of the ways in which language is used to navigate the social, cognitive, and cultural dimensions of human experience. As the field of linguistics continues to evolve, the insights and methodologies of structural functionalism are likely to remain an important part of the scholarly discourse, contributing to our ongoing efforts to unravel the complexities of this fundamental aspect of human communication.。
《英语教学法》作业
《英语教学法》作业Part I Basic Ideas in Language TeachingDirections: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching”.１． To learn a language means to learn these structural items so as to be able to understand and produce language.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.２． Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language.３． According to cognitive theory, .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give stimulus４． By audio-lingua method, students should always .Ａ． be allowed to create their own sentences based on their understanding of certain rules Ｂ． be trained to form good habits in learningＣ． relate their rules learned to their uses in real lifeＤ． be able to communicate with others in practice５． Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people.Ａ． This is the interactional view of language.Ｂ． This is the functional view of language.Ｃ． This view of language has no basis of theory.Ｄ． The view may be out of date in language teaching.６． What is the main idea of Communicative Approach?Ａ． To teach language in a global and meaningful way.Ｂ． To teach language in a communicative method.Ｃ． To teach language in training of habits.Ｄ． To teach language by asking students to repeat and memorize forms.７． What is a good language teacher?Ａ． A person who has a good command of English.Ｂ． A person who is armed with a specific range of skills and strategies.Ｃ． A person who has ethic devotion, desirable personal styles and professional qualities.Ｄ． A person who has professional competence.８． To attain the professional competence, a teacher should have training, learning, practice and .Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection９．According to Hymes, in a successful language communication, one’s utterance should be Ａ． reliable and clear Ｂ． possible and feasibleＣ． appropriate and authentic Ｄ． possible, feasible, appropriate and really used１０． Learning a language means being able to do things with it in some sense..Ａ． This is the behaviorist view of language.Ｂ． This is the structural view of language.Ｃ． This is the functional view of language.Ｄ． This is the interactive view of language１１． Behaviorist view of language holds .Ａ． students learn language by repeating what teachers sayＢ． students are asked to think and createＣ． students learn a language as animals do thingsＤ． students respond when teachers give answers１２． A teacher should have training, learning, practice and to attain the professional competence,.Ａ． experienceＢ． educational psychologyＣ． received knowledgeＤ． reflection１３． Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.Ａ． This is the view of communicative approach about competenceＢ． This involves the function/notion methodＣ． This is the view of behaviorism in language teaching.Ｄ． Not sure.１４． We train students to learn a language just as we train animals to do things.Ａ． This can be classified into functional grammar.Ｂ． The typical behaviorist view of language learning.Ｃ． The view is taken by those who hold grammar-translation method.Ｄ． None in history had the view of language learning.１５． According to Chomsky, language is not a form of behavior; it is an intricate rule based system.Ａ． It is still a behaviorist view.Ｂ． It is functional view of language.Ｃ． It is audio lingua method.Ｄ． It is the mentalist view.１６． Mistakes should immediately corrected and correct utterances should be immediately praised.Ａ． Audio-lingual methodＢ． Communicative approachＣ． Mentalist viewＤ． Silent way１７． Language is a system of structurally related elements for the coding of meaning.Ａ． Structural view.Ｂ． Mentalist view.Ｃ． Meaningful way of learningＤ． Natural approach１８． We all set up our own perspective of the world, through individual experiences and schema.Ａ． Mentalist oneＢ． Not based on any theoryＣ． Typical constructivist view of learningＤ． Functional one１９． Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.Ａ． Audio-lingual oneＢ． Constructivist viewＣ． Behaviorist oneＤ． Cognitive view of language２０． Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes automatic.Ａ． Behaviorist view of learningＢ． ConstructivismＣ． Cognitive viewＤ． Not sure２１．Listening activities always test the students’ memory rather than other abilities.Ａ．The test is the typical one practiced by communicative approach.Ｂ．This kind of view is actually the way of functional method.Ｃ．Any traditional teaching way will do in this way.Ｄ．Memory training is of course the cognitive approach.２２． The communicative activities in classroom should be the one with__________.Ａ．teacher interventionＢ．materials under controlＣ．simple language and no variantsＤ．content on focus not forms２３． Process-oriented theories are concerned with__________.Ａ．how materials are organized togetherＢ．how hypothesis is testedＣ．how the mind processes new informationＤ．how learners receive input２４．Condition-oriented theories emphasize __________.Ａ．the human and physical context in learningＢ．the nature of habit formationＣ．the making of inferenceＤ．the learning processPart II Teaching ActivitiesDirections: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick(∨ ) in bracket, otherwise, mark a cross(×).２５． Student A uses a questionnaire to interview his partner, student B, and makes notes. ( ) ２６． As two students are talking about their experience, the teacher asks other students to take down their information. ( )２７．. Listening to tapes with headphones and then answering listening comprehension questions. ( ) ２８． When reading in a foreign language, students are asked to mentally translate everything in order to understand. ( )２９．“Write a composition wi th a title of ‘A Day on the Factory’ in classroom” ( )３０． Information-gap activities in spoken lesson. ( )３１． Use English-English dictionary to understand the meaning of vocabulary. ( )３２． The teacher writes a set of words on the blackboard and asks the students to find the “odd man out”. ( )３３． Ask students to read phonetic transcripts of words. ( )３４． Make students in groups to say out grammatical rules. ( )３５． Teachers help learners in any way that motivates them to work with the language. ( )３６． The target language system will be learned best through the process of struggling to repeat and practice rote learning. ( )３７． Pattern drills are practiced peripherally. ( )３８． Ask students to use authentic and natural language. ( )３９． In any teaching class, teachers ingrate the four skills. ( )４０． In teaching we should always prevent students from making errors. ( )４１． The linguistic competence is the desired goal in teaching. ( )４２． Communicative activities come after a long process of rigid drills and exercises. ( )４３． Teachers practice bottom-up mode activity and start from a linear process in reading.( ) ４４． To use transition device so that visualization is realized in reading. ( )４５． Working in lockstep, the teacher expresses clearly and as much as possible. ( )４６．To use substitution drills and prompts in grammar teaching. ( )４７． An activity in classroom for students to practice language, which involves no definiteor correct answers in the task. ( )４８． Ask students to bridge their information gap in speaking.( )Part III Teaching PrinciplesDirections: In this part of the test, there are some Teaching Principles that need your evaluation. Please choose the ones you think them correct and in accordance with what we have learnt andput a tick( ∨ ) after them．４９． The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them. ( )５０． A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other’s ideas. ( )５１． The teaching activities must be designed to be done by the individual students rather than all of them, and the activities should also involve the teacher correcting or evaluating how the student do these activities. ( )５２． A teacher is a resource-provider. ( )５３．It is not the teachers’ work to choose topics and tasks so as to activate students in teaching. ( )５４． Teachers need not have extra materials prepared to cope with slower/faster-working students. ( )５５． Different approaches stipulate different teacher roles, but there are some common roles that teachers play. ( )５６． Teachers can do nothing to increase and maintain the motivation of students by the typesof tasks. ( )５７． Teaching listening should focus on the result of listening rather than the process oflistening. ( )５８． The trick to working with drills is to work on individual sounds for more than few minutes a time. ( )５９． Ask students to make a list of optimal solutions to the problem addressed. ( )６０． We should require the students to acquire native-like pronunciation. ( )６１． Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom. ( )６２． The first step of lesson planning will already have been performed for you: choosing what to teach.６３． A teacher can play the roles as controller, assessor, organizer, prompter, participant and resources provider, but they should not play all of them at one time. ( )６４． A normal class should be in such a way in which students can raise questions and challenges to teachers. ( )６５． Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ( )６６． In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks. ( )６７． The introduction of authentic texts into the learning situation. ( )６８． Functional grammar holds that a language will play three functions, the idea of which can be used in teaching of language skills.( )６９． Take care of trivial details in reading and listening so that students may have a full understanding of the text. ( )７０． In writing, teachers help students recognize their own composing process.( )７１． We design speaking tasks that do allow outspoken students to dominate discussion. ( )７２． We in teaching clarify fixed rules and standards, and are consistent in applying them.( ) Part IV Teaching of Language and Language SkillsPart V Teaching PlanningDirectio ns: In this part of the test, you are to give a ‘Teaching Plan’ according to the material (a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text 1.)Nature gives plants and trees four ways to scatter their seeds. The first is by wind.The seed of some plants are very light, like the dandelion and the sycamore. They have wingsor parachutes so that the wind can carry them easily. The second is by birds and animals.Some seeds, like the seeds of burdock stick to the fur of animals, and drop off as the animalsmove about. Birds carry others, such as berries. The third way is by the plant itself. Theplant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds.The last is by water. The seeds float on the water either because they are very light, orbecause they have air inside them.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text 2．)A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, I’m so glad to see you. I’ve got a severe pain in my left side”. The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month”. Then, he went away, leaving the man standing in the street with his tongue hanging out…and a large crowd of people laughing at him.Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:(Text３．)Clerk: Good morning, Sir. What can I do for you?Monty: Good morning. I’ve lost my briefcase.Clerk: Where do you think you lost it?Monty: I was on the 8:30 train to Stockport.Clerk: Right. Can you give me your name, Sir?Monty: Yes. Monty Ball.Clerk: And your address?Monty: I live at 26 Ash Avenue, Manchester.Clerk: Can you describe your briefcase, please?Monty: Yes. It’s black and made of leather---one of those flat sided ones. Clerk: Anything in it?Monty: Not much. Just my lunch and a few papers.Clerk: Well, if it turns up we’ll let you know. Where can we ring you?Monty: At my office---the number is 483 7692.Clerk: Right, Mr. Ball. I’ll see what I can do.Monty: Thanks a lot. Bye.……………………………………………Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDUREActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:Part VI Comment and EvaluationDirections: In this part, you are to give your comment or evaluation on the following terms in language teaching.1.PrompterMacro planningTraditional pedagogyLanguage formRole-plays2. Function/notion approachconsistencytask-based methoddeductive and inductive methodprompter3.Prompter:Linguistic competence:Role-plays:Bottom-up and Top-down models:Behaviorism:Part I Basic Ideas in Language TeachingDirections: In this part, there are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or they are behaviorist theory, cognitive theory or communicative view and write down your answers after these statements.1. Day to day language use involves activities such as offering, suggesting, advising and apologizing.Learners learn a language in order to be able to do things with it.2. Language is a system and so its subsystems include phonological, morphological and lexical itemswhich constitute sentence. We learn these items so as to be able to understand and produce language.3. Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.4. In the whole process of language learning, stimulus-response can form very good habits which arethe basis for good language training.5. When we learn language, we should always think and ask questions about not only how but also why.6. Learners are trained to express notions that complete their tasks. The notions include conceptof present, past and future time, the expressions of certainty and possibility and so on.7. We should learn language in the way that is used in the real world and therefore we frequentlybridge the gap between the use of language in real life and the teaching or learning pedagogy in classroom.8. When learning language, we should know not only the language code or the form of language, butalso what to say to whom and how to say it appropriately in any given situation.9. Language is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beings put all the items together to understand language and produce language.10. Language is seen as a linguistic system and a means for doing things. To complete these, learnersneed to know how to combine the grammatical rules and the vocabulary to express notion.11. Learners have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.12. A language learner acquires language competence which enables him to produce language.Part II Teaching ActivitiesDirections: There are five activities stated below. For each one, you are to describe it with simple example.1. ( discovering differences )2. ( pooling information to solve a problem )3. ( simulation activity )4. ( identifying pictures )5. ( work in pairs )6. ( role playing )Part III Teaching PrinciplesDirections: In this part of the test,Wallace’s ‘reflective model’is to be completed to demonstrate the development of professional competence. You are to fill the blanks with proper terms.Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, others’ knowledge, others’ experience, response and stimuli, language training, stage, goal, etc.11. The efficient teaching implies that we should know the discourse features of any text and makestudents well informed of them. ( )Advantages/disadvantages:12. To inspire stud ents’ productive thoughts in group discussion by means of brainstorming topicsand ideas. ( )Advantages/disadvantages:13. The teacher carefully designs activities for the individual students to complete the tasks andevaluates the whole process. ( )Advantages/disadvantages:14. To vary teaching techniques and train students learning strategy in class. ( )Advantages/disadvantages:15. Extra materials are prepared to cope with slower/faster-working students. ( )Advantages/disadvantages:Part IV Teacher’s role in language teachingDirections: In this part of the test, there are things listed below that teachers often do in the language classroom. You are to decide what role the teacher is playing in each one. Put corresponding letters in the bracketsa. controllerb. assessorc. organizerd. promptere. participant( ) 1. When students are doing a group-work task, the teacher joints on or two groups for s short period of time.( ) 2. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without…”and points to the button on his won shirt of jacket.( ) 3. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 4. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.( ) 5. The teacher asks the students to produce conversations by using particular patterns or expressions they have just learned.a. controllerb. assessorc. organizerd. promptere. participant( ) 6. The teacher asks the students to take turns to make sentences with a newly learned structure.If someone makes an error, the teacher asks him or her to revise.( ) 7. When a student has made a sentence with “borrow”, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper”.( ) 8. The teacher writes one of five numbers on a number of cards. Each student draws on card.Those who have drawn number 1 will form group 1, and those who have drawn number 2 will formgroup 2. Thus the students are put into five groups in a random way.( ) 9. T: Do you have any hobbies?D: Yes, I like singing and dancing.T: Uhm, and…?D: I also collect coins.( ) 10. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.Part V Teaching Planning ( 20%)Directions: In t his part of the test, you are to give a ‘Teaching Plan’ according to the material(a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text)Soon we were on our way to Castle Dracula. The mountains were all around us and the moon was behind black cloud. I could see nothing, but I could still hear the wolves. The horseswent faster and faster, and the driver laughed wildly. Suddenly the carriage stopped. I openedthe door and got out. At once the carriage drove away and I was alone in front of the dark,silent castle. I stood there, looking up at it, and slowly the big wooden door opened. A tallman stood in front of me. His hair was while and he was dressed in black from head to foot. Lesson PlanAIMS: A)B)NEW LEXIS: A)B)GRAMMAR/STRUCTURE:PROCEDURE ActivitiesA)B)C)Stage 1:A)B)C)Stage 2:A)B)C)Stage 3:A)B)C)Homework:Reserve activityVisual aids:。
英语课程教学法复习笔记
英语课程教学法复习笔记第1章语言和语言学习1.1复习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：1.How do we learn languages?我们如何习得语言？2.\^ews on language 语言观点3.The structural view of language 结构主义语言理论4.The functional view of language 功能主义语言理论5.The interactional view of language 交互语言理论6.What are the common views on language learning?关于语言学习的普遍观点7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8.The behaviorist theory 行为主义学习理论9.Cognitive theory 认知学习理论10.Constructivist theory 建构主义理论11.Socio-constructivist theory 社会建构主义理论12.What makes a good language teacher?如何才能成为一个好的语言老师13.Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：I . How do we learn languages?II.Views on language1.The structural view of language2.The functional view of language3.The interactional view of languageIII.Views on language learning and learning in general1.The behaviorist theory2.Cognitive theory3.Constructivist theory4.Socio-constructivist theoryIV.What makes a good language teacher?V.How can one become a good language teacher?VI. An overview of the bookphysical context in which language learning takes place, such as the number of students, the kind of input learners receive, andthe atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, T otal Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions.Some researchers attempt to formulate teaching approaches directly from these theories.1.The behaviorist theory( Skinner)a stimulus-response theory of psychologyProposed by behavioral psychologist Skinner. He suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.The key point of the theory of conditioning is that “you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement，，One influential result is the audio-lingual method, which involves endless ‘listen and repeat’ drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.2.Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.A language learner acquires language competence which enables him to produce language.Though Chomsky’s theor y is not directly applied in language teaching, it has had a great impact on the profession.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.3.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his / her own experiences and what he / she already knows.It is believed that education is used to develop the mind, not just to rote recall what is learned.John Dewey believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners.4.Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasises interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development，(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.质和实体语境，如学生的数量、氛围等。
英语教学法教程名词解释
1.Structural view(结构主义理论）:The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology);the discrete units of meaning produced by sound combinations(morphology), and the system of combining units of meaning for communication (syntax).2.Functional view /Communicative View:(功能主义语言理论)The functional view not only sees language as a linguistic system but also a means for doing things. In order to perform functions,learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3.Interactional view：(交互语言理论)The interactional view considers language to be a communicative tool, whose main use is to build up andmaintain social relations between people.4.Process-oriented theories：强调过程are Concerned with how the mind Organizes new information such as habit formation induction. hypothesis testing and generalization.5.Condition-oriented theories：强调条件Emphasizes The natural of the human and physical context in which language learning takes place. Such as the number of students. The kind of input learners receives and the atmosphere.6.Behaviorist theory：(行为主义理论)----Skinner；The key point of the theory of conditioning is that " you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement".7.Socio-constructivist theory：(社会建构主义理论)Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of "Zone of Proximal Development" (ZPD) and scaffolding.8.Constructivist theory (建构主义理论)—John Dewey The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.9.Cognitive theory：Cognitive theory(认知理论)Chomsky thinks that language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.10.Reflective model:教师在教学实践中观察他人和自身的教学的同时，反思自己的教学，并结合理论指导，不断提高自己的教学水平。
2022年齐齐哈尔大学809英语教学专业基础考研真题和答案
2022年齐齐哈尔大学809英语教学专业基础考研真题和答案2022年齐齐哈尔大学外国语学院《809英语教学专业基础》[专业硕士]考研全套内容简介•全国名校英语教学论考研真题汇总说明：本科目考研真题不对外公布（暂时难以获得），通过分析参考教材知识点，精选了有类似考点的其他院校相关考研真题，以供参考。
2．教材教辅•王蔷《英语教学法教程》（第2版）笔记和课后习题（含考研真题）详解•王蔷《英语教学法教程》（第2版）配套题库（含考研真题）说明：以上为本科目参考教材配套的辅导资料。
•试看部分内容第1章语言和语言学习1.1复习笔记本章要点：1 The way we learn language s我们习得语言的方式2 Views on language语言观点3 The structural view of language结构主义语言理论4 The functional view of language功能主义语言理论5 The interactional view of language交互语言理论6 Common views on language learning关于语言学习的普遍观点7 Pro ce ss-o rien ted theo ries and condition-o rien ted theo ries强调过程的语言学习理论和强调条件的语言学习理论8 The behaviorist theory行为主义学习理论9 Cogniti ve theory认知学习理论10 Constructivi st theory建构主义学习理论11 Socio-constru cti vist theo ry社会建构主义理论12 Qualities of a good language teacher一个好的语言老师必备的素养13 Teacher’s p rofessional devel opment教师专业技能发展本章考点：我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。
结构主义语言观 功能主义语言观 交互语言观 英文
结构主义语言观功能主义语言观交互语言观英文全文共10篇示例，供读者参考篇1Hey guys, do you know there are different ways to look at language? Yeah, it's like looking at a yummy pizza from different angles! Let's talk about three of them: structuralism language view, functionalism language view, and interactional language view.First off, let's chat about structuralism language view. It's all about focusing on the structure of language, like grammar rules and sentence patterns. Think of it as building blocks that make up a language. Just like how we need flour, cheese, and toppings to make a delicious pizza, we need nouns, verbs, and adjectives to make a sentence! It helps us understand how language works and how we can use it to communicate with others.Next up is functionalism language view. This view is all about looking at language as a tool for communication. It's like using a phone to chat with your bestie or using a pencil to draw a picture. Language is super important for getting our ideas across and connecting with others. Just like how we need pizza to satisfy ourhunger, we need language to express ourselves and understand each other.Last but not least, let's talk about interactional language view. This view focuses on how language is used in social interactions. It's like watching a group of friends having a conversation at the lunch table. Language plays a big part in how we connect with others, build relationships, and express our emotions. Just like how we share slices of pizza with our friends, we share words and stories to bond with others.So there you have it, guys! Language is like a big pizza with different flavors and toppings. By looking at it from these three perspectives, we can understand how language works, how we use it to communicate, and how it helps us connect with the people around us. Let's keep exploring the wonderful world of language together!篇2Hi guys, today we're going to talk about three different views on language: structuralist, functionalist, and interactionist. It sounds a bit complicated, but don't worry, I'll explain it in a fun way!First, let's talk about the structuralist view of language. Structuralists believe that language is made up of different parts, like words and grammar rules. They think that these parts all work together to form the structure of language. So, according to structuralists, language is like a big puzzle that we need to put together in the right way to communicate.Next up is the functionalist view of language. Functionalists focus on the purpose of language, rather than just its structure. They think that language is important because it helps us do things, like talking to our friends or asking for help. So, for functionalists, language is all about how we use it in our everyday lives.Finally, we have the interactionist view of language. Interactionists believe that language is all about communication between people. They think that language is constantly changing and evolving as we interact with each other. So, according to interactionists, language is a way for us to connect with others and share our thoughts and feelings.In conclusion, these three views show us that language is a complex and dynamic system that plays a huge role in our lives. Whether we're focusing on the structure of language, its function, or how we use it to interact with others, language is akey part of who we are as human beings. So next time you're chatting with your friends, think about how amazing and important language really is!篇3Oh my gosh, writing a 2000-word article in English about structuralist, functionalist, and interactionist language theories with a primary school kid's voice? Sounds like a fun challenge! Okay, here goes:Hey there! Do you ever wonder why we talk the way we do? It's all about language theories, like structuralism, functionalism, and interactionism. Let's break it down!So, structuralism is all about looking at language as a system of structures or patterns. It's like a puzzle, where all the pieces fit together to form words and sentences. Structuralists believe that these structures shape how we understand and use language.On the other hand, functionalism focuses on the purpose or function of language. It's like thinking about why we say certain things in certain situations. Functionalists believe that language is used to communicate meaning and achieve goals, like getting someone to do something or expressing our thoughts and feelings.And then there's interactionism, which is all about how people use language to interact with each other. It's like a dance, where we take turns speaking, listening, and responding to each other. Interactionists believe that language is shaped by our social interactions and relationships.So, in a nutshell, structuralism sees language as a system of structures, functionalism focuses on the purpose of language, and interactionism looks at how we use language to interact with others. Pretty cool, right?By understanding these language theories, we can see how language influences our everyday lives and shapes our interactions with others. So next time you're chatting with your friends or writing a story, think about how these theories play a role in how we communicate. Language is like a superpower that helps us connect and express ourselves in so many different ways. Pretty amazing, huh?Alrighty, that's my take on structuralism, functionalism, and interactionism in language theories. Hope you enjoyed learning about it as much as I did explaining it to you! Until next time, keep on chatting and exploring the awesome world of language! Bye for now!篇4Hi there! Today I'm going to talk to you about three different ways we can look at language: structuralism, functionalism, and interactionism. It might sound a bit complicated, but don't worry, I'll keep it simple for you!First up is structuralism. This way of looking at language focuses on the structure and rules of language. It's like looking at how all the pieces of a puzzle fit together to make a complete picture. Structuralists believe that language follows certain patterns and rules, and they study these patterns to understand how language works.Next is functionalism. This approach sees language as a tool for communication and focuses on the practical purposes of language. Functionalists believe that language serves a function in society, whether it's to convey information, express emotions, or persuade others. They study how language is used in different contexts to achieve different goals.Lastly, we have interactionism. This view of language looks at how people use language to interact with each other. Interactionists believe that language is a dynamic process that is shaped by the interactions between people. They study howlanguage is used in social situations, how it influences relationships, and how it can create shared meanings between people.So, there you have it! Three different ways of looking at language: structuralism, functionalism, and interactionism. Each approach offers a unique perspective on how language functions in our lives. Pretty cool, huh? Keep learning and exploring, little buddy!篇5Once upon a time, there are three big words in the world of language - Structuralist Language View, Functional Language View, and Interactional Language View. Let's dive into these words together and see what they are all about!First up, we have the Structuralist Language View. This view believes that language is like a big puzzle, with words and grammar fitting together like pieces to create meaning. It focuses on the structure of language, such as grammar rules and sentence patterns. The Structuralist Language View helps us understand how words work together to form sentences and convey messages. It's like putting together a Lego set, but with words instead!Next, we have the Functional Language View. This view looks at language in terms of its practical uses and functions. It's all about how we use language to communicate and get things done. The Functional Language View helps us see how language is used in different situations, like asking for help or giving instructions. It's like using language as a tool to solve problems and connect with others.Last but not least, we have the Interactional Language View. This view focuses on how language is used to interact with others and build relationships. It's all about the social aspect of language, like how we communicate with friends and family. The Interactional Language View helps us understand the importance of tone, body language, and other nonverbal cues in communication. It's like having a secret code with your best friends that only you can understand!In conclusion, these three big words - Structuralist Language View, Functional Language View, and Interactional Language View - all play a role in how we use and understand language. They help us see language in different ways, from its structure and rules to its practical uses and social interactions. So next time you're using words to communicate, think about these views and how they shape the way we talk and connect withothers. Language is like a big adventure, and these views are our trusty guides along the way!篇6Once upon a time, there were three big words in the world of language: Structuralism, Functionalism, and Interactionism. These three words were like best friends, always playing together and helping each other out.Structuralism is all about looking at language as a big puzzle. It believes that language is made up of little pieces called structures, like words and grammar rules. Structuralism says that these pieces all fit together to create meaning in language.Functionalism, on the other hand, is more interested in why we use language. It says that language is like a tool that helps us get things done. For example, we use language to ask for things we need, to tell stories, and to connect with other people. Functionalism believes that language is all about communication and making sure we can understand each other.Finally, there's Interactionism, which is all about how language works in real-life situations. Interactionism says that language is constantly changing and adapting as we use it tointeract with others. It's like a big dance where we take turns speaking, listening, and responding to each other.Even though these three big words may seem different, they actually work together to help us understand language better. Structuralism helps us see the patterns in language, Functionalism helps us understand why we use language, and Interactionism shows us how language works in our daily lives.In the end, these three words remind us that language is a powerful tool that connects us all. Whether we're talking to a friend, writing an essay, or even chatting with a robot, language helps us express ourselves and share our thoughts with the world. So let's keep on exploring the wonders of language, one word at a time!篇7Hey guys, today I'm gonna talk about three different theories about language. Are you ready? Let's go!First up, we have the structuralist language view. This theory says that language is a system of structured rules and patterns that help us communicate. Just like a building has a structure to hold it up, language has a structure that holds it together. Sowhen we speak or write, we follow these rules to make sure our message is clear and understood.Next, we have the functionalist language view. This theory focuses on the purpose of language and how it helps us meet our needs. It says that language is not just about following rules, but also about using language to get things done. Whetherwe're asking for help, giving instructions, or telling a story, language has a functional role in our everyday lives.Last but not least, we have the interactionist language view. This theory highlights the social aspect of language and how we use it to interact with others. Language is not just a tool for communication, but also a way for us to connect with people, build relationships, and express our emotions. Through language, we create a shared understanding and culture with those around us.So there you have it, three different theories about language. Each one offers a unique perspective on how we use and understand language in our lives. Pretty cool, huh? Let me know if you guys have any questions or thoughts about these theories. Thanks for listening!篇8Hey guys, today I want to talk about three different ways of looking at language: structuralism, functionalism, and interactionism. These might sound like big words, but don't worry, I'll explain them in a super simple way!First up, let's talk about structuralism. According to this view, language is like a big puzzle made up of lots of different parts. These parts all work together to create meaning. It's like how letters come together to form words, and words come together to form sentences. Everything in language is connected and has a specific role to play.Next, we have functionalism. This view focuses on how language functions in society. It's not just about how words are put together, but also about why they are used in certain ways. For example, different languages have different ways of showing respect or politeness. Functionalism helps us understand the social and cultural aspects of language.Lastly, there's interactionism. This view is all about how language is used in real-life interactions. It's not just about what words mean, but also about how they are used in different contexts. For example, the way we talk to our friends is different from how we talk to our teachers. Interactionism helps us understand the nuances of language in everyday conversations.So there you have it, three different ways of looking at language. Each of these perspectives gives us a unique insight into how language works and the role it plays in our lives. Pretty cool, right? Language is such a fascinating thing, and there's so much to learn about it!篇9Once upon a time, there were three big ideas about language. They were called Structuralism Language View, Functionalism Language View, and Interactionism Language View. Sounds fancy, huh? Let me explain them to you!First, let's talk about the Structuralism Language View. This idea is all about looking at how language is structured and organized. It's like looking at a big puzzle and trying to figure out how all the pieces fit together. Structuralism Language View says that language is made up of sounds, words, and grammar rules that all work together to create meaning. So, when we speak or write, we are following these rules to communicate with others.Next, we have the Functionalism Language View. This idea focuses on the purpose of language and how it helps us do things in our daily lives. Functionalism Language View says that language is not just about following rules, but also about gettingthings done. For example, we use language to ask for things, tell stories, and express our thoughts and feelings. Language helps us communicate with others and navigate the world around us.Last but not least, we have the Interactionism Language View. This idea emphasizes the importance of interaction and communication between people. Interactionism Language View says that language is a social tool that we use to connect with others and build relationships. When we talk to someone, we are not just exchanging words – we are also exchanging ideas, emotions, and experiences. Language is a key part of how we interact with each other and create bonds.So, there you have it – three big ideas about language: Structuralism Language View, Functionalism Language View, and Interactionism Language View. Each view gives us a different perspective on how language works and why it's important. Whether we are studying the rules of grammar, using language to get things done, or connecting with others through conversation, language plays a crucial role in our lives. Isn't it amazing how something as simple as words can have such a big impact? Let's keep talking and learning about language together!篇10Hey everyone! Today, let's talk about three different views of language: Structuralist language view, Functionalist language view, and Interactionist language view.First, let's start with the Structuralist language view. According to this view, language is seen as a system of signs and symbols that have a specific structure and rules. This view focuses on the relationships between different elements of language, such as sounds, words, and grammar. It emphasizes the importance of analyzing these structural relationships to understand how language works.Next, let's explore the Functionalist language view. This view sees language as a tool for communication and emphasizes the functions and purposes of language in social interactions. Functionalists believe that language is used to achieve specific goals, such as expressing thoughts, emotions, and needs. They also consider the social and cultural context in which language is used to be important in understanding its functions.Lastly, let's discuss the Interactionist language view. This view combines aspects of both structuralist and functionalist views and emphasizes the importance of the interaction between individuals in shaping language. Interactionists believe that language is developed through social interactions andcommunication with others. They also emphasize the role of context and shared meanings in understanding language.In conclusion, each of these language views offers a unique perspective on how language functions and is used in communication. Structuralist view focuses on the structure and rules of language, Functionalist view emphasizes the functions and purposes of language, and Interactionist view highlights the interaction and social aspects of language. By considering these different views, we can gain a deeper understanding of the complexity and richness of language.。
英语教学法之 Unit 1
British applied linguists: emphasize on the functional and communicative potential of language
E.g. Christopher Candlin and Henry Widdowson: British functional linguists; American work in sociolinguistics; work in philosophy
Learner-centered and experience-based view of second language teaching: antecedent---an important American national curriculum commission in the 1930s
Organizational principles
Considering: (1)a communicative view of language can help the teacher to make the linguistic content of a course more relevant to learners’ needd; (2)a communicative view of language can provide the teacher with alternative ways of organizing this content into teaching units
Notional Syllabus: a significant impact on the development of Communicative Language Teaching---used by the Council of Europe for a first-level communicative language syllabus
语言观与教材分析
提高学生综合英语交际能力 functional view 和interactive view
02
● 工具性与人文性结合，渗透文化教育：体现functional view 和interactive view
在学生用英语进行交际活动时，要学会能依据英语国家的文化习俗恰当地表达思想的本领。语言学家沃尔森说过：在与外国人的接触中，讲本族语的人一般能容忍语音或语法错误，相反，对于讲话规则的违反常 被认为是没有礼貌的，因为本族人不会认识到社会语言学的相对性。因此，学习英语要与英语国家的文化结合起来，否则，学生在使用英语同外国人进行交流时将会产生误解，影响交际效果。 但是文化内容的分配极其不平衡，Famous people and their contributions 占有 20%多的比例，而 Attitude and stereotypes和Comparisons between Chinese and Western culture 在教材中几乎被忽略。大部分是有关的知 识文化，而交际文化寥寥。
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Structural and Functional Views of English Language [Abstract]The essay gives a brief survey of structural and functional aspects of communicative English language as well as understanding relationship between function and structure in English study.[Key words]Structural View; Functional View; Communicative Ability; Linguistic Competence.English is a communicative tool in our daily life. Every English teacher knows, teaching English aims at cultivating students’communicative ability. English itself is a communicative language. One of the most characteristic features of communicative language is that it pays systematic attention to functional as well as structural aspects of language, combining these into a more fully communicative view.The structural view of English focus on the grammatical system, depicting ways in which linguistic items can be put together. Some people hold the wrong idea that memorizing a good many English words or expressions will lead into good linguistic competence of producing good sentences or paragraphs. Actually they just casually piece words and phrases together and neglect grammatical rules which combine words or expressions into a correct structure. The structural view of English helps to construct linguistic ability in communication. Different linguistic order passes on different communicative information. For example, the view explains the operations for making the passive “Paper was first invented in China” rather than the active “Somebody first invented paper in China”, and describe the word rules that make us interpret “The father scolded the son” quite differently from “The son scolded the father”. Intuitive knowledge of these, and of a great number of other linguistic facts and operations, bringing up an English learner’s linguistic competence and enables him to make up new sentences to match the meanings that he needs to express.Apparently, from a structural viewpoint, it is a interrogative. In grammar, grammarians may define it in different terms, but none could argue that its grammatical form is that of a declarative or imperative. From a functional aspect, however, it is ambiguous. In different circumstances, it may function differently. For example, when the sentence is used as a question, the speaker may genuinely wish to know why the listener arrived late. Considering another situation, it may function as a command—this would probably be the case if, say, a commander addressed it to a soldier who had arrived late. In yet other situations, it could be intended as a plea, a suggestion or a complaint. In other words, although the sentence’s structure is fixed and straightforward, its communicative function is variable and depends on specific situational and social factors.Structural and functional views should be united into an organic whole in English language teaching when we try to train students’communicative ability. As we see, in structure, a single linguistic form can express a number of functions, so also can a single communication function be expressed by a number of linguistic forms. Take the sentence “Why don’t you come earlier?” for example again, the speaker may not address it straightforward, he has many other linguistic choices, including “Come earlier, please”, “Could you come earlier?”, “Excuse m e, could I trouble you to come earlier?” Some forms might only perform this directive function in the context of certain social relationships, for instance, “You’ve arrived late!” could act as a directive from teacher to student, but not from teacher to president.It was unambiguous from Du’s reactions that he was not being insolent or deliberately uncooperative. The possible explanations for his failure lie in that the structure of the sentence could have been outside Du’s linguistic competence or the student may have been unfamiliar with the use of interrogative structure for expressing commands. Perhaps his behavior is often predominantly controlled by his parent’s direct imperatives. In other words, the teacher’s utterance may have been within his linguistic competence but outside his communicative competence.The above two possible explanations highlight two corresponding aspects of the skill involved in understanding functional meanings in English study: the ability to comprehend linguistic structures and vocabulary and knowledge of the potential communicative functions of linguistic forms. Since the relationship between structure and function is variable, it can not be definitely predicted outside specific situations. The teacher, on one hand, must try to create real situational circumstances for students to study English; on the other hand, students must also be given opportunities to develop strategies for practicing English in actual use.。