Structuralist theories .
《语言教学流派第二版》自己整理笔记
《语⾔教学流派第⼆版》⾃⼰整理笔记第⼀章A brief history of language teaching第⼆章The nature of approaches and methods前两章很简单，详见前⾯中⽂导读第三章The oral approach and situational language teachingThe oral approach (situational language teaching) is a grammar-based method in whichprinciples of grammatical and lexical gradation are used and new teaching points arepresented and practiced through meaningful situation-based activities.⼀、Background1. Two of the leaders were Harold palmer and A.S.Hornby.2. Vocabulary control3. Grammar control⼆、The Oral Approach and Situational Language TeachingThe main characteristics of the approach were as follows:1. Language teaching begins with the spoken language. Material is taught orally.2. The target language is the language of the classroom.3. New language points are introduced and practiced situationally.4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.5. Items of grammar are graded by their complexity.6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.三、Approach(2).An inductive approach is used to the teaching of grammar(3).The same processed are thought to occur both in child language learning and in second language learning.四、Design(1). Practical command of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as crucial.(3). Automatic control of basic structures and sentence patterns is fundamental.—a list of the basic structures and sentence patternsa drill-based manner to practicing the new sentence patterns(2) Situation: the use of concrete objects, pictures and realia, which together with actions and gestures(3) Practice techniques: guided repetition, substitution activities, pair practiceThreefold: a model、a skillful manipulator、on the lookout for errors(2)Visual aids: consists of wall charts, flashcards, pictures, stick figuresThe teacher is expected to be the master of his textbook.五、ProcedureAim: to move from controlled to freer practice of structures and from oral use of sentenceRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Choral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章The Audiolingual MethodIt is a method of foreign or second language teaching which (a) emphasizes the teaching ofspeaking and listening before reading and writing (b) uses dialogues and drills. (c)discourages use of the mother tongue in the classroom (d) often makes use of contrastiveanalysis. The audiolingual method was prominent in the 1950s and 1960s, especially in theUnited States, and has been widely used in many other parts of the world.⼀、BackgroundThe combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.情境法与听说法的异同There are many similarities between situational language teaching and audiolingualism.1. The order in which language skills are introduced2. Focus on accuracy through drill and practice in the basic structures3. Sectence patterns of the target languageHowever, situational language teaching was a development of the earlier Direct Method and does not have the strong ties to linguistic and behavioral psychology that characterize audiolingualism. The similarities of the two methods reflect similar views about the nature of language and of language learning, through these views were in fact development from quite different traditions.⼆、Approach1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned more effectively if the items to be learned in the target language are presented in sporken form before they are seen in written form.3. Analogy provides a better foundation for language learning than analysis. Hence the approach to the teaching of grammar is essentially inductive rather than deductive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、Design、accurate pronunciation, reading comprehension and productionModels the target languageControls the direction and pace of learningTape recorders and audiovisual equipment四、Procedure1、The process of teaching involves extensive oral instruction2、The procedures the teacher should adopt ( Brook)3、In a typical audiolingual lesson the following procedures will be observed:a. Recognition;b. Imitation and repetitionc. Patterns drill:d. Follow-up activities五、The decline of Audiolingualism1、Criticism on two fronts: the theoretical foundations（both in language and language learning）and the practical results fell short of expectation.2、the theoretical attack: Noam Chomsky’s theory of transformational grammar第五章Total Physical ResponseTotal Physical Response is a language learning method based on the coordination of speechand action. This method of learning was developed by James Asher, a professor of psychologyat San Jose State University, California.⼀、Background1、the “trace theory” of memory in psychology2、developmental psychology：child first language acquisition3、humanistic psychology: the role of affective factors4、Comprehension Approach5、a tradition: the use of physical actions to teach a foreign language at an introductory level⼆、Approachstructuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)the central role of comprehension in language learningReminiscent of the views of behavioral psychology: a stimulus-response viewLearning hypotheses ( to facilitate or inhibit foreign language learning )According to Asher, the language learning theories are similar to those of other behavioral psychologists. The principals that help elaborate his idea are:1. Second language learning is parallel to first language learning and should reflect the samenaturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech develops naturally and effortlesslyout of it.4. Adults should use right-brain motor activities, while the left hemisphere watches and learns.三、Designoral proficiency at a beginning levelA sentence-based syllabusA fixed number of items be introduced at a timeImperative drills are the major classroom activity.Role plays：center on everyday situationSlide presentationsA primary role : listener and performerHave little influence over the contentActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations (supporting materials)四、ProcedureAsher’s account of a course:ReviewNew commandsRole reversalReading and writingConclusion:Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition.第六章The Silent WayIt is a method of foreign-language teaching developed by Gattegno which makes use of gesture,mime, visual aids, wall charts, and in particular Cuisiniere rods (wooden sticks of differentlengths and colors) that the teacher uses to help the students to talk. The method takes itsname from the relative silence of the teacher using these techniques.⼀、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by accompanying physical objects.Learning is facilitated by problem solving.⼆、ApproachBy the "spirit" of the language Gattegno is referring to the way each language isComposed of phonological and suprasegmentalA structural approachArtificial approachThe self of the learnerLearning to learn三、DesignAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the languageLearners exert a strong influence over each other’s learning.To teach, to test, to get out of the wayCreate an environmentThe colored cuisenaire rodsThe vocabulary or word chartsOther materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lessonFidel chartConclusion:The actual practices of the Silent Way are much less revolutionary than might be expected. The innovations derive from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners, and the materials used.第七章Community Language Learning社团语⾔学习法It is a method of second and foreign language teaching developed by Charles Curran. CLL is an application of counseling learning(咨询学习法)to second and foreign languageteaching and learning. It uses techniques developed in group counseling to help people withpsychological and emotional problems. The method makes use of group learning in small orlarge groups. Thes e groups are the “Community”. The method places emphasis on thelearners’ personal feelings and their reactions to language learning. Learners say thingswhich they want to talk about, in their native language. The teacher (known as “Counselor”)translat es the learners’ sentences into the foreign language, and the learner then repeats thisto other members of the group.⼀、Background1、Rogerian counseling——Charles A. Curren2、Humanistic techniques：the whole person3、Language alternation⼆、ApproachLanguage as social processThe interactional view of language: interaction between equals, interaction betweenunequalsThe whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention and reflection)D(discrimination)the personal commitments三、Designnot defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target languageTopic-based courseTeacher’s responsibility：teacher transfers knowledge and proficiency to the learnerGoal: attenting near-native like mastery of the target language.Translation, Group Work, Recording, Transcription, Analysis, Reflection andbecome counselors to other learnersSpecific teacher roles are keyed to the five development stages.providing a safe environmentMaterials may be developed by the teacher as the course develops.the use of teaching machines四、Procedure1、classical CLL and personal interpretations of it2、the description of some typical activities in CLL classed3、 a protocol of what a first day’s CLL class coveredConclusion:Community Language Learning is the most responsive of the methods we have reviewed in terms of its sensitivity to learner communication intent. It places unusual demands on language teachers. Critics of Community Language Learning question many aspects of CLL. Supporters of CLL emphasize the positive benefits of a method that centered on the learner and stresses the humanistic side of language learning.⾃⼰想法：学校英语⾓活动Question for discussion:社团学习法把语⾔学习过程⽐作是咨询过程，你们觉得这个⽐喻合适吗？为什么？第⼋章SuggostopediaSuggestopedia/Lozanov Method (暗⽰法/罗扎诺夫法)It is a method of foreign-language teaching developed by the Bulgarian Lozanov. It makes use of dialogues, situations and translation to present and practise language, and in particular,makes use of music, visual images, and relaxation exercises to make learning morecomfortable and effective.⼀、Background1、Suggestology2、the most conspicuous characteristics of Suggestopedia3、Soviet psychology4、mental states5、the centrality of music and musical rhythm to learning⼆、Approachwhole meaningful textsix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concertpseudo-passivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern三、Designdeliver advanced conversational proficiency quicklytime duration——30 dayseach uniteach unitexpected teacher behaviorsDirect support materials: text and tapeIndirect support materials: classroom fixtures and music四、ProcedureBancroft’s description: a four-hour language class has three distinct parts.The first part: an oral review sectionThe second part: new material is presented and discussedThe third part: the séance or concert sessionConclusion:Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. It is not productive to further belabor the science/nonscience, date/double-talk issues and instead try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.Question for discussion;暗⽰法强调⾳乐的作⽤，那么⾳乐在外语学习过程中究竟起了怎样的作⽤？谈谈你们的看法。
Structuralist theories .
The first major developments in structuralist studies
Phonemes : 1.the lowest-level elements in the language system. 2.a meaningful sound that is recognized or perceived by a language user. 3.the number of phonemes is limited 4.all actually occuring sounds are variants of phonemes e.g. spin Underlying our use of language there is a system, a pattern of paired opposites ,binary oppositions.(二元对立模式) nasalized/non-nasalized 鼻音/非鼻音 vocalic/non-vocalic 原音性/非原音性 voiced/unvoiced tense/lax
Structuralist theories
结构主义
结构主义文论极盛于20世纪60年代中 后期和70年代，是继俄国形式主义和 英美新批评之后出现的一种形式主义 文论。它把20世纪初瑞士语言学家索 绪尔所倡导的现代结构语言学研究方 法和原则应用于文学批评之中。
introduction
Literary work : the child of an author’s creative life expresses the author’s essential self Text: the place into a spiritual or humanistic communication with an author’s thoughts and feelings A good book tells the truth about human life Structuralist --- the author is ‘dead’ / literary discourse has no truth function Roland Barthes（罗兰·巴尔特）:writers--only have the power to mix already existing writings ,to reassemble（重新组合） or redeploy（重新调配） them; cannot use writing to express themselves ;only can draw upon immense dictionary of language and culture which is ‘always already written’.
《简明英语语言学教程》导学手册
《英语语言学》导学手册程可拉主编英语语言学教学大纲一、教学目的和要求英语语言学是英语本科专业的自考课程。
本课程的目的是帮助学生系统地学习语言学基本理论知识和研究方法，为从事英语语言教学与研究打下良好的基础。
本课程教学的具体要求是：１．系统掌握语言学的基本理论和基本知识。
２．能应用语言学知识分析各种语言现象。
３．能应用语言学的基本理论来指导中学英语教学。
二、教学内容I. Introduction1. Linguistics1.1 What is linguistics?1.2 Linguistics vs. traditional grammar1.3 The scope of linguistics2. Language2.1 What is language?2.2 The defining properties of human languageII. Phonology1. The phonic medium of language2. Phonetics2.1 What is phonetics?2.2 The speech organs2.3 Narrow and broad transcriptions2.4 Some major articulatory variables2.5 Classification of English speech sounds3. Phonology3.1 Phonetics and phonology3.2 Phone, phoneme and allophone3.3 Phonemic contrast, complementary distribution, and minimal pair3.4 Some rules of phonology3.5 Suprasegmental features---Stress, tone, intonationIII. Morphology1. Morphology1.1 Open classes and closed classes1.2 Internal structure of words and rules for word formation2. Morphemes---the minimal units of meaning3. Derivational and inflectional morphemes4. Morphological rules of word formation5. CompoundsIV. Syntax1. Syntax1.1 What is syntax?1.2 Sentence2. Structuralist approach2.1 Form classes2.2 Constituent structure2.3 Immediate constituent analysis2.4 Endocentric and exocentric constructions2.5 Advantage of IC analysis2.6 Labelled tree diagram2.7 Discontinuous constituents3. Transformational-generative grammar3.1 Competence and performance3.2 Criteria for judging grammars3.3 Generative aspect3.4 Transformational aspect3.5 Deep and surface structures4. The Standard Theory4.1 Components of a TG4.2 The base4.3 Transformations4.4 The form of T-rules4.5 The phonological component4.6 The semantic componentV. Semantics1. Semantics1.1 What is semantics?2. Some views on semantics2.1 Naming things2.2 Concepts2.3 Context and behaviourism2.4 Mentalism3. Lexical meaning3.1 Sense and reference3.2 Synonymy3.3 Polysemy and homonymy3.4 Hyponymy3.5 Antonymy3.6 Relational opposites4. Componential analysis4.1 Componets of meaning4.2 Meaning relations in terms of componential analysis5. Sentence meaning5.1 How to define the meaning of a sentence?5.2 Selectional restrictions5.3 Basic statements about meaning6. The semantic structure of sentences6.1 Extended use of componential analysis6.2 Prediction analysis6.3 Subordinate and downgraded predictions6.4 Advantages of predication analysisVI. Pragmatics1. What does pragmatics study?2. Speech act theory3. Principles of conversation3.1 The co-operative principle3.2 The politeness principleVII. Language change1. Introduction2. Sound change3. Morphological and syntactic change3.1 Change in “agreement” rule3.2 Change in negation rule3.3 Process of simplification3.4 Loss of inflections4. V ocabulary change4.1 Addition of new words4.2 Loss of words4.3 Changes in the meaning of words5. Some recent trends5.1 Moving towards greater informality5.2 The influence of American English5.3 The influence of science and technology6. Causes of language changeVIII. Language and society1. The scope of sociolinguistics1.1 Indications of relatedness between language and society1.2 Sociolinguistics vs. traditional linguistic study1.3 Two approaches in sociolinguistics2. Varieties of language2.1 Varieties of language related to the user2.2 Standard dialect2.3 Varieties of language related to the use3. Communicative competence4. Pidgin and creole5. Bilingualism and diglossiaIX. Language and culture1. Introduction2. What is culture?3. Language and meaning4. Interdependence of language and culture5. The significance of cultural teaching and learning6. Linguistics evidence of cultural differences6.1 Greetings6.2 Thanks and compliments6.3 Terms of address6.4 Colour words6.5 Privacy and taboos6.6 Rounding off numbers7. Cultural overlap and diffusion8. ConclusionX. Language acquisition1. Introduction1.1 Language acquisition1.2 The beginning of language1.3 Stages in first language acquisition1.4 Age and native language acquisition1.5 Common order in the development of language1.6 Different rate of language development2. Phonological development2.1 Regular sound development2.2 Mother and father words2.3 Grammatical development2.4 Vocabulary development2.5 Sociolinguistic development3. Theories of child language acquisition3.1 A behaviorist view of language acquisition3.2 A nativist view of language acquisitionXI. Errors analysis and second language acquisition1. Differences and similarities between first and second language acquisition2. The inadequacy of imitation theory3. Interference3.1 Phonological evidence3.2 Lexical evidence3.3 Grammatical evidence4. Cross-association5. Overgeneralization6. Strategies of communication7. Performance errors三、教学原则和方法１．启发式教学原则：教师积极引导学生理解分析问题，发挥学生的主观能动性，培养他们综合分析问题解决问题的能力。
rhetorical structure theory
Select a text analyze its thematic progression pattern, or clause relations, or discourse patterns or rhetorical structural relations.Week 12 Rhetorical Structure TheoryRhetorical Structure Theory is the theory with which we can explain the structural relations of a text, identifying the relations by which one span of text can be related to another rhetorically, thus developing the text.Rhetorical structure theory (RST) is an approach to the study of text organization that is being developed within the Penman project and elsewhere. It gives us the resources for describing a text in terms of its rhetorical structure. A text is interpreted as being structured by relations, so-called rhetorical relations: two spans of text enter into a rhetorical relation such as elaboration, cause, circumstance, or motivation. The relation is typically asymmetric; one of the spans is nuclear and the other has a satellite status. The difference between the two spans, the nucleus and the satellite, is a matter of centrality or nucleariy。
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.。
美国描写与结构主义语言学
Chapter 5: American Descriptive and Structuralist Linguistics (美国描写与结构主义语言学)
5.2.2 Bloomfield and Behaviorism *The Background
The 1920s saw a revolution in psychology in which J. B. Watson’s (沃特森) behaviorist theory replaced mentalism. Based on Locke’s (洛克) and Hume’s (休 谟 ) philosophical ideas, Watson held that all knowledge comes from dirined from objective and observable experiments are reliable.
Chapter 5: American Descriptive and Structuralist Linguistics (美国描写与结构主义语言学)
Behaviorism is based on the belief that human beings can not know anything they have not experienced. Watson studied conditional responses ( 条 件 反 应 ) and unconditional responses (非条件反应). He believed that all responses are conditional, and that even all the rules in the universe are conditional. We experience all kinds of stimuli and responses.
应用语言学重点知识汇总
Chapter one:The Nature of Applied Linguistics (特点)1) It has an independent discipline (独立性)a) it has its own object of study;b) it has its own scientific system of theories and methodology;c) it has its own researchers.2) It is an interdisciplinary science(跨学科)3) It is an applied science(应用性)应用语言学包含着具有在联系的三个方面：语言理论，语言描写和语言教学。
语言理论的作用是为语言教师提供关于一般语言系统的结构和功能运用得知识；语言描写的作用是使语言教师了解英语的结构特点、获得语言洞察力。
这两部分是语言教学的基础。
4) It is an empirical science(试验性)Like natural science, applied linguistics uses experiments as its basic way of research, emphasizing objectivity, systematicness, explicitness and economy. (客观性，系统性，明确性，经济性) The Task of Applied Linguistics （任务）1) a comprehensive and up-to-date grasp of the theoretical foundations of language learning and teaching；(更好理解掌握最新的语言教学和语言学习的理论基础)2) an integrated understanding of the various factors affecting language learning and teaching；(全面了解影响语言学习和语言教学的各种因素)3) a basic knowledge about different language teaching approaches, methods and techniques.(一个语言教学理念、方法和技巧)英语教学法主要是立足于心理学和教育学的理论和成果。
翻译流派
Introduction to Translation Studies研究Study:a careful examination or analysis of a phenomenon, development, or question. (Longman)学术研究Research:1.careful or systematic search or inquiry2.scientific or scholarly inquiry; esp study or experiment aimed at the discovery, interpretation, reinterpretation, or implication of (new) facts, theories, or laws. (Longman)翻译概论大部分是决策理论，例如翻译目的、标准、技巧方法、原则策略相关学科理论用于翻译实践都是基础理论。
相关学科理论与实践的关系密切程度大体上排列如下：语言文化对比、功能语言学、语义学、文体学、修辞学、符号学。
How to define translation ?1)Changing ( speech or writing) from one language into another ( Longman Dictionary of Contemporary English);2)Giving the meaning of ( something said or written) inanother language (The Advanced Learner’s Dictionaryof Current English);3)Expressing in another language, systematically,retaining the original sense ( American HeritageDictionary)Sub-disciplines of Translation Studies♪Generallinguistics;♪Semantics;♪Pragmatics;♪Social-linguistics;♪Semiotics;♪Stylistics♪Text-linguistics;♪Discourse analysis;♪Rhetoric;♪Aesthetics;♪Literary criticism;LiteratureTranslation Norms in ChinaIn the modern time the most influential norms were Yan Fu’s “ faithfulness, expressiveness and elegance” （信、达、雅）on the one hand and Lu Xun’s principle “rather to be faithful in thought than smooth in the language”（宁信而不顺）on the other. Both Yan Fu and Lu Xun laid much stress on the principle of being faithful in thought.Yan Fu: Transaltion involves three requirements difficult to fulfill: faithfulness, expressiveness and elegance” （译事三难信、达、雅）faithfulness—to be faithful to the content of the originalexpressiveness—to be as expressive as the originalelegance—refinement of written languageLin Yutang: faithfulness, smoothness and beauty” （信、顺、美）The Art of Life 《生活的艺术》My Country and My People《吾国与吾民》Moment in Peking《京华烟云》永和九年，岁在癸(guǐ）丑。
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Principle applied to all social practice: Human performances presuppose a received system of System （体系） relations (可以接受的差异关系系统) Syntagm (语段) differential Set of pieces, Any actual ‘speech’ (parole) presupposes （并列） in Juxtaposition a system parts or details is being used. same type of dress (langue) which the which cannot be He realized that the language of differentchange, and system may elements wornthat the same must be initiated in ‘speech’. at changes （由不同成分组合的同一类型的 time on the same garments :divide the language of 服饰中的并置）: skirte.g. wearing of partgarments between ‘system’ blouse-jacket of the and ‘speech’ body :toque（羽式丝 绒帽）--bonnet（有带 女帽）-- hood（风帽）
Synonyms antonyms, other substitutions
The two disorders correspond to two figures of speech— metaphor and metonymy Contiguity disorder—substitution in the vertical dimensions—metaphor (‘den’ for ‘hut’ ) Similarity disorder—the production of parts of sequences for the wholes （不能产生序列的部分来替换整体） –metonymy (‘burnt out’ for ‘hut’ )
Metaphor and metonymy
Applied issues of structuralist theory : Cabin（小屋）, （小屋） Roman Jakobson’s study of speech defect , palace（王宫） （王宫） den（ between （ Start by stating the fundamental distinction窝） horizontal and vertical dimensions of language, related to that between langue and parole. Noticed that aphasic children appeared to lose the ability to operate one or other of these dimensions . Contiguity disorder （毗连混乱）:the inability to combine elements in a sequence Similarity disorder（相似混乱）: the inability to substitute one element for another Combine with ‘hut’: e.g. ‘hut’ (小屋) Burn out, a poor little house…
Rolandructuralists try to uncover the grammar,syntax,or phonemic pattern of particular human systems of meaning (人类意义系
统)—anthropology(人类学)
者 )
语言的社会特征，是我们作为言说者无意识依赖的共同体系
Parole : the individual realization of the system in actual instances of language
个人在具体言说语言时对语言体系的一种实现
Saussure (索绪尔) Reject the idea that language is a word-heap gradually accumulated over time and its primary function is to refer to things in the world . Symbol (标记)= thing(事物) Words are not symbols which correspond to referents ,but rather ‘signs’ which are made up of two parts: a mark （written or spoken ）---signifier(能指) 词语的书写标记 a concept –signified(所指) 词语表达的概念 Sign =signifier/signified E.g. traffic lights: red amber green Signifier (red) Signified (stop) the relation is arbitrary
Yury Lotman
本分析
（尤里·洛特曼）
诗歌文
The Analysis of the Poetic Text
Literary works have more value because they have a higher information load than non-literary texts. His approach brings together the rigour （严格） of structuralist linguistics and the close reading techniques （细读 技巧）of New Criticism
支配具体言语的规则系统
individual utterance
人们在日常交往中 使用的词句
Langue and parole
Langue : the social aspect of language ,the shared system we draw upon (unconsciously) as speakers (言说
Structuralist poetics
Jonathan Culler （乔纳森·卡勒）
The real object of poetics is not the work itself but its intelligibility（可理解性）. One must attempt to explain how it is that 可理解性） works can be understood; the implicit（内在的） knowledge ,the 内在的） conventions that enable readers to make sense of them, must be formulated… His main endeavor is to shift the focus from the text to the reader. He believes that we can determine the rules that govern the interpretation of texts(解释文本的规则), but not those rules that govern the writing of texts（教人如何写作的规则）. He sees the structure not in the system underlying the text but in the system underlying the reader’s act of interpretation.（卡勒看到一些体 系性的结构，这些结构不是在文本的下面，而是在读者读解行为的下 面）
The linguistic background
Swiss linguist: Fedinand de Saussure (索绪尔)
Course in General Linguistics
What is the object of linguistic investigation? What is the relationship between words and things? Langue(语言) -----------------------------------------parole (言语 ) Language system (pre-exists actual examples of languages)
An ensemble（组合） (sports jacket/grey-flannelled trousers（灰色法兰绒裤子）/white open-necked shirt ) is equivalent to a specific sentence uttered by an individual for a particular purpose; the elements fit together to make a particular kind of utterance and to evoke a meaning or style. No one can actually perform the system itself, but their selection of elements from the sets of garments which make up the system express their competence in handling the system.