《语言学习与语言教学的原则》 笔记及习题(语言,语言学习和语言教学)【圣才出品】

第1章语言，语言学习和语言教学1.1 复习笔记本章要点：1. The definition of language 语言的定义2. The Grammar Translation Method 语法翻译法本章考点：1. 语言的定义；2. 学习和教学的定义；3. 课堂教学：语法翻译法。

本章内容索引：Ⅰ. LanguageⅡ. Learning and teaching1. Learning2. TeachingⅢ. The Grammar Translation MethodⅠ. Language（语言的定义）A consolidation of the definitions of language yields the following composite definitions.1. Language is systematic and generative.2. Language is a set of arbitrary symbols.3. Those symbols are primarily vocal, but may also be visual.4. The symbols have conventionalized meanings to which they refer.5. Language is used for communication.6. Language operates in a speech community or culture.7. Language is essentially human, although possibly not limited to humans.8. Language is acquired by all people in much the same way-language and language learning both have universal characteristics.语言的定义可以从以下8个方面来理解：1. 语言是系统的、生成的；2. 语言是一套任意的符号；3. 这些符号主要是声音的，但也可能是视觉的；4. 符号有特定的含义；5. 语言用于交际；6. 语言在语言社区或文化中起作用；7. 语言从根本上来说是人类语言，尽管语言可能不只限于人类世界；8. 人们学习语言的方式大体相似，语言和语言学习具有普遍特征。

Ⅱ. Learning and teaching（学习和教学的定义）1. Learning（学习）Breaking down the components of the definition of learning, we can extract domains of research and inquiry:(1) Learning is acquisition o r “getting”.(2) Learning is retention of information or skill.(3) Retention implies storage systems, memory, cognitive organization.(4) Learning involves active, conscious focus on and acting upon events outside or inside the organism.(5) Learning is relatively permanent but subject to forgetting.(6) Learning involves some form of practice, perhaps reinforced practice.(7) Learning is a change in behavior.学习的定义可以从以下7个方面来理解：（1）学习是习得或“获得”；（2）学习是保留信息或技巧；（3）保留需要存储系统，记忆力，认知结构；（4）学习包括对有机体的内外事件做出主动的、有意识的关注，并对其做出反应；（5）学习相对持久，但会遗忘；（6）学习涉及某些形式的练习，也许是强化练习；（7）学习是行为的改变。

2. Teaching（教学）A theory of instruction should specify the following features:(1) The experiences which most effectively implant in the individual a predisposition toward learning.(2) The ways in which a body of knowledge should be structured so that it can be most readily grasped by the learner.(3) The most effective sequences in which to present the materials to be learned.(4) The nature and pacing of rewards and punishments in the process of learning and teaching.教学的定义应该包含以下4个方面：（1）在个体学习的倾向中最有效收获的经验；（2）将一定量的知识以学习者最容易理解的方式进行组织；（3）呈现学习材料的最有效的顺序；（4）学习和教学过程中的奖惩的本质和频率。

Ⅲ. The Grammar Translation Method（语法翻译法）The major characteristics of Grammar Translation:1. Classes are taught in the mother tongue, with little active use of the target language.2. Much vocabulary is taught in the form of lists of isolated words.3. Long elaborate explanations of the intricacies of grammar are given.4. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.5. Reading of difficult classical texts is begun early.6. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.7. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.8. Little or no attention is given to pronunciation.语法翻译法的主要特征：1. 课堂用母语教学，很少主动使用目标语；2. 许多词汇以孤立的单词表的形式来教授；3. 语法解释详细；4. 语法提供了词语结合的规则，教学常常关注词语的形式和曲折变化；5. 早期阶段就开始阅读难度大的经典文章；6. 很少注意文章的内容，文章只用做于语法分析的练习；7. 翻译练习通常只注重将独立的句子从目标语翻译成母语；8. 几乎不关注发音。

1.2 课后习题详解Topics and Questions for Study and Discussion1. In the first part of the chapter a number of “who, what...” questions were posed. What other possible questions occur to you? Attempt some tentative answers to at least a few of the questions, and write them down for referral asyou progress through the chapters of this book.Key: There are at least four questions that occur to me. They are listed as follows, and two of them are given answers.1) Question: What are the ages of the learners? Answer: They may be children from 5 to 11 years old, or they may be adults who are in their thirties.2) Question: What kind of textbook do the learners and the teacher use? Answer: They can use the usual textbook in school, but they can also use materials prepared by the teacher.3) Question: What kind of motivation do the learners have in learning the language?4) Question: What are the sizes of the classes they are in?2. Look at the definitions of language on page 4. How are they different from each other? Why are there differences in such definitions? What assumptions or biases do they reflect on the part of the writer?Key: The definitions of language on page 4 differ mainly in two ways. One is that they differ in defining the characteristics of language. The other is that they differ in defining the use of language.There are differences in such definitions, because the writers look at language from different perspectives.These definitions reflect some assumptions or biases of the writer. For example, Wardhaugh defines language as “a system of arbitrary vocal symbols。