应用语言学.pdf
应用语言学(1003032)
一、单选题1.研究语言亲属关系的语言学是A、转换生成语言学B、结构主义语言学C、社会语言学D、历史比较语言学答案： D2.提出“应用语言学”术语的科学家是（）A、波兰语言学家勃杜恩(J·Baudouin)B、美国语言学家乔姆斯基(N.Chomsky)C、美国语言学家布龙菲尔德(L.Bloomfield)D、瑞士心理学家皮亚杰(J.Piaget)答案： A3.（）是汉语二语教学研究不可或缺的重要基础背景理论。
A、文化学B、语言学C、心理学D、教育学答案： A4.一个中国孩子在上海出生，后移居到德国，他的母语是：A、汉语B、德语C、上海话D、汉语和德语答案： A5.使用字符最少的文字是（）A、音位文字B、音节文字C、语素文字D、意音文字答案： A6.维果茨基认为人类不是直接作用于客观世界，而是通过以下哪一项间接地改造客观世界？A、思想意识B、双手C、社会互动D、调节工具答案： D7.习得顺序研究对哪个问题达成了统一的认识？A、母语迁移是影响习得顺序的非主要因素B、第一语言和第二语言的习得顺序不同C、母语、个体差异的因素都会导致习得顺序的不同D、测量学习者使用语言项目的正确率可以判断习得的先后答案： C8.语言具有能产性是因为A、双层性与递归性B、线条性与递归性C、双层性与任意性D、渐变性与递归性答案： B9.语言中发展演变速度最快的是（）A、语法规则B、音位系统C、一般语汇D、基本语汇答案： C10.最小的语音单位叫做（）A、音节B、音素C、音段D、语句答案： B11.下列说法错误的是A、区分语言与言语使语言的研究精确了范围B、语言起着决定性的规范作用C、言语来源于语言又反作用于语言D、言语是第一性的，语言是第二性的答案： A12.功能语言学强调关注语言的功能，在（）成为占主流地位的理论。
A、20世纪中叶以后B、20世纪中叶C、19世纪后半叶到20世纪初D、20世纪初到20世纪中叶答案： B13.下列关于符号说法正确的是A、符号内容是可以被人的感觉器官感知的，具有物质性B、符号的最大特征是形式和意义的联系完全是社会成员约定俗成的，由社会习惯决定的C、符号形式是内容所表达的意义D、符号是一个社会全体成员随意用来表示某种意义的记号或标记答案： C14.第一语言和第二语言的区分标准是以下哪一项？A、语言获得的方式B、学习者所属种族C、语言习得的顺序D、语言习得的环境答案： C15.下列哪个不属于行为主义的学习过程？A、强化B、模仿C、重复D、拓展答案： D16.根据早期中介语的理论，以下哪一项不是中介语的特征A、中介语具有非系统性B、中介语是可观察到的语言系统C、中介语具有动态发展的特征D、中介语具有独立性答案： A17.活动理论具有层级性，以下哪一项处于最高的层级？A、操作B、方案C、活动D、行为答案： C18.关于母语迁移，以下哪一观点是错误的？A、语言偏误由多种原因引起，母语的干扰，即母语负迁移只是其中的原因之一B、母语的负迁移在第二语言习得时可以完全避免C、母语的迁移并非简单的行为过程，而是带有人主动参与的心理过程D、母语的迁移在两种语言比较相近的情况下更易发生答案： B19.人类语言和动物的交际方式A、有着根本区别B、在本质是一致的C、有不大的差别D、基本一样答案： A20.下列关于基本语汇的表述，不正确的一项是（）A、基本语汇是整个语汇系统的核心和基础B、基本语汇使用范围广、构词能力强C、基本语汇大部分是相当稳定的D、基本语汇也包括大部分新造词和古语词答案： D21.以下哪项不属于对外汉语教学的特点？A、汉语课程在国民基础教育体系中展开B、学习者主要是成年人C、教学对象多半来自不同文化D、在汉语环境下展开答案： A二、多选题1.社会距离包括下面哪些因素？A、群体大小B、封闭程度C、融入策略D、社会主导模式答案： A B C D2.心理距离包括下面哪些因素？A、语言休克B、文化休克C、学习动机D、语言疆界渗透性学习动机答案： A B C D3.关于习得和学习，以下哪些阐述是正确的？A、两者在语言获得的方式上不同B、两者在语言加工的心理过程上不同C、两者获得知识的类型不同D、儿童获得第一语言的过程一般为习得答案： A B C D4.维果茨基认为，人类利用“心理工具”来调节自己的行为，下列哪些工具属于“心理工具”？A、铁铲B、语言C、铁锹D、代数符号答案： B D5.以下关于对比分析的表述，正确的是哪几项？A、对比分析的基本假设是母语负迁移B、对比分析的强势说更强调对比分析的预测功能C、对比分析的步骤等级分别为描写、选择、比较D、教学中常用的对比分析的方法不同于对比分析的理论答案： A B D6.关于母语迁移的正确说法是：A、心灵主义认为，所有的语言机制相同，因此母语迁移不会影响第二语言习得。
应用语言学简介..
1) The narrow view:
This is represented by R. L. Politzer, who discusses applied linguistics with particular reference to foreign language teaching. He notes that applied linguistics in foreign language teaching requires the use of linguistics to formulate assumptions. “Applied linguistics” he says, “… is ultimately a habit, a way of using linguistic conceptualization to define and solve pedagogical problems”
As applied linguistics is a comparatively new discipline, there is yet no consensus of opinions as to what its definition is aner, the different views on its definition and scope fall into three general categories:
in the 1940s
In 1946, the University of Michigan founded the English Language Institute. Under the guidance of Charles C. Fries and Robert Lado, people there studied problems of teaching English to foreigners. They published the famous journal Language Learning, subtitled Journal of Applied Linguistics（1949）. It was the first journal in the world to have the term ― applied linguistics in its title.
applied linguistics-new 应用语言学
applied linguistics-new应用语言学《应用语言学概论》应用语言学概论》教学大纲 LOGO Contents An Introduction to Applied Linguistics 学分 2 学时 32 考核考试 主要教学内容绪论应用语言学研究的历史与现状学科性质与定位研究方法发展趋势 学科理论框架应用语言学在当代语言学研究中所出的地位语言与语言学的关系 语言学的发展途径语言的本质和不同语言之间的可比度问题语言研究的历史语言的共性特征语言对比跨文化对比中的语法问题抽象语言观和社会语言观习得的基本问题语言学流派及对教学的影响 考核方式平时成绩1：出勤和课堂参与 10% 平时成绩2：学期小论文 30% 期末考试 60% Learning strategies Anticipation Call up Previous knowledge focus attention on the topic recall your own Chinese and English learning experience Learning strategies Consolidating knowledge summarize the main ideas of the topics ask additional questions interpret the ideas make personal response and share opinions test out the ideas Learning strategies Anticipation Text Text Text Cycle name Text Text LOGO/news/world-languages.html Theoretical linguistics It’s concerned with developing models of linguistic knowledge.the core of theoretical linguistics syntax phonology morphology semantics Applied linguistics Applied linguistics is an interdisciplinary field of study. psychology anthropology education linguistics sociology Applied linguistics Major branches of applied linguistics include bilingualism and multilingualism, computer-mediated communication (CMC), conversation analysis, contrastive linguistics, linguistics language assessment, literacies, discourse analysis, language pedagogy, pedagogy second language acquisition, acquisition lexicography, language planning and policies, pragmatics, forensic linguistics, and translation. Diagram the early days 1960s 1970s 1990s Relationship between linguistics and applied linguistics Their relationship is to be a fruitful partnership. It’s neither a top-down imposition by theorists on practitioners, nor a bottom-up cynicism levelled by practitioners against theoreticians. Both sides of the linguistics/applied linguistics relationship ought to be accountable to and in regular dialogue with each other. 中国英语教学研究会中国英语教学研究会成立于1981年6月，属教育部高教司直接领导、并隶属于中国外语教学研究会（总会）。
应用语言学第一二章-推荐下载
Chapter 11.What Is Applied Linguistics?1).What is applied linguistics? Why is there no consensus on its definition and scope?①Applied linguistics aimed to solve problems in various fields by applying the knowledge of linguistics.②As applied linguistics is a comparatively new discipline, there is as yet no consensus of opinions as to what its definition is and how wide its scope should be.2.What is the role of applied linguistics? Why does it play that role?① The role of applied linguisticsLinguistics, etc. ←→ Applied Linguistics ←→Language Teaching, etc.Figure---The role of applied linguistics as a mediator.②Applied linguistics thus not only provides principles and basic methodology for language teachers, etc., based on the theories and insights of linguistics, sociolinguistics, psycholinguistics, etc.; it also provides feedback to linguistics, sociolinguistics, psycholinguistics, etc., by summing up the experience from the practical areas such as language teaching.3.What is the nature of applied linguistics? What is the difference between applied linguistics and other applied sciences?Answer: the nature of applied linguistics(1) It is an independent discipline in its own right, because* it has its own object of study;* it has its own scientific system of theories and methodology; and* it has its own researchers.(2) It is an interdisciplinary science, because it draws upon theories not from a single science,but from several. Besides, its application is also interdisciplinary in the broad sense.(3) It is an applied science. Its goal is to solve problem, i. e. application, unlike pure science.But we should not understand application in a narrow sense. Applied linguistics is also concerned with implications of the theoretical fields such as linguistics, sociolinguistics and psycholinguistics.(4) It is an empirical science. Like natural sciences, it uses experiments as its basic way of research, emphasizing objectivity, systematicness, explicitness and economy.The goal of applied linguistics is to solve problem, i.e., application. But we should not understand application in the literal sense. Applied linguistics is also concerned with implications of the theoretical fields such as linguistics, sociolinguistics, psycholinguistics.4.What is the relationship between applied linguistics and language learning and teaching? Answer: Good language teaching practice is based on good theoretical understanding, and a good language teaching theory will strive to provide a conceptual framework devised for identifying all factors relevant in the teaching of language and relationship between them and for giving effective direction to the practice of language teaching, supported by the necessary research and inquiry.5.Why is it necessary for the language teacher to learn applied linguistics?Answer: Applied linguistics aims to provide language teachers with good language teachingtheories, principles and methodology. The language teacher can benefit from applied linguistics in, at least, the following three areas: a comprehensive and up-to-date grasp of the theoretical foundations of language learning and teaching; an integrated understanding of the various factors affecting language learning and teaching, and a basic knowledge about different language teaching approaches, methods and techniques. In short, applied linguistics will help the language teacher teach more effectively.Chapter 2Language, Learning and Teaching1.What is the nature of language? Why is it necessary for the language teacher to know it?Language is systematic and generative. It is a set of arbitrary symbols and they have conventionalized meanings to which they refer. is used for communication. operates in a speech community or culture. language and language learning both have universal characteristics.By system: we mean the recurring patterns or arrangements or the particular ways or designs in which a language operates. Every language contains two systems: a system of sound and a system of meaning. This phenomenon is called duality.“arbitrary vocal symbols”: Anything that represents something else is a symbol.Language consists of another type of symbols, sound symbols or speech sounds.human communication: Language is a unique system of communication. It is the cement of society. It allows people to live, work and play together, to tell the truth or to tell lies.Teachers cannot hope to teach a part (the particular language) of reality without knowing how that part fits into the whole(language in general) Your understanding of the components of language will determine to a large extenthow u teach a language.2.What are the similarities and differences between human learning and animal learning？How do you understand language learning？Animal learning for simple communication .express the food source, very simple emotion like anger and happiness. human learning complex idea. hypothesis , give command, thinking. Language learning in a broad sense include both formal learning in the classroomstimulated by teaching and natural informal language learning without instruction from any teacher.Learning is the prerequisite and basis of teaching.A theory of teaching always implies a theory of learning.3.What is teaching? Can it be defined apart from learning? Why(not)?①Teaching can be defined as “activities which are intended to bring about learning. ”②Teaching cannot be defined apart from learning, because teaching presupposes learning. There will be no teaching if learning does not take place.4.Illustrate the relationship between language teaching and language learning?J. S. Bruner---1966 Toward a Theory of Instruction “Learning something withthe aid of an instructor should, if instruction is effective, be less dangerous or risky orpainful than learning on one’s own.”Teaching understand the learners’ development ,skill, motivation and gives formal instruction ,training, by media or different kind of supportive activities. thus makeslearning easier.5. Why is it necessary for the language teacher to have some knowledge not only of teaching but also of learning?Since the mid-1960s,the student-centered view has been widely accepted, This reflects the theory that the students play an active role in learning ,and that they are not only actively participating in classroom activities ,but are interacting with the teacher and their peers.Chapter 31. What are the characteristic features of human learning?conceptualization of learning has several implications:1）. Everything we learn is retained in some form in our brain, even though it may be forgotten. 2.）Learning cannot be equated with behavior or performance.3）. Learning includes not only deliberately acquired new associations but also those acquired without conscious awareness, when we are paying primary attention to something else.4）. The new associations which constitute learning vary in meaningfulness and complexity. 5）. All learning depends upon environmental input.6）. Learning is not restricted to new associations or insights that result from experience with purely external stimuli.2、What are the four general philosophical views of human nature? How are they related to human learning?The pessimistic viewAccording to this view, humans are inherently evil. Therefore, education must be designed to keep dangerous instincts under control. This philosophy leads to approaches which emphasize the will not engage in higher intellectual pursuit voluntarily, but they will learn if they are forced to.The hedonistic viewAccording to this view, people are selfishly preoccupied with the pursuit of pleasure and the avoidance of pain. This philosophy leads to approaches which emphasize the need to make learning experience as enjoyable and intrinsically rewarding as possible.The optimistic viewAccording to this view, people are naturally altruistic, humanistic and curious. This view leads to theories that picture people as thirsting for knowledge and actively processing information from the environment.The tabula-rasa or “blank-slate” viewThis is a neutral view. According to this view, humans have few if any natural predispositions. Development, therefore, is dependent upon the individual’s experiences, which are determined by the environment and are thus open to planning and control. In its strongest form, this approach pictures learners as almost entirely passive and reactive, so that their behavior can be controlled predictably and systematically through environmental manipulation. Teaching then becomes a matter of structuring learning environments so as to produce desired outcomes.3、What are the similarities and differences between classical behaviorism and neobehaviorism?Similarities: They are predominantly concerned with the relationship between stimulus and response. According to them, behavior is acquired or changed when the organism builds up associations between stimulus and response either because of the closeness of stimulus and response or by satisfaction which comes from giving a correct response to a given stimulus.Differences: classical behaviorism is related to association between stimuli and reflexive response, Classical conditioning, Reflex could also occur in response to stimuli that appear to be indirectly related to the reflex. neobehaviorism focuses on operant conditioning VS respondent conditioning (Classical conditioning). classical behaviorism stressed the environmental modifiability of behavior, as against determination by constitutional structure. Neobehaviorism : Guthrie stressed classical conditioning and the principle of contiguity over instrumental conditioning and the principle of reinforcement. Hull stressed one-trial learning. The whole process was controlled by reinforcement. Skinner stresses a particular kind of instrumental conditioning known as “operant conditioning” . Operants are any behavioral elements or series f related behaviors that organisms presently perform or are capable of performing, and the produce an effect or operate on the environment.4、What are the strengths and weaknesses of the behaviorist theories?Watson’s behaviorism: he stressed the environmental modifiability of behavior, as against determination by constitutional structure. He seek to make psychology a “purely objective experimental branch of natural science” by restricting it to the study of the relations between environmental events(stimuli) and behavior(response). But there will be an increase in both frequency and recency of successful responses until a correct S-R pattern appears.Guthrie’s S-R theory: He stressed classical conditioning and the principle of contiguity over instrumental conditioning and the principle of reinforcement. However, it has difficulty accounting for more complex kinds of learning.Hull’s S-O-R theory: Hull stressed one-trial learning. The whole process was controlled by reinforcement. Reinforced responses would be more likely to appear in the future, and punished or unreinforced responses were less likely to reappear.Skinner’s operant conditioning: he stresses a particular kind of instrumental conditioning known as “operant conditioning” . Operants are any behavioral elements or series f related behaviors that organisms presently perform or are capable of performing, and the produce an effect or operate on the environment. Otherwise, when there is a punishment(i.e a positive reinforcing stimulus is removed or a negative reinforcing stimulus is presented), the rate of responding decreases.5、What are the similarities and differences among the cognitive learning theories? Why are they cognitive?Gestalt psychology: eh emphasizes on innate organizing principles(gestalt) in human perception, recognition, sensorimotor skills, learning and even in social conduct . according to this theory, organisms are innately active in their interactions with the environment.Piaget’s developmental psychology: his basic concepts are assimilation and accommodation. Herefers to the learning process as the development of new schemata (the plural of schema) through assimilation and accommodation. Schemata are the cognitive or mental structures by which the individual intellectually adapts to and organizes the environment. These cognitive structures are used to process and identify incoming stimuli.Ausubel’s theory of meaningful learning: according to ausubel, meaning is a “clearly articulated and precisely differentiated conscious experience that emerges when potentially meaningful signs, symbols, concepts or propositions are related to and incorporated within a given individual’s cognitive structure on a non-articulatory and substantivebasis” human learning is a meaningful process of relating new events or items to already existing cognitive concepts or propositions. Meaning is therefore a process of relating and anchoring new material to relevant established entities in the learner’s cognitive structure. Meaningful learning takes place when the learner has a disposition to relate the new material to what he already knows or when the learning task is potentially meaningfulIf we can conceive of cognitive structure as a system of building blocks, then rote learning is the process of acquiring isolated blocks with no particular function in the building of a structure, and therefore with no relationship to other blocks. Meaningful learning is the process whereby blocks become an integral part of already established categories or systematic clusters of blocks.6、What do you think of the different learning theories? What is your own view of human learning?Cognitive theories place greater store by the functioning of the mind, and postulate internal mental thinking as well as processes including perception, memorizing and cognitive structures which can be acquired from learners’ experience and can modify their present behavior. Much greater emphasis is placed on learners being aware of the surroundings and being flexible in solutions they adopt.Chapter41.Is it easy for the child to acquire his mother tongue? Why (not)?No, it is not easy for the child to acquire his mother tongue.First of all, he must segment the sound stream into meaningful units (words or phrases). This requires his ability to analyze. Then, he must combine them to arrive at the intended underlying propositions. This requires his ability to synthesize.2.What questions must theories of L1 acquisition answer? Why?Psycholinguists who study child language are confronted with a more complex task than theoretical linguists whose major concern is competence (i.e. the system of language) and sociolinguists whose major concern is performance (i.e. the use of language). Psycholinguists have to be concerned with both competence and performance.Because they look at language from different angles, and because their purposes in the study of language are different.3.Sketch out Skinner’s behavioristic theory of L1 acquisition.Skinner’s behavioristic model is embodied in his classic Verbal Behavior. His theory of verbal behavior is in fact an extension of his general theory of learning by operant conditioning. According to Skinner, verbal behavior, like other human behavior, is controlled by its consequences. When consequences are rewarding the behavior is reinforced and maintained, andeven increased in strength and frequency. When consequences are punishing or when there is no reinforcement, the behavior is weakened and eventually extinguished. Therefore, effective language is the production of correct responses to external stimuli. The L1 acquisition process is one in which the child’s correct responses are repeatedly reinforced and finally a habit is formed.4.What are the main points of mediation theories? Why are they called mediation theories?Mediation theories are represented by O. H. Mowrer and C. E. Osgood. Their goal is to fill the “black box” with postulated internal psychological structures and processes in order to account for the observed behavior of organisms. They have developed a principle of mediated association, according to which two things associated with a third thing tend to be in association with each other. Once the association is established, an internal link is built up even when the third thing is not present.They need media. The internal mediating response is considered to be an internal replication of a “real” response. From a behavioristic point of view, meaning is an internal replica of an external response.5.How do the nativist theories account for L1 acquisition?Nativist theories are represented by N. Chomsky, E. H. Lenneberg, and D. McNeill. According to these theories, human babies are somehow predisposed to acquire a language. Lenneberg contends that language is a species-specific behavior which is biologically determined. The child is born with the biological basis for the acquisition of language. Chomsky claims the existence of a little black box which he calls the language acquisition device (LAD). He regards it as “the genetically determined language faculty”, “an innate component of the human mind that yields a particular language through interaction with presented experience.” McNeill describes four innate linguistic properties of the LAD and suggests that infants are born with a hierarchy of linguistic categories and the basic grammatical relations.6. What are the main arguments of the cognitive theories?Cognitive theories are represented by D. I. Slobin, J. Piaget and L. Bloom, who attempt to account for the linguistic knowledge of the child by a more general theory of cognitive development. Slobin suggests that the conceptual development of all human children is the same with regard to the order of attainment of conceptual categories and that a number of cognitive prerequisites lie behind the emergence of communicative speech. Slobin characterizes this development as new functions first expressed in old forms. Piaget outlines four major stages of intellectual development in the child, and claims that intelligence actually develops well before language. Stage One, the sensory-motor stage(ages 0-2). Stage Two, the preoperational stage(ages 2-7). In the first stage(ages 2 to 4 or 5) the child’s language is egocentric speech. In the second stage(by ages 6-7), the child’s language has become socialized speech, which is characterized by intercommunication and exchange of ideas. Stage Three, the concrete operational stage (ages 7-11). Stage Four, the formal operational stage(ages 11-16). Bloom concludes that the development of perception and cognition are keys to the understanding of the process of child language acquisition.7.What do you think of the different L1 acquisition theories?There is one common problem with all of the theories. They all ignore the social aspect of L1 acquisition. Just as Armstrong et al point out”…language acquisition studies show that language does not develop through an individual’s interaction with the natural environment. It emerges onlyout of social interaction, but social interaction within constrained limits…Without the introduction to words and seminal idea that words symbolize—without the initial acquisition process which is social—we would have no equipment with which to make linguistic inferences.”Chapter51. Illustrate the use of the terms second language and foreign languageIn the past, the term “foreign language” was most widely used in contrast to “native language”. But in recent decades, the term “second language” has been increasingly used to refer to all types of non-native language. In certain cases, they are distinguished from each other. According to Stern , “second language” is used to refer to a non-native language learned and used within one country or community where it has official status or a recognized function, whereas “foreign language” is used to refer to a non-native language learned and used outside the country or community where it has official status or a recognized function. In a second language context, the target language is spoken by the community outside the classroom, whereas in a foreign language context, the target language is generally not spoken by the community but is limited to the classroom.2. What does it mean to know a second language?Knowing a language means having acquired the competence ore proficiency in the language. The idea goal of competence or proficiency in a second language is the native speaker’s competence or proficiency in the language, which is necessary point of reference for the concept of second language proficiency.3. What is meant by second language proficiency ? How can the learner attain it?Knowing a language means having acquired the competence or proficiency in the language. The ideal goal of competence or proficiency in a second language is the native speaker’s competence or proficiency in the language, which is a necessary point of reference for the concept of second language proficiency. Stern conceptualizes this native speakers’ proficiency as follows: 1. The intuitive mastery of the forms of the language, 2. The intuitive mastery of the linguistic , cognitive , affective and sociocultural meanings expressed by the language forms, 3. The capacity to use the language with maximum attention to communication and minimum attention to form, and 4. The creativity of language use.4. Who is a better second language learner, the child or the adult? Why ?Adults and old children in general initially acquire the second language faster than young children(older id better for the early stage of acquisition), but child second language acquires will usually be superior in terms of ultimate attainment(younger is better in the long run). We can explain it from three main aspects: the biological explanation, the cognitive explanation, and the affective explanation.5. What does interlanguage refer to? What is the nature of interlanguage? Do you think we can apply this concept to foreign language learning? Why (not)?The term interlanguage was defined differently by different experts, but now we say that inter language is in fact a language system bordering on the first language and the target language. I don’t think we can apply it to foreign language learning, because it has only a minor impact on L2 pedagogy.6. How do you understand Kranshen’s monitor theory? Do you think it is applicable toforeign language learning ? Why （not)?Krashen’s monitor theory is considered the best known most ambitious most influential of all L2 theories. It has brought together research findings from a number of different domains, is closely tied to recommendations for classrooms practice and is readily understandable to L2 teachers. So I think it can be applied to foreign language learning.7. How do Burt and Dulay account for the internal processing of second language ? Is foreign language learning also a creative construction process? Why (not)?The creative construction model is developed by Burt and Dulay in 1977 to account for the internal processing of second language. It is based on Chomsky’s linguistic theory of creative aspects of language use. Foreign language learning is also a creative construction process. Creative construction in language acquisition refers to the process by which learners gradually reconstruct the rules for speech they hear, guided by innate mechanisms which cause them to formulate certain types of hypotheses about the language system being acquired, until the mismatch between what they are exposed to and they produce is resolved.Chapter 61. How are different types of learning related to learning English as a foreign language? Learning has been classified in many different ways .The most useful classification is based on the task of learning (i.e. what is being learned).Based on the nature of the learning task, three types of learning are identified :skill learning ,affective and social learning, and cognitive learning .Type 1,signal learningThis is a somewhat specialized type of learning.It is called signal learning to emphasize that the learner is associating an already available response with a new signal or stimulus .One important characteristics of this type of learning is that it involves the Pavlovian conditioned response ,which is general ,diffuse ,and emotional.This kind of response has a truly “involuntary”character .A fear response ,for example,involves general ,diffuse activity including speeded heartbeat,constriction of blood vessels and other internal involuntary behavior .In our daily life, learning to respond to alarm clock bells or automobile horns falls into this type of learning .Type 2,stimulus-response learningType 3 chainingType 4 verbal association (or sequence)Type 5 multiple discriminationType 6 concept learningType 7 principle learningType 8 problem-solvingLanguage learning is a complex task which involves all these types of learning . For example,in learning the pronunciation of a second language,the learner is concerned with how to produce the appropriate sound patterns –a sensorimotor skill or part of a skill.If the learner cannot distinguish two sounds and therefore cannot pronounce them,he needs to know the articulatory description of the two sounds .This involves conceptual learning.The actual learning of a second language is accompanied by emotional reactions, and entire learning experience may lead to a fixed constellation of likes and dislikes directed towards the language and the people speaking that language.2.Illustrate the general learning strategies with examples from yourself or your Students in learning English.ways in which a learner attempts to work out the meanings and uses of words, grammatical rules, and other aspects of a languagemetacognitive strategies :1.thinking about the mental processes used in the learning process2.monitoring learning while it is taking place, 3.evaluating learning after it has occurred A. advance organizersB. directed attentionC. selective attentionD. self-managementE. functional planningF. self-monitoringG. delayed productionH. self-evaluationcognitive strategies:processes and behavior which learners use to help them improve their ability to learn or remember something, particularly those which learners use with specific classroom tasks and activitiesA. repetitionB. ResourcingC. translationD. groupingsocioaffective strategies:social-mediating activity and transacting with others3.What are the major strategies employed by good students in your class?Tarone defines learning strategy as attempts to develop linguistic and sociolinguistic competence in the target language. The motivation for the use of learning strategy is the desire to learn the target language rather than the desire to communicate .Production strategies are used to accomplish communication goals;they reflect an interest in using the language system efficiently and clearly without excessive munication strategies are an adaptation to the failure to realize a language production goal.They therefore serve an important role in negotiating meaning between individuals.Rubin suggests that the good language learner :1)is a willing and accurate guesser2) has a strong drive to communicate3)is often uninhibited about his weaknesses in the L2 and ready to risk making mistakes4)is willing to attend to form5)practices6)monitors7)attends to meaning in its social contextStern identifies four basic sets of strategies from the basic considerations and research of language learning:1)Active planning strategy Good language learners will select goals and subgoals,recoginize stages and developmental sequences and actively participate in the learning process2)”Academic “(explicit)learning strategy Good language learners are prepared to study and practice .They pay attention to the features of language as a formal system with rules and regular retationships between forms and meaning.3)Social learning strategy Good language learners seek communicative contact with target language users and are active participants in authentic language use4)Affective language Good language learners can cope effective with the emotion and motivational problems of language learning .They approach the task of L2 learning in a positive frame of mind and cultivate positive attitudes towards themselves as language learner s, towards language and language learning in general,and towards the target language and its society and culture.。
《应用语言学概论》PPT课件
（二）、应用语言学在中国的发展
1、我国应用语言学的萌芽时期造在先 秦就开始了，例如孔子办学，就开设 了“文学”和“言语”两科，在秦朝 ，统一文字为小篆，但是都是处在自 发状态，没有形成专门的学科和体系 。从整体上来讲，还是处在语文学的 阶段，只是为经典作注释。
（2）、社会语言学的研究意义：社会语言学 既有理论意义，也有实践意义。
在理论方面的意义主要表现在：
扩展了语言学的领域：传统的语言学家研究的 是理想的单一纯净的语言。社会语言学家认为 ，语言不是单纯的，而是存在很多变体，例如 社会阶层、职业、性别、年龄、地域。
提出了语言研究的数量化的概念：唯理语言学 往往是形式化的描写，而社会语言学则从数据 入手。
应用语言学概论
（李焱主讲）
绪论
一、语言学的分类
应用语言学是语言学的组成部分，语
言学大体分成三个部分。
一个是本体语言学，主要研究语言本身的 组合规律和构成方式，比如现代汉语、古代 汉语、词汇学。
一个是理论语言学，它以人类所有的语言 为研究对象，是语言学的重要的理论部分， 是在人们对各种具体语言研究成果的基础上 建立起来的包括语言学概论。研究语言的一 般理论问题。
一个是应用语言学。
二、应用语言学的定义
应用语言学分狭义和广义的两种，狭义的应 用语言学特指第二语言教学。广义的应用语 言学定义有下面几种：
P23：应用语言学是研究语言本体和本体语 言学同有关方面方面关系的学科。（于根元 ）
P1：应用语言学是研究语言在各个领域中实 际应用的学科。（冯志伟）
《应用语言学纲要》笔记整理
《应用语言学纲要》笔记整理应用语言学导论一、应用语言学概念（applied linguistics）研究语言应用的种种问题的学问。
狭义：专指语言教学，尤其是第二语言教学或外语教学。
（语言教学和第二语言教学时应用语言发展最早和最为充分的一个分支）广义：应用于语言各领域的语言学二、特点1、综合性社会语言学、心理语言学2、相对独立性3、实用性4、实验性研究方法：调查、实验法、偏误分析三、学科地位、归属语言本体研究（语音、字形、字义）语言学｛普通语言学应用语言学亲属语言：汉藏语系，无字形变化印欧语系，有字形变化（一）国外研究儿童语言习得（母语习得）（二）国内研究对外汉语教育社会语言学：地域方言，社会方言（“行业语”）文化语言学：嫁、娶与marry语言暴力（冷暴力）网络语言：杯具、洗具、餐具、萌语言规划、调查计算语言学中介语（母语—目的语）四、发展简史（一）国外1870年，波兰，博杜恩·德·库尔特内——纯粹语言学、应用语言学1946年，密执安大学（美），对外英语教育，《语言学习》，世界上第一本英语语言应用教育杂志1964年，第一届国际应用语言学大会召开和应用语言学协会的成立标志着应用语言学学科正式形成。
（二）国内1、起源于先秦荀子提出“约定俗成”，语言一个重要特点就是“约定俗成”，属于小学2、发展：现代语文运动将口语与书面语相融合3、20世纪前50年—语文规划和语文教育国语统一运动、白话文运动20世纪后50年—文字改革，“三定”——定量、定音、定形（汉字、注音）标点符号（标号、点号）、民族共同语：普通话1958年汉语拼音定形，罗马字母、希腊字母1984年语言文字应用研究所成立，标志中国应用语言学形成。
1992年专门的应用语言学杂志《语言文字应用》创刊——里程碑2001年1月1日，《中华人民共和国国家通用语言文字法》颁布实施，是我国历史上第一部关于语言文字的法律。
五、调查和比较（一）语言材料调查——最常用收集和考察语言事实、语言使用者、语言使用环境等材料1、访谈法：面对面讨论集体访谈个人访谈2、观察法：隐蔽观察法、参与观察法3、问卷法：用一种书面的形式进行社会调查——封闭式、开放式（二）比较1、事实比较：具有描写性2、理论性比较：系统理论的普遍原理在具体语言中可行性比较对语言材料进行分析的方法、目的——定量（随机、非随机）、定性、实验收集实验方法特点（应用语言学实验）：系统性、逻辑性、经验性、简约性、重复性和传递性第一章语言教学一、语言教学的性质运用特定的方法，将语言知识和相关的理论通过教育者有目的、有计划的传授给学习者，以达到使学习者掌握一门具体语言并用于交际目的的教学活动。
《应用语言学概论》课件
应用语言学对法律语言进行研究和分析，以确保法律语言 的准确性和规范性。
01
司法语言与公正
应用语言学关注司法语言与公正的关系 ，以提高司法审判的公正性和公信力。
02
03
法律文书写作
应用语言学为法律文书写作提供语言 学上的指导，以确保法律文书的准确 性和规范性。
04
应用语言学的研究方法
实证研究法
语言障碍与治疗
心理语言学还涉及语言障 碍的诊断和治疗，研究各 种语言障碍的成因和治疗 方法。
文化语言学
语言与文化关系
文化语言学关注语言与文化的关系， 研究语言的符号意义和文化内涵，探
讨语言如何反映和传承文化。
跨文化交际
文化语言学还涉及跨文化交际，研究 不同文化背景下的语言使用和交际策
略。
文化变迁与语言变化
分析实际语境中的语言使用情况，以揭示话语的语义 、语用和语境特点。
详细描述
话语分析法是应用语言学中用于分析实际语境中语言 使用情况的研究方法。它通过分析实际语境中的话语 ，包括对话、演讲、新闻报道等，来揭示话语的语义 、语用和语境特点。这种方法有助于深入了解语言的 实际使用情况，提高语言交际能力。
语料库研究法
文化语言学还关注文化变迁与语言变 化的关系，研究文化因素对语言发展
的影响。
计算语言学
自然语言处理
计算语言学在自然语言处理方面，研究如何利用计算机技术处理、 分析和理解自然语言。
信息抽取与文本挖掘
计算语言学还涉及信息抽取和文本挖掘，研究如何从大量文本中提 取有用信息并进行语义分析。
机器翻译与语音识别
比较不同文化背景下的语言现象，以揭示文 化因素对语言使用的影响。
详细描述
于根元版应用语言学教程答案
1，应用语言学有理论应用语言学有理论，依据如下：更详细的见书P121、没有人事先准备了完善的语言学理论以供应用，应用语言学常常要一边解决实际问题一边建立和完善语言学理论。
2、任何层次的应用都包含了下位层次的理论和提供了上位层次的理论。
这是吸取了毛泽东关于“实践—理论—实践”的思想。
通过实践发现真理，又通过证实和发展真理。
实践、认识、再实践、再认识，这种形式，循环往复以至无穷。
3、语言学之外也有理论。
本体语言学可以从语言学之外吸取理论，应用语言学也可以。
如戴昭铭借鉴法学的无罪推定原则来讨论“涉及到、见诸于”等叠架形式的规范问题，另外“规范就是服务”这个理念也是从管理学中吸取的。
4、应用语言学理论最根本的来源是语言生活实践。
5、最根本的根据是因为应用语言学已经提出了自己的一些基本理论。
例如：动态理论、层次理论、中介理论、浅显理论、人文性理论、交际理论、全息发展理论等。
这些理论已经得到了广泛的认可，成为应用语言学的基础理论。
2，网络语言的使用带来了哪些新东西？在于根元主编的《中国网络语言词典》中，对“网络语言”提出了如下定义：“…网语‟是互联网的产物。
在网络日益普及的虚拟空间里，人们表达思想、情感的方式也应与现实生活中的表达习惯有所不同，于是有的人创造出令人新奇也令人愤怒和不懂的…网语‟。
高名凯先生说：“无疑地，在新的社会环境下，新的事物的产生或作为社会现象之一的人的思维活动所形成的概念的产生要求作为交际工具、思维工具的语言有所改变，有所发展。
”网络语言由于它特殊的载体和它的现实虚拟性，使得网络用语一开始就呈现出一般语言所少有的特殊性和多元性。
人们在这个虚拟世界中，除了使用那些规范的词语之外，还创造了许多只有经常上网的人才能理解的词语。
网络语言的使用给人们带来了许多新东西，如下；1，网络语言主要依据文字形式进行互动交流，也就是主要靠视觉进行交流。
因此网络语言带来最大的就是网络语言形式的改变。
网络语言的构成形式多种多样，基本上可以概括为以下几种：1、语音谐音型。
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语言学的研究可以分为三类：基础研究、应用研究和交叉研究，并由之形成了不同门类的语言学。
（一）基础研究
基础研究是对语言的基本构造、基本性质所进行的研究。
从研究对象的范围上分，语言学可以分为具体语言学和一般语言学。
具体语言学以某一具体的语言（如汉语、英语、俄语、法语等）为研究对象。
一般语言学又称普通语言学，它以人类的所有语言为研究对象，重在探讨语言的共性、语言的本质和语言与社会等的关系，从而形成语言的普遍理论。
本书所讲的内容，就属于一般语言学。
从研究对象的时间（即动态和静态的性质）上来看，语言学可以分为历时语言学和共时语言学。
历时语言学又称动态语言学，主要研究语言的发展演变及其规律，是对语言的纵向研究，如汉语发展史、英语发展史等。
共时语言学又称静态语言学，主要研究语言的结构系统，是对语言的横向研究，如现代法语、古代汉语等。
人们习惯上还从研究方法上来给语言学分类。
比如用比较的方法对有亲属关系的语言进行研究，称为历史比较语言学；用对比的方法对没有亲属关系的语言进行研究，称为对比语言学。
属于这一类的还有结构主义语言学、转换生成语言学等等。
也都可以把语言的某一子系统、某种单位或某一方面作为研究对象，从而形成语音学、词汇学、语法学、语义学，篇章语言学、方言学等等。
文字是记录语言的符号系统，文字虽然不是语言的一个有机组成部分，但是专门研究文字的文字学却是语言学的一个分支。
（二）应用研究
语言学的应用研究统称应用语言学。
应用语言学运用语言学的理论、方法和基础研究的成果，阐明、解决其他领域中的语言问题，把语言学的基础研究成果转化为社会效益。
应用语言学最大的研究领域是语言教学，因此狭义的应用语言学只指语言教学。
语言教学包括本族语教学、外语教学和对有语言障碍者的语言诊疗及康复。
词典编纂、文字的创制和改革、残疾人使用的特殊语言代码（如聋哑手指语、盲文）的创制和实施、标准语的规范和推广、语言文字翻译、社会的语言对策等，也是应用语言学的重要研究内容。
近几十年来，随着情报学和计算机科学的快速发展，信息情报的检索与管理，人机对话、人工智能等领域，也成为应用语言学的重要领域。
随着社会科学技术的发展，应用语言学的领域会越来越广阔。
（三）交叉研究
学科之间的交叉渗透，是当前科学发展的一大潮流，交叉学科的大量产生是当代科学的一大
标志。
语言学有许多传统的伙伴，如文学、社会学、历史学、哲学、逻辑学、人类学、文化学、地理学、考古学、心理学等。
这些学科伙伴大多属于人文科学。
而今语言学又发展出来一些新的伙伴，如数学、计算机科学、医学、情报学、通讯科学等，这些新伙伴大都属于科技领域。
语言学同这些新老伙伴的联系，发展和建立了一大批语言学的交叉学科。
其中较为主要的有：社会语言学、语言哲学、逻辑语言学、人类语言学（国外称为“文化语言学”）、地理语言学、心理语言学、神经语言学、病理语言学、数理语言学、计算语言学、实验语言学等。
以上对这三种研究的划分是相对的，这种相对性主要表现在两个方面：第一，这三种研究并不存在一个绝对的界线。
比如对语言和社会关系的研究，属于一般语言学的问题，但也是社会语言学所关心的内容。
一个研究内容是不同学科共同的研究对象；第二，某些语言学科可能是跨类的，如专门研究语言运用的语用学，既属于基础研究，也属于应用研究；语言教育学既是应用语言学，又是语言学与教育学的交叉学科。
而且这三种研究，乃至每一语言学的分支学科，都是相辅相成的。
比如，应用研究和交叉研究，离不开基础研究的成果，而基础研究也需要借鉴应用研究和交叉研究的成果，从而对语言有更深入、更全面的认识，甚至会形成普通语言学的理论。
比如，心理语言学关于儿童语言发展的研究，对于研究人类语言的发生和发展、对于认识人类语言的共性，都有极为重要的价值。
再如，具体的语言研究（比如汉语的研究），离不开一般语言学的理论指导；一般语言学也必须从具体的语言研究中吸收具有普遍意义的理论和方法，并利用具体语言研究的材料和成果来丰富和发展自己。
所以，语言学的各种研究虽有层次和类型的差别，但无高下之分。
过分地夸大某种研究的重要性而轻视甚至排斥某种研究，都不利于语言学的健康发展。
研究范围
应用语言学的研究范围由实践的需要来决定，通常分为一般应用语言学和机器应用语言学。
一般应用语言学
按其应用领域，分为以下几个方面。
①语言教学。
这是传统意义上的应用语言学。
编辑高质量的教材和参考书，研究切合实际的教学方法，一直是语言教学研究中的重大课题。
除一般的语言教学外，还有为不同目的和不同对象服务的第二语言教学、科技外语教学、双语制教学、聋哑盲教学。
②标准语的建立和规范化，文字的创制和改革。
建立通用于各方
言区的标准语是很重要的。
应用语言学要解决的问题是如何选好这种标准语的基础方言和标准音。
为无文字的语言创制文字时，基础方言和标准音更是重要的依据。
文字改革包括文字系统(字母表、正词法和标点符号)的部分改进和彻底更换。
标准语的建立只是语言规范化的开始。
为了确定语音、语法、词汇规范，需要编出相应的正音词典、规范语法和各种类型的词典。
③辞书编纂。
词汇是语言中变化最快的部分，新词新义不断涌现。
及时、准确地把这些新词新义固定在词典中，指导人们如何运用，这是辞书对语言规范化最有效的影响。
④翻译。
这是在两种语言之间进行的综合性创造活动。
如何处理好意义的传达和形式的转换，有很多问题要探讨。
除上面这些课题外，一般应用语言学还涉及言语矫正、舞台语言研究、建立国际辅助语、制定速记系统。
机器应用语言学
研究如何利用电子计算机等先进工具来处理自然语言。
有以下几个主要课题。
①实验语音学。
运用电子计算机以后，语音实验从音素音节分析扩展到成句成章分析，同时超音段特征成了重要研究对象。
除了语音分析，还有语音合成的工作要做。
②机器翻译。
电子计算机和语言的最早结合开始于机器翻译。
它开辟了计算机非数值应用的领域，同时又为许多语言学理论和方法及许多技术成果提供了一个广阔的试验场。
③情报检索。
情报检索中的关键是情报检索语言的建立。
这种语言应能准确表达文献主题和提问主题所需的词汇语法，不应产生歧义，并且便于用程序运算方式进行检索。
④汉字信息处理。
汉字字形繁复，字数庞杂，而且存在大量的一音多字、一字多音现象。
这给编码输入带来很多麻烦。
为了使编码简单易学、操作方便、输入迅速，需要对汉字进行多方面的研究。
机器应用语言学除了以上这些课题外，还涉及自然语言理解，言语统计和少数民族语文的信息处理。