【最新】语言学习与语言教学的原则修改版ppt课件
H.D.Brown《语言学习与语言教学的原则》(第3版)笔记和课后习题答案
H.D.Brown《语言学习与语言教学的原则》（第3版）笔记和课后习题详解完整版-精研学习䋞提供免费试用20％资料全国547所院校视频及题库考研全套>视频资料>课后答案>往年真题>职称考试第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.nguage is systematic and generative.nguage 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.nguage is used for communication.nguage operates in a speech community or culture.nguage is essentially human,although possibly not limited to humans.nguage 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。
幼儿语言学习与教学PPT课件
三、全语言教学理论
全语言的概念来自于有关读写萌发的研究。 全语言强调语言是“完整”的，不可简单地 割裂成语音、字词和句子等片段。因此，语 言学习必须是整体的，很难划分为语言内容 或语言技巧
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1．全语言教学观（又称为整体语言教学， 实施是全面性的 ）
2．以幼儿为中心的语言学习课程（教师 不刻意要求幼儿做语言技巧的练习，但一 旦幼儿有意愿主动探索时，教师就适时提 供有意义的信息，帮助幼儿学习。鼓励幼 儿与他人互动交谈，建构自己的知识）
第八章 幼儿的语言学习 与教学
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本章内容
语言
语言获得的相关理论
幼儿语言学习的理论(重点)
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什么是语言？
语言是思维工具和交际工具。它同思维有 密切的联系，是思维的载体和物质外壳和表 现形式。语言是符号系统，是以语音为物质 外壳，以语义为意义内容的，音义结合的词 汇建筑材料和语法组织规律的体系。语言是 一种社会现象，是人类最重要的交际工具， 是进行思维和传递信息的工具，是人类保存 认识成果的载体。语言具有稳固性和民族性。
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生活中的语言交流
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书本
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对话及探讨
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文字性的语言
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概论
语言的重要性：语言是人类特有的传递信息的
工具，是人类心理交流的重要手段，它不仅与个体 的认知发展存在密切关系，而且对个体的社会性发 展有重要作用。
幼儿语言学习与教育的两种主要观点：掌握
语言这一学科领域，二是把语言作为交往工具
演讲人：XXXXXX 时 间：XX年XX月XX日
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幼儿语言学习的理论
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一，幼儿语言学习的
传统理论
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1．行为主义学习理论的观点
unit language and language learning语言和语言学习PPT课件
Interactional View :
It consider language as a communicative tool , whose main use is to build up and maintain social relations between people. Therefore , learners not only need to know the grammar and vocabulary of the language , but also need to know the rules for using them in a whole range of communicative context.
Krashen describes this process as a ‘natural’ one, where there is no ‘conscious focusing on linguistic forms. According to his argument, acquisition refers to the way children learn their native language.
(完整word版)语言学习与语言教学的原则
Principles of Language Learning and TeachingAbout the author of Principles of Language Learning and Teaching Principles of language learning and teaching, published in 1994, is a textbook inquiring into the theoretical foundation of language teaching. The author of the book is professor Brown who have studied second language acquisition and second language teaching for many years. He is one of the ac demic leaders in this field. About the aim of Principles of Language Learning and TeachingThe aim of this textbook is to make second language teaching more proper arranged and easy for the readers to understand. What’s more, based on the given theory the author expects the readers to formulate their own realization or theory of the question “ how to learn second language”.About the content of Principles of Language Learning and Teaching Actually, when finished reading this book, you will see that this book have mostly fulfilled it’s aim .This book is well organized, it was divided into 11 chapters, among them eight are about language learning. From general to detail, from surface to deep inside, it have well shown us the theory that the main mission of teachers are to lead and help the students to learn second language, there would be no way to identify teaching without knowing about learning. The more teachers know about the rules of language learning process, the better they will do in leading language learners.About the arrangement of Principles of Language Learning and Teaching This book was arranged according to the study topics. As for the conceptions, it have expounded and discussed them in a auger-type. At first, they just lead in the concept without explain it in detail, but as the book goes, all the concepts will be described fully. For example, in the first chapter, the concept behaviorism has been lead in without detailed explain. This concept also be mentioned in chapter two. But the chapter that gives out academic evaluation of behaviorism was chapter four. The same was to many other concepts and topics in this book. The most part I appreciated is the “in the classroom”part. It’s just like a lifelike teacher who tells the teacher-to-be how to do in class as well as puts the theories into practice. This part has well shown the aim of this book, help the readers to practice. By the way, the best part to help fulfill the aim is the “topics and questions for study and discussion” part. This part puts up a few topics to lead the readers to think deeply. As long as the readers think over by themselves, they will formulate their own opinion about principles of language learning and teaching theories.ConclusionAll in all, used as a guider, this book has fulfilled it’s destiny. It has al mostly introduced the principles about language learning and teaching to it’s readers. For further study, one can just chose a topic from this book and search for detailed information as he/she interested in.。
语言学习与语言教学的原则
2021/8/6
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ler: What's your name ? A three-year-old child: Litha. M: Litha? C: No, Litha. M: Oh, Lisa. C: Yes, Litha.
Rice(1980) :"What color is this?"
Tarone proposed "heterogeneous competence".
How does one infer this unobservable, underlying level?(language competence) direct methods
indirect methods(p32) Implications
competence
performance
comprehension
production
listening reading speaking writing
C1: comprehension> production; production>comprehension(examples) Implications : " lag" , both
2021/8/6
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Universal
Werner Leopold: phonological and grammatical universals Maratsos: universal linguistic categories
word order tone agreement(eg. of subject and verb) nouns and noun classes verbs and verb classes
语言学习与语言教学的原则修改版ppt课件
Development of communicative competence
In the 1970s, research on communicative competence distinguished between linguistic and communicative competence to highlight the difference between knowledge “about” language forms and knowledge that enables a person to communicate functionally and interactively. In a small vein, James Cummins proposed a distinction between cognitive/academic language proficiency (CALP) and basic interpersonal communicative skills (BICS).
The beginning of communicative competence
The term “communicative competence” was coined by Dell Hymes (1967,1972), a sociolinguist who was convinced that Chomsky’s notion of competence was too limited. According to Hymes, Chomsky’s “rule-governed creativity” that so aptly describes a child’s mush-rooming grammar at the age of 3 or 4 did not account sufficiently for the social and functional rules of language.
unit 1 language and language learning语言和语言学习(课堂PPT)
Emphasis Accuracy fluency
Setting
2020/4/3
formal/
informal/
controlled natural
5
2 ) How do we learn foreign language ?
Task Below is a list of interview questions on how people learn a foreign language. First write down your own responses. Then interview three other students in your class , Discuss your findings in groups of 4 and draw some conclusions.
Why? 9. What are your most common learning activities? 10. Do you like the way you learned the foreign
languages?
8
2 ) How do we learn foreign language ?
13
Different views on language
View on language.
Structural view
Communicative view
Interactive view
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Structural View :
It sees language as a linguistic system made up of various subsystem : from phonological, morphological, lexical, etc. to sentence . Each language has a finite number of such structural items.
（完整word版）语言学习与语言教学的原则
（完整word版）语言学习与语言教学的原则Principles of Language Learning and T eachingAbout the author of Principles of Language Learning and Teaching Principles of language learning and teaching, published in 1994, is a textbook inquiring into the theoretical foundation of language teaching. The author of the book is professor Brown who have studied second language acquisition and second language teaching for many years. He is one of the ac demic leaders in this field. About the aim of Principles of Language Learning and TeachingThe aim of this textbook is to make second language teaching more proper arranged and easy for the readers to understand. What’s more, based on the given theory the author expects the readers to formulate their own realization or theory of the question “ how to learn second language”.About the content of Principles of Language Learning and Teaching Actually, when finished reading this book, you will see that this book have mostly fulfilled it’s aim .This book is well organized, it was divided into 11 chapters, among them eight are about language learning. From general to detail, from surface to deep inside, it have well shown us the theory that the main mission of teachers are to lead and help the students to learn second language, there would be no way to identify teaching without knowing about learning. The more teachers know about the rules of language learning process, the better they will do in leading language learners.About the arrangement of Principles of Language Learning and Teaching This book was arranged according to the study topics. As for the conceptions, it have expounded and discussedthem in a auger-type. At first, they just lead in the concept without explain it in detail, but as the book goes, all the concepts will be described fully. For example, in the first chapter, the concept behaviorism has been lead in without detailed explain. This concept also be mentioned in chapter two. But the chapter that gives out academic evaluation of behaviorism was chapter four. The same was to many other concepts and topics in this book. The most part I appreciated is the “in the classroom”part. It’s just like a lifelike teacher who tells the teacher-to-be how to do in class as well as puts the theories into practice. This part has well shown the aim of this book, help the readers to practice. By the way, the best part to help fulfill the aim is the “topics and questions for study and discussion” part. This part puts up a f ew topics to lead the readers to think deeply. As long as the readers think over by themselves, they will formulate their own opinion about principles of language learning and teaching theories.ConclusionAll in all, used as a guider, this book has fulfil led it’s destiny. It has al mostly introduced the principles about language learning and teaching to it’s readers. For further study, one can just chose a topic from this book and search for detailed information as he/she interested in.。
幼儿语言教育的原则和方法ppt课件
二、幼儿语言教育方法
2.练习法
• ——某一语言成分（语音、词、句）的多次重 复的口头练习；某一方面语言技能技巧（讲述、 朗诵、表演故事等） 的练习。
• 例：《打电话》 • 对教师的要求：
明确目的、讲清要求； 加强变式练习。
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二、幼儿语言教育方法
3.观察法
• ——教师有目的、有计划地组织幼儿直接观看某些客观 事物，从而帮助幼儿获得和巩固知识。
儿童文学作品教学4ppt课件第三节幼儿语言教育原则和方法一幼儿语言教育原则?实践性原则?直观性原则?发展性原则?巩固性原则二幼儿语言教育方法?讲解法?练习法?观察法?谈话法?游戏法?朗读法5ppt课件一幼儿语言教育原则1
第二章
幼儿语言教育的任务、原则和方法
第三节 幼儿语言教育原则和方法
试讲人：
1
2
第一节 幼儿语言教育的意义
• 幼儿期是人类语言发展的重要阶段（关键 期）；
• 语言在幼儿德智体美全面发展的教育工作 中具有重要意义；——工具性
• 良好的语言教育能提高儿童的语言表达能 力，也有利于幼儿社会化行为的发展和良 好性格的形成；
• 为学习书面语言打好基础。
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第二节 幼儿语言教育的任务和要求
问具体准确，难度适宜；谈话面向全体幼 儿；谈话、讲述、讲解相结合。
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二、幼儿语言教育方法
5.游戏法
• ——在教学中，把课程的整体或部分内容化 为幼儿喜爱的游戏的方式进行，达到寓教 于乐、乐中有学、学玩结合的目的。
• 例：游戏《吹泡泡》，游戏中不应忘记语 言教学的目标——区分“ch”“c”。
• 对教师的要求：游戏中突出语言教学内容； 游戏材料数量、种类适宜。
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二、幼儿语言教育方法
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Development of communicative competence
3). saSolosccoiioo“clruienlqtguuuriirasetlisrcaucnloemsunopdfeeltarensntgcauen:adIgitenigasntoTghdfohetroehkifeelndsasoisdoswtcectlofiweaiundloregcsseoetuhn.obAetfcemntaxhdttoeeiri-nte which language is used: the roles foufntchteiopnaarltaicsippeacnttsso, fthe information they share, and theFofruceonxmcatmmiopnulen,oiafcnathetlieooqinnu.etnetr-
However, in the last two decades of the 20th century, a focus on communicative language teaching—teaching second languages for the ultimate goal of communication with other speakers of the second language. Such a focus has centered on speaking and listening skills, on writing for specific communicative purposes, and on “authentic” reading texts. Underlying the communicative language teaching movement are a number of important theoretical principles of language behavior. So today we’ll study these principles.
2021/2/2
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The beginning of communicative competence
The term “communicative competence” was coined by Dell Hymes (1967,1972), a sociolinguist who was convinced that Chomsky’s notion of competence was too limited. According to Hymes, Chomsky’s “rule-governed creativity” that so aptly describes a child’s mush-rooming grammar at the age of 3 or 4 did not account sufficiently for the social and functional rules of language.
Development of communicative competence
In Canale’s definition, four different components make up the construct of communicative competeTnhcee.first two cate1). Grammatical competence: It encompagsosreises“rkenfolewcltetdhgee of lexical items and of rules of morphoulsoegoy,f styhnetlainx,guistic sentence-grammar semantics and phosnyosltoegmy”it.self. 2). Discourse competence: It is the ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. Differences between 1) and 2): The former focuses on sentence level grammar. While the latter is concerned with intersentential relationships.
Development of communicative competence
CALP
BICS
TThheeddimiffeenrseinonceobfeptrwoefeicnieCnAcyLP andItBisICthSe:cCoummmmuinnisca(t1i9v8e1) inlawtehricmhotdhiefileedarhnisernomtiaonnipouf-CALPcaapnadcBitIyCthSaitnatlhl echfoilrdmreonf lactoenstoerxtr-erfeldecutcseudpaonndthcoenstuerx-t-embaecdqdueidrecoinmomrduenrictaotiboena, ble fawcheeorfeftehaetufroersmoefrlarensgeumabgeles CALtPoafnudnctthioenlaitntedraBilIyCinSt,ebru-t owutistihdtehoefatdhdeeimd dmimedeinatseioinn-of conspideerrsionngatlheexcchonantegxets.in which telarpnegrusaogneailscuosnetdex. tF.oIrt eisxample, a good share of classroom, wshcahtoloela-orrnieernsteodftleannugsueaigne is context-reduced, while face-toclfaascserocoommmexuenricciasteisonanwditthesptseople is context-embedded. that focus on form.
Body of communicative competence
On defining communicative competence
Pragmatics Language functions
Discourse analysis
Styles and registers Language and gender
The beginning of communicative competence
Then, communicative competence is that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. Savigon notes that “communicative competence is relative, not absolute and depends on the cooperation of all the participants involved.” It is not so much an intrapersonal construct as we saw in Chomsky’s early writings but rather a dynamic, interpersonal construct.
Nonverbal communication
Communicative language teaching
On defining communicative competence
The beginning of communicative competence The development of communicative competence Some newer views about communicative competence
Chapter 9 Communicative competence
Supervisor: Liu Baining Reporter: Lang Qian
Communicative competence
Brief introduction Body
Summary Discussion
Brief introduction
action.”
speaker possesses and uses
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4). Strategic competence: ICfnraosnmhaolterhtaea,snisetodpiesShxitwpshtlaieacianctao(e1dtmi9osp8tnr0east:te3ewgn0eic)ce uidvktmheneorsdpocbueewragrrilhlfbtyehcteicoadnotmtfgksaatmnorlsluoauacwrtnorealigmecsbidaicimntgliicgetuooy,onnmautisncopttadremotatfiteoatoanenkgscpeusiecucetrsoorstrateimmasaslptiothzipmtaeneheaigsut’rtecensicsenomei“,scscrmtvatetamroat.emyiaiOroncatnbburoeysaenttgpaorblieacscmeaataawelnalegtldkisiietmeoehdsnnaaooinfnnt-o tachocrtmoioupngethteon“cpcoeam.rIapnpehnfarscaatts,eessft,orcaritrbecrgueicmakclpdorcmoouwdptuniecostnesin,enercmceopimresrttemihtsieusotnnibi,lcea. tion