1、Foreign Language Teaching MethodologyChapter OneGeneral Introduction to Foreign Language Teaching Methodology/Key Points (学习要点 )The goal of foreign language teaching the goal is to help the learner master the target language in theshortest possible time/ What do we mean by mastering the target langu

2、age? We mean that the learner is able tohave successful communications with others in the target language/1/ The Nature of FLTM （外语教学法的性质）Foreign language teaching methodology (FLTM) is a science which studies the process and patterns of foreignlanguage teaching/ Its aim is to reveal (show) the natu

3、re and laws of foreign language teaching/ It involves(includes) a lot of disciplines such as linguistics/ psychology/ psycholinguistics and sociolinguistics/ Therefore/we say that FLTM is an inter-disciplinary science and it makes use of many subjects/2/ Theories of Linguistics （语言学理论）1) Traditional

4、 linguistics （传统语言学）Traditional linguistics has a tradition of more than 2000 years/ It was started by the Greeks in the fifth centuryB/C/The two controversies on the relations between form and meaning (A) The naturalists argued that the formsof words reflected directly the nature of objects while t

5、he conventionalists thought that language was conventionaland there was no logic connection between form and meaning of words/ (B) The other was between the analogists（类比推理派） and anomalists（变异派） the analogists thought that language in general was regular andthere were rules for people to follow whil

6、e the anomalists thought that language was basically irregular and thatwas why there were so many exceptions and irregularities in the Greek language/Nature of traditional linguistics Traditional linguistics was practical in nature/ People made a study oflanguage in order to understand the classic w

7、ords of ancient times and to teach students/ They gave often took aprescriptive approach when they discussed rules of language/2) American structuralism （美国结构主义语言学）American structuralism started at the beginning of the 20th century in America/ It became popular andinfluential in the 1930s and 40s th

8、rough the world/The two forerunners of structuralism are Franz Boas and Edward Sapir/ Fronz Boas found that the traditionalgrammatical model could not be used to analyze the structures of those languages/ Sapir found that althoughIndians languages had no written forms/ they were very communities/ Th

9、e father of American structuralism isLeonard Bloomfield/ He accepted the theories and principles of behaviourism/ He characterized language andlanguage acquisition in terms of behaviorist terminology/ He thought language was a habit of verbal behaviorwhich consisted of a series of stimuli and respon

10、ses/He argued that to acquire a language was to form a habit ofverbal behavior and learning a second language was learning a new habit/ He thought that speech was primaryand writing was secondary/3) Transformational generative linguistics （转换生成语言学）The transformational generative linguistics was firs

11、t put forward by Noam Chomsky in 1957/ He wrote a bookSyntactic Structures to spread his theory/His main points Chomsky assumesthat children are born with a language acquisition device (LAD)/ This ismade up of general principles called universal grammar/ Once the child is born/ the particular langua

12、geenvironment will trigger the LAD/ The child will use and test the principles again and again until his hypothesesagree with the actual grammar of the language/ Chomsky has also made the distinction between linguisticcompetence and linguistic performance/ Linguistic competence refers to the interna

13、lized knowledge that at nativespeaker of that language possesses/Linguistics performance refers to the actual utterance produced by the nativespeakers/Chomskey believes that linguistics should study the linguistics competence/ not the performance/ of thenative speaker so as to set up a system of rul

14、es that will generate an infinite number of grammatical sentences/Inorder to gain the goal/ Chomsky argues that we should use a deductive/ hypothesis-testing approach should beused/4) Functional linguistics （功能语言学）The functional linguistics develops from the London School of linguistics and the prec

15、ursor (先锋 ) of it wasBronislaw Malinowski/ Malinowski concslusion is that “ thme eaning of any single word is to a very high degreedependent on its context/ And”an utterance has no meaning at all if it is out of the context of situation/ It wasMalinowski who created the phrase“ contexotf situation ”

16、/J/ R/ Firth/ a linguist/ approached the context of situation from a different point of view/ He acceptedMalinowski viewsand he thought the meaning of linguistic items depends on the context of situation/ Firth smain approach to the notion of function in context was by means of concept system（引入语境系统

17、） / He believesany linguistic item has got two sets of context/ the context of the other possible choices in a system and thecontext where the system itself occurs/ People refer to his theory as system-structure theory（系统结构理论） /Halliday developed Firth thesory of systemic linguistics and made progre

18、ss in the study of context/ Hethought linguistic events should be accounted for at three primary levels/ substance/ form/ and context/ Thesubstanceis the material of language which can be phonic or grahic（实体指可以发音或用符号表示的语言材料）/ The form is the organization of the substance into meaningful event（s 形式指把

19、实体***成有意义的活动） /The context is the relation of the form to non-linguistic features of the situations in which the language operates/and the relation of form to linguistic features other than those of the item under attention/ He also said thatlanguage has formal meaning and context meaning/ The formal

20、 meaning of a linguistic item is its operation in thenetwork of formal relations/ The contextual meaning of an item refers to its relation to extra textual features/ i/e/the context/ Halliday thought a particular situation type consists of three dimensions/ the ongoing social activity/the role relat

21、ionship involved/ and the symbolic or rhetorical channel/ He called these three dimensions “ field ”/“ tenorand”“ mode语”场(、语旨、语式 )/ He believes that there is a systematic relationship between the contextand the text/3/Theories of Psychology and Second Language Acquisition (心理学理论与第二语言（外语）习得理论 )1) The

22、ories of psychology (心理学理论 )The first laboratory of experimental psychology was set up at the University of Leipzig/ Germany/ in 1897/ Itannounced the official birth of psychology/ It was opened by Wilhelm Wundt/(1) Gestalt psychology (格式塔心理学 )Gestalt psychology was founded by a group of German psyc

23、hologists in the 1920s/ Their research wasfocused on the area of perception/ aiming at the study of the relationship between parts and whole in people sperception experience/ They found that people perceived objects and scenes as organized wholes before they1noticed their component parts/ They used

24、the word Gestalt/ which means “ organizesdhape o”r “ wholeform ”inEnglish/ to name their school of psychology/ They argued that an object was not the sum of the individual parts/For example/ an article is not the sum of individual words that make up the article/ So people mi nsd should beunderstood

25、in terms of a whole/(2) Psychoanalysis (精神分析 )Psychoanalysis is theory of the mind put forward by Sigmund Freud/ Freud found that many of his patients mental problems were caused by some disturbing events in their early childhood/ But the patients could notremember these disturbing events/ The part

26、of the mind which is out of the reach of consciousness was called byFreud the subconscious mind/ which was the most important concept in psychoanalysis/ Freud divided the mindinto conscious and unconscious mind and he was the first to study unconscious mind/ Freud believed the contentsof the unconsc

27、ious mind consist of buried memories and instinctive wishes and will influence the activities of theconscious mind/ The basic approach of Freud was to analyze the irrational behavior of the patients/ including theirdreams and slips of the tongue/(3) Behaviourism (行为主义 )In 1913/ the American psycholo

28、gist John B/ Watson published an article “ Psychologyas the BehavriouristView it ”T h/e article was regarded asa formal introduction to behaviourism/ Watson did a lot of experiments withnonhuman animals and animal beshaviours without any consideration of the animal minsd/ The goal ofpsychology set o

29、ut in his article was to understand the environmental conditions that would cause and animal tobehave in a particular way/ According to Watson/ there was no fundamental difference between human behaviourand that of other animals/ Watson idesas were accepted by many psychologists/ The dominant positi

30、on ofbehaviourism was maintained until the mid-1960s/The leader of behaviourism was Skinner/ He developed a new kind of apparatus for studying learning inanimals and a new way of describing the learning process/ Watson thesory is called classic behaviourism whileSkinner theosry is called neo-behavio

31、urism/The early behaviourists focused the attention on the topic of learning and they tried to characterize learningin terms of stimuli and response/ Stimuli are observable events in the world that affect behaviour and responsesare observable behavioural acts/ Skinner argued that learning process co

32、uld be divided into two kinds/ classicalconditioning and operant conditioning/ Classical conditioning In classical conditioning a stimulus that did notelicit a response comes to elicit a response after it is parried several times with a stimulus that already elicited aresponse/ Operant conditioning

33、By operant conditioning the occurrence of a response will be determined bythe consequencesof the response/ For example/ we look up a word in a dictionary because we can find out themeaning of the word in it/(4) Cognitive psychology (认知心理学 )The term cognition means knowledge and “ cognitivepsychology

34、 can”be defined as the study of people sability to acquire/ organize/ remember and use knowledge to guide their behaviour/ The most important factor thathas made cognitive psychology the dominant approach is the development of the computer technology/ The brainworks in a similar way to process it an

35、d sends it out as behaviour actions/The American linguist Noam Chomsky greatly influenced cognitive psychology/ In his book SyntaxStructure (1957) Chomsky argued that language should be viewed as a system of mental rules which are wiredinto the brain as a result of evolution/ Cognitive psychologists

36、 maintain that all the relationship among stimuli/2responsesand consequencesare learned and are integrated into the animal kn oswledge/There are two principal types of cognitive structures schemas and concepts/ Schemasrefer to sets of rulesthat define particular categories of behaviour/ Concepts are

37、 rules that describe properties of events and theirrelation with one another/ Children acquire schemas and concepts by interacting with their environment with thehelp of two processes assimilation and accommodation/Assimilation refers to the processesby which new item are added to a concept or schem

38、a/ Accommodationrefers to the processby which the existing concept or schema is changed on the basis of new information/2) Theories of Second Language Acquisition (第二语言习得理论 )(1) The habit-formation theory (习惯形成说 )The habit-formation theory comes from the behaviourist psychology and was very popular

39、in the 1950s and60s/ According to behaviourists/ learning a second language means the formation of a new set of linguistics habits/Imitation and practice play an important role in the process of habit-formation/ According to the habit-formationtheory/ the old habit mother tongue of the learner will

40、either facilitate or get in the way of the secondlanguage learning/ Negative transfer means the learner transfers the ways of expression in the mother tongue tothe target language/ This will causeerrors/(2) The hypothesis of linguistic universals (语言共性说 )It is believed that there exist certain lingu

41、istic properties which are true to all the natural languages in theworld/ The hypothesis of linguistic universals is born of the study of linguistic universals/ Core grammar andperipheral grammar/ Chomsky divides the grammar of a natural language into core grammar and peripheralgrammar/ According to

42、 him/ human beings are born with a language acquisition device which consists of a set ofgeneral principles/ The core grammars of nature language aggress with the inborn set of general principles whilethe peripheral grammar can not be governed by the language acquisition device/ The core grammar agr

43、ees withthe inborn general principles and is much easier to learn/(3) The acculturation theory (文化认同说 )The meaning of the theory/ By acculturation they mean that individuals of one culture have to go through theprocess of modification in attitudes/ knowledge/ and behaviour in order to function well

44、in another culture/ Itinvolves social and psychological adaptations/The relation between acculturation and second language acquisition/ The degree of acculturation will controlthe degree of second language acquisition/ Factors which determine the degree of acculturation success/ Thesocial and psycho

45、logical distance plays a decisive role in acculturation success/ Negative psychological factorsthat will increase the psychological distance/ language shock/ culture shock/ low motivation and high egoboundaries/(4) The discourse theory (话语交际说 )The discourse theory was put forward by Hatch in the lat

46、e 1970s/ it was developed from Halliday theo rsy offirst language acquisition/ The theory believes there is little difference between the first language acquisitionprocess and the process of second language acquisition only through communication discourses/ The theoryincludes five hypotheses/(5) The

47、 monitor theory (自我监测说 )The monitor theory was put forward by Krashen in the late 1970s/ The theory consists of the following fivehypotheses/31 The acquisition-learning hypothesis (习得与学习假说 )The theory claims that adult learners of a second language have two ways of developing their competence acquis

48、ition and learning/ The basic distinction between language acquisition and language learning is whether thelearner pays a conscious attention to the rules of the target language/ Acquisition refers to the subconsciousprocess in which learners develop their language proficiency/ Learning refers to th

49、e conscious process in whichlearners acquire the knowledge of rules of the target language/2 The monitor hypothesis (自我监测假说 )Different functions According to Krashen/ acquisition is responsible for the fluency of the utterancesproduced by speakerswhile learning is responsible for the accuracy of the

50、 speechesor passages/Three conditions In order to perform this monitor function/ language learners have to satisfy at least threeconditions/ sufficient time to monitor his production/ to have his focus on form/ and to have clear knowledge ofthe target language/3 The natural order hypothesis (自然次序假说

51、)Same order This hypothesis claims the that foreign language learners acquire the rules of the targetlanguage in the same order no matter where/ when and how they are learning the language/Speed In Krashen poinst view/ language teaching cannot change the natural order of language acquisition/It can only facilitate the speed of acquisition/4 The input hypothesis (输入假说 )Language input and language acquisition According to Krash