目錄

內(nèi)容簡介

目錄

第1章第二語言教學(xué)和學(xué)習(xí)的概念基礎(chǔ)

1.1復(fù)習(xí)筆記

L2課后習(xí)題詳解

1.3考研真題與典型題詳解

第2章第二語言教學(xué)和學(xué)習(xí)的經(jīng)險基礎(chǔ)

2.1復(fù)習(xí)筆記

2.2課后習(xí)題詳解

2.3考研真題與典型題詳解

第3章第二語言教學(xué)與學(xué)習(xí)從傳統(tǒng)走向當(dāng)代

31復(fù)習(xí)筆記

3.2課后習(xí)題詳解

3.3考研真題與典型題詳解

第4章語言

4』復(fù)習(xí)筆記

4.2課后習(xí)題詳解

4.3考研真題與典型題詳解

第5章學(xué)習(xí)者

5.1復(fù)習(xí)筆記

5.2課后習(xí)題詳解

5.3考研真題與典型題詳解

第6章學(xué)習(xí)過程

6.1復(fù)習(xí)筆記

6.2課后習(xí)題詳解

63考研真題與典型題詳解

第7章聽

71復(fù)習(xí)筆記

7.2課后習(xí)題詳解

73考研真題與典型題詳解

第8章說

8.1復(fù)習(xí)筆記

8.2課后習(xí)題詳解

8.3考研真題與典型題詳解

第9章閱讀

9.1復(fù)習(xí)筆記

9.2課后習(xí)題詳解

9.3考研真題與典型題詳解

第10章寫

10.1復(fù)習(xí)筆記

10.2課后習(xí)題詳解

10.3考研真題與典型題詳解

第1章第二語言教學(xué)和學(xué)習(xí)的概念基礎(chǔ)

1.1復(fù)習(xí)筆記

第一章重點介紹人本主義心理學(xué)的學(xué)習(xí)理論和據(jù)此提出來的“以學(xué)生為中心”和“以任務(wù)為

基礎(chǔ)”的教學(xué)方式。

本章要點：

I.Thehumanisticandexperientiallearning

人本主義與經(jīng)驗主義學(xué)習(xí)

2.CommunicativelanguageteachingTask-basedlanguageteaching

交際型教學(xué)法與任務(wù)型教學(xué)法

3.Lcarncr-centcrcdeducation

“以學(xué)生為中心”的教學(xué)

4.Differencebetweeninductivelearninganddeductivelearning

演繹學(xué)習(xí)與歸納學(xué)習(xí)的區(qū)別

本章考點：

1.教學(xué)流派：經(jīng)驗主義學(xué)習(xí)的不同觀點；

2.教學(xué)法：交際法與任務(wù)型教學(xué)法的定義及特征；任務(wù)與練習(xí)的區(qū)別；任務(wù)設(shè)計的原則;

3.教學(xué)：“以學(xué)習(xí)者為中心”的教學(xué)理論；

4.學(xué)習(xí)：演繹學(xué)習(xí)與歸納學(xué)習(xí)的特征；學(xué)習(xí)者與學(xué)習(xí)過程。

本章內(nèi)容索引：

I.Thehumanistictraditionvs.experientiallearning

1.Competingconceptsofeducation

2.Humanismandexperientiallearning

3.Inductiveanddeductivelearning

II.Communicativelanguageteaching

I.Reconceptualizinglanguage

2.Tailoringcoursestolearners

IIILcamer-ccntcrcdeducation

1.Defininglearner-centeredness

2.Learnerinvolvementinthelearningprocess

3.Learner-centeredness

IV.Negotiatedcurricula

1.Learnercontributionsofthelearningprocess

2.Movinglearnersalongthenegotiationcontinuum

V.Task-basedlanguageteaching

1.Definingtask

2.Taskversusexercise

3.Principlesoftaskdesign.

(1)Theauthenticityprinciple;

(2)Thefbrm/functionprinciple;

(3)Thetaskdependencyprinciple.

I.Thehumanistictraditionvs.experientiallearning

【考點：教學(xué)思想的爭論】

1.Competingconceptsofeducation

(1)Educationisamatterofmakingmeaningfbrthelearnerontheonehand,and

(2lEducationistofacilitatetheprocesswherebylearnersmaketheirownmeaning.

2.Humanismvs.experientiallearning

【考點；經(jīng)驗主義的學(xué)習(xí)觀點】

(1)Humanism

(2)Experientiallearning

①facilitatespersonalgrowth;

②helpslearnersadapttosocialchange;

③takesintoaccountdifferencesinlearningability;

④isresponsivebothtolearnerneedsandpracticalpedagogicalconsiderations.

3.Inductivevs.deductivelearning

【考點：區(qū)別演繹學(xué)習(xí)和歸納學(xué)習(xí)】

(1)Deductivelearning

Aprocessofaddingtoourknowledgebyworkingfromprinciplestoexamples;

(2)Inductionlearning

Oneworksfromexamplestoprinciples,rules,andgeneralizations.

II.Communicativelanguageteaching(CLT)

【考點：交際法的概念及興起的因素】

1.Reconceptualizinglanguage

Languagewasseenasasystemfortheexpressionofmeaningratherthanasasystemofabstract

syntacticrules.

2.Tailoringcoursestolearners

(1)Differentlearnershavedifferentcommunicativerequirements;

(2)Thecontentofthecurriculumandlearningprocessesshouldreflecttheinsight.

III.Learner-centerededucation

【考點："以學(xué)習(xí)者為中心”的定義】

I.Defininglearner-centeredness

Inalearner-centeredclassroom,keydecisionsaboutwhatwillbetaughthowitwillbetaught,

whenitwillbetaught,andhowitwillbeassessedwillbemadewithreferencetothelearner,

2.Learnerinvolvementinthelearningprocess

3.Learner-centeredness:anotherdimension

IV.Negotiatedcurricula

1.Learnercontributionsofthelearningprocess

Whenlearnershadanopportunitytocontributetothecontentofthelesson,whichwasthe

contentthatlearnerswouldclaimtohavelearned.

2.Movinglearnersalongthenegotiationcontinuum

Step1:Makeinstructiongoalscleartolearners

Step2:Allowlearnerstocreatetheirowngoals

Step3:Encouragelearnerstousetheirsecondlanguageoutsidetheclassroom.

Step4:Raiseawarenessoflearningprocesses

Step5:Helplearnersidentifytheirownpreferredstylesandstrategies

Step6:Encouragelearnerchoice

Step7:Allowlearnerstogeneratetheirowntasks

Step8:Encouragelearnerstobecometeachers

Step9:Encouragelearnerstobecomeresearchers

V.Task-basedlanguageteaching

【考點：任務(wù)型教學(xué)法的定義；任務(wù)與練習(xí)的區(qū)別；設(shè)計任務(wù)的原則】

1.Definingtask

(1)Ataskisapieceofworkundertakenfbroneselforforothersifreelyorforsomereward4

(2)Ataskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstanding

language.

2.Taskvs.exercise

(1)Ataskhasanonlinguisticoutcome,whileanexercisehasalinguisticoutcome.

(2)Dimensionsoftask

①Language

②Procedure

③Learner

④learningprocess.

3.Principlesoftaskdesign.

(1)Theauthenticityprinciple;

(2)Theform/functionprinciple;

(3)Thetaskdependencyprinciple.

1.2課后習(xí)題詳解

QUESTIONSANDTASKS

1.Whattwocompetingviewsofeducationarepresentedinthefirstsectionofthechapter?

【答案】(1)Thefunctionofaneducationalsystemisthetransmissionofareceived

bodyoffacts,values,andproceduresforconceptualizingandaddingtothatbodyof

knowledge.(2)Thefunctionofaneducationalsystemistocreatetheconditionswherebylearners

mightgeneratetheirownskillsandknowledge.

2.Inyourview,whatarethethreemostimportantpointsaboutexperientiallearningmadeinthe

chapter?

【答案】(1)Itfacilitatespersonalgrowth;(2)Ittakesintoaccountdifferencesin

learningability;(3)Itisresponsivebothtolearnerneedsandpracticalpedagogicalconsiderations.

3.Whatisthedifferencebetweeninductivelearninganddeductivelearning?

【答案】(1)Deductivelearningisaprocessofaddingtoourknowledgebyworking

fromprinciplestoexamples;⑵Ininduction,oneworksfromexamplestoprinciples,rules,and

generalizations.

4.Whatiscommunicativelanguageteaching,andwhatfactorsledtoitsemergenceinELT?

【答案】(1)Communicativelanguageteachingregardslanguageasasystemfor

expressingmeanings。)Theinsightthatthereoughttobedifferentsyllabusesfordifferent

learnersledtotheemergenceinELT.

5.Identifytwodifferentsensesinwhichthetermleamer-centcredcanheused.

［答案］(1)Alearning-centeredclassroomisdesignedtoenablethelearnertomake

criticalpedagogicaldecisionsbysystematicallytrainingthemintheskillstheyneedtomake

suchdecisions;(2)Alearning-centeredclassroomisconsistentwithaparticularlineofsecond

languageacquisitionresearchthatsuggestsacquisitionisfacilitatedwhenopportunitiesfor

learnerstointeractaremaximized.

6.Wouldalearner-centeredapproachworkinyoursituation?Whyorwhynot?

【答案】Suggestedreasons;Theconceptoflearner-centerededucationhasbeen

controversialinoursituation,mainlybecauseitissusceptibletomultipleinterpretations.Some

teachersreactnegativelytotheconcept,becausetheyfeelthat,implicitinthenotion,isa

devaluingoftheirownprofessionalroles.Othersbelievethatitinvolveshandingovertothe

learnerdutiesandresponsibilitiesthatrightlybelongtotheteacher.

7.WhichoftheprinciplesofadultlearningarticulatedbyBrundageandMacKeracherdoyou

agreewith?Whichdoyoudisagreewith?Howdotheprinciplesrelatetoahumanistic,

experientialviewofeducation?

【答案】

(11Agree:

①Adultswhovaluetheirownexperienceasaresourceforfurtherlearningorwhoseexperience

isvaluedbyothersarebetterlearners;

②Adultslearnbestwhentheyareinvolvedindevelopinglearningobjectivesforthemselves

thatarecongruentwiththeircurrentandidealizedself-concept.

③Adultshavealreadydevelopedorganizedwaysoffocusingon,takingin,andprocessing

information.Thesearereferredtoascognitivestyle.

④Thelearnerreactstoallexperienceashe/sheperceivesit,notastheteacherpresentsit.

⑤Adultsenterintolearningactivitieswithanorganizedsetofdescriptionsandfeelingsabout

themselvesthatinfluencesthelearningprocess.

(2)Disagree:

①Adultsaremoreconcernedwithwhethertheyarechanginginthedirectionoftheirown

idealizedself-conceptthanwhethertheyaremeetingstandardsandobjectivessetforthemby

others.

②Adultsdonotlearnwhenoverstimulatedorwhenexperiencingextremestressoranxiety.

③Thoseadultswhocanprocessinformationthroughmultiplechannelsandhavelearnthowto

learnarethemostproductivelearners.

④Adultslearnbestwhenthecontentispersonallyrelevanttopastexperienceorpresent

concernsandthelearningprocessisrelevanttolifeexperiences.

⑤Adultslearnbestwhennovelinformationispresentedthroughavarietyofsensorymodesand

experienceswithsufficientrepetitionsandvariationsonthemestoallowdistinctionsinpatterns

toemerge.

(3lThisliststronglyreflectsthehumanisticandexperientialtraditionsthatemphasizethe

constructiveroleofthelearnerwithinthelearningprocess.

8.Doyouagreewiththeassertionthatthereisadegreeofnegotiationineveryclassroom?Think

ofaclassthatyoutaught,observed,ortookpartinasalearnerinwhichnegotiationoccurredand

givethreetofiveexamplesofnegotiation.

【答案】

Therearelevelsanddegreesofnegotiation.

Example:T:Oneofthethings,er,wepracticeinthiscourse...is...orsomeofthethingswe

practicearelearningstrategies.Andoneofthelearningstrategiesthatwillhelpyoulearnnew

wordsisthelearningstrategyof“classifying"，Doyouknowwhatclassifyingmeans?

Ss:Nono

T:Haveyouheardthiswordbefore?

Ss:No

T:Classifyingmeansputtingthingsthataresimilartogetheringroups.OK?SoifIsaid,er,I

wantallofthegirlstogodowntothatcorneroftheroom,andalltheboystogointothiscorner

oftheroom,Iwouldbeclassifyingtheclassaccordingtotheirsexortheirgender.WhatI'dlike

youtodonowinTask5istoclassifysomeofthewordsfromthelistinTask4.OK?[Inthe

precedingtask,studentshadreadapostcardandcircledthewordsthatdescribepeople.They

werethengivenathree-columntablewiththeheadings:"color","age”,and"size”.]

9.Identifythreedifferencesbetweena“traditional”anda“task-based”languageclassroom

【答案】(1)Anemphasisonlearningtocommunicatethroughinteractioninthetarget

languageinautask-basedvlanguageclassroom.⑵Theintroductionofauthentictextsintothe

learningsituationina44task-based^^languageclassroom.(3)Provisionofopportunitiesfbr

learnerstofbcus,notonlyonlanguageitself,butalsoonthelearningprocessina"task-based”

languageclassroom.

10.Studyaunitofworkfromatextbookthatyouarefamiliarwith.Identifywaysinwhichthe

unitcanbemodifiedtogivelearnersanopportunitytomakechoicesanddecisions,and

contributetheirownideas.

【答案】

Example:

Studythefollowingextracts.Oneisapieceofgenuineconversation,theotheristakenfroma

languageteachingtextbook.WhatdifferencescanyouseebetweentheIwoextracts?What

languagedoyouthinkthenonaulhenlicconversationistryingtoleach?Whatgrammarwould

youneedinordertotakepartintheauthenticconversation?

Text1

A:Excuseme,please.Doyouknowwherethenearestbankis?

B:Well,theCityBankisn'tfarfromhere.Doyouknowwherethemainpostofficeis?

A:No,notreally.Tmjustpassingthrough.

B:Well.Firstgodownthroughthisstreettothetrafficlight.

A:OK.

B:Well.Firstgodownthroughthisstreettothetrafficlight.

Text2

A:HowdoIgettotheKensingtonRoad?

B:WellyougodownFullartonRoad...

A:...what,downOldBelair,andaround...?

B:Yeah.Andthenyougostraight...

A;...pastthroughthehospital?

B:Yeah,keepinggoingstraight,pasttheracecoursetotheroundabout.Youknowthebig

roundabout?

Text1

A:OK.

B:ThenturnleftandgowestonsunsetBoulevardforabouttwoblocks.Thebankisonyour

right,justpastthepostoffice.

A;Allright.Thanks!

B:You'rewelcome.

[Ihavenotacknowledgedthesourceofthisextract,becauseIdonotwishtoappeartobe

criticizingthetextfromwhichitwasextracted.Itiscitedhereforcontrastivepurposesonly.]

Text2

A:Yeah.

B:AndKensingtonRoad'sofftotheright.

A:What,offtheroundabout?

B:Yeah.

A:Right.

Thedisparitybetweencontrivedandauthenticdatacanbeseenintheaboveextractsthat,

themselves,havebeenturnedintoaclassroomtask.Theadvantageofusingauthenticdataisthat

learnersencountertargetlanguageitems(inthecaseoftheexamplebelow,comparative

adjectivesandadverbs)inthekindsofcontextswheretheynaturallyoccur,ratherthanin

contextsthathavebeenconcoctedbyatextbookwriter.Ultimately,thiswillassistlearners

becausetheywillexperiencethelanguageitemininteractionwithothercloselyrelated

grammaticalanddiscourseelements.

11.Designalinksequenceoftasksusingtheideaspresentedinthefinalsectionofthechapter.

【答案】

(1)Pre-taskphase;

?Ongeneralcognitivedemandsofthetask

②Anemphasisonlinguisticfactors

③Supportinglearnersinperformingatasksimilartothetasktheywillperformintheduring-

taskphaseofthelesson

④Non-taskpreparationactivities:brainstorming;mindmap

⑵While(During)-taskphase;

?Structure;whole-classvs.smallgroupwork;individualorinteraction

②Setatimeforcompletingthetask.

③Varythenumberofparticipants.

④Introduceasurpriseelement.

⑤Tellstudentstheywillhavetopresentareporttothewholeclass.

⑥Pairandgroupworkareseenascentraltotask-basedteaching

(3)Post-taskphase

①Toprovideanopportunityforarepeatingperformanceofthetask

②Toencouragereflectiononhowthetaskwasperformed

③Toencourageattentiontoform

12.Carryoutasurveyofyourstudentsandcolleaguesliketheoneonpage33.

【答案】

Example:

Imaginethatyouaregoingasanexchangestudenttoanothercountry.Completethefollowing

survey(checktheappropriatespaceunderthe'YOU'column.)

YOUYOURPARTNER

Thiswouldbotherusalotalittlenotatallalotalittlenotatall

a.theweather___——

b.thefood___

c.gettingaround

d,tipping___

e.language___

￡socialcustoms——

g.beingawayfromhome___

h.meetingpeople__

i.moneymatters

j.shopping___

1.3考研真題與典型題詳解

I.Fillintheblanks.

1.Ataskhasaoutcome,whileanexercisehasaoutcome.

2.Threeimportantprinciplesoftaskdesignare,and.

3.Inlearning,thelearner'simmediatepersonalexperiencesaretakenasthepointof

departurefordecidinghowtoorganizethelearningprocess.

4.Thefouressentialdimensionsoftaskarelanguage,,,andlearningprocess.

【答案】

1.nonlinguistic,linguistic

2.theauthenticityprinciple;theform/functionprinciple;thetaskdependencyprinciple

3.experiential

4.procedure,learner

II.TrueorFalse

1.Behaviorismviewslearningastransmissionofknowledge.

【答案】T

【解析】行為主義以刺激-反應(yīng)理論為基礎(chǔ)。

2.Constructivismviewslearningastransformationoflanguage.

【答案】T

【解析】建構(gòu)主義認(rèn)為學(xué)習(xí)者積極建構(gòu)知識。

3.Inexperientialmodel,learnersarerelativelypassiverecipientofinformation.

【答案】F

【解析】經(jīng)驗學(xué)習(xí)模式強調(diào)學(xué)習(xí)者的主觀能動性。

4.Traditionalmodelemphasisonteacher'sauthority.

【答案】T

【解析】傳統(tǒng)教學(xué)模式強調(diào)教師的作用。

III.Explainthefollowingterms

1.leamer-centeredness

【答案】Itisamatterofeducatinglearnerssothattheycangraduallyassumegreater

responsibilityfortheirownlearning.

2.Inductivelearning

【答案】Ininduction,oneworksfromexamplestoprinciples,rules,and

generalizations.

3.Deductivelearning

【答案】Deductivelearningisaprocessofaddingtoourknowledgebyworkingfrom

principlestoexamples.

4.Task

［答案］Ataskisapieceofworkundertakenforoneselforforothers,freelyorfor

somereward.

5.PedagogicalTask

［答案］It'sapieceofclassroomworkthatinvolveslearnersmcomprehending,

manipulating,producing,orinteractinginthetargetlanguagewhiletheirattentionisfocusedon

mobilizingtheirgrammaticalknowledgeinordertoexpressmeaning,andinwhichtheintention

istoconveymeaningratherthantomanipulateform.

IV.Shortanswerquestions

1.Howwell,inyouropinion,doestheword€4communication^^representthefunctionofhuman

language?（北二外2008研）

［答案］Weuselanguageforanalmostinfinitenumberofpurposes,fromwriting

letterstogossipingwithourfriends,makingspeechesandtalkingtoourselvesinthemirror.But

theprimaryfunctionoflanguageistotransmitinformationandtoconveycommands,feelings

andemotions.Thatis,languageisatoolofcommunication.Theterm“communication”canbe

usedtocovermuchofthefunctionoflanguage.Thisfunctioncanbefurtherdividedintomore

specificfunctions,suchasphaticfunction/communion,directivefunction,informativefunction,

interrogativefunction,expressivefunction,evocativefunction,perfonnativefunctionetc.

2.WhatarethefourobviousbarrierstoadultL2acquisition?（浙江大學(xué)2003研）

【答案】Avarietyofexplanationshavebeenpulforwardfortheapparentdeclinedin

adults:physicalfactorssuchasthelossof“plasticity“inthebrainand^lateralization^ofthe

brain;socialfactorssuchasthedifferentsituationsandrelationshipsthatchildrenencounter

comparedtoadults;cognitivefactorssuchastheinterferencewithnaturallanguagelearningby

theadult'smoreabstractmodeofthinking;andinputfactorsthatadultsspendonlyafewhours

eachweekofschooltime,ratherthanviatheconstantinteractionexperiencedbyachild,witha

lotofotheroccupations.

3,Commentonthefollowingstatement;

“IlisbelievedthatSCHEMATA,meaningpacketsofstoredknowledge,playanimportantrole

inlanguageprocessing.”(武漢大學(xué)2009研)

【答案】

Schematahavethreedistinctfeatures.

1)Schematacanvaryconsiderablyintheinformationtheycontain,fromtheverysimpletothe

verycomplex.

2)Schemataarefrequentlyorganizedhierarchically;forexample,inadditiontoarathergeneral

restaurantschemaorscript,weprobablyalsohavemorespecificrestaurantschematafor

differentkindsofrestaurant(e.g.fast-foodplace,up-marketFrenchrestaurant,andsoon).

3)Schemataoperateinatop-downorconceptuallydrivenwaytofacilitateinterpretationof

environmentalstimuli.

Therearevariouscharacteristicsoflanguageprocessingwhichindicatethekeyroleplayedby

schematicandotherstoredknowledge.Forexample,languagecomprehensionfrequently

requiresustogofarbeyondtheliteralmeaningofthesentenceswereadorhear.Essential

informationisoftenonlyimplied,sothatitisnecessarytodrawtheinferenceinorderto

understandfullywhatisintended.Schemataleadpeopletodrawschema-relevantinferences

whichfacilitatecomprehensionbutwhichmayimpairmemory.Manyinferencesaredrawn

duringthecomprehensionprocess.Thereisalsoevidencethatretrievalprocessescanbe

systematicallyaffectedbythepriorknowledgeintheformofschemata.Therefore,theschemata

playaveryimportantroleduringthelanguageprocessing.

(本題考查第二語言習(xí)得過程中語言的處理和加工過程)

4.Discusstheinfluenceofmotivationonlanguageacquisition.

【答案】

Motivationinvolvestheaffectivestalesthalinfluencethedegreeofeffortthailearnersmaketo

Icanialanguage.Variouskindsofmotivationhavebeenidentified:instrumental,integrative,

resultative,andintrinsic.

Underinstrumentalmotivationlearnersmakeeffortstolearnalanguageforsomefunctional

reason,namely,topassanexamination,etc.Underintegrativemotivationlearnersidentifywith

anotherethnolinguisticgroup.Underresultativemotivationlearners*successinlearningmay

resultintheirenthusiasminlearningfurther.Intrinsicmotivationduetotheircuriosity,interest,

etc.mayforcelearnersholdingnodistinctattitudestowardsthetargel-languagegrouptodothe

learningtaskstheyareaskedto.

Motivationisahighlycomplexphenomenon.Thesefourtypesofmotivationshouldbeseenas

complementaryratherthanasdistinctandoppositional.Furthermore,motivationisdynamicin

nature;itisnotsomethingthatalearnerhasordoesnothavebutrathersomethingthatvaries

fromonemomenttothenextdependingonthelearningcontextortask.

5.Whatarethedifferentviewsofinputhypothesisandinteractionhypothesisondiscourse's

contributiontolanguageacquisition?

【答案】InputhypothesisproposedbyKrashen,holdsthatlanguageacquisitiontakes

placewhenalearnerunderstandsinputthatcontainsgrammaticalformsthatareat"i+1”(i.e.

arealittlemoreadvancedthanthecurrentstateofthelearner'sintcrlanguage).Inotherwords,

languageacquisitiondependsoncomprehensibleinput.InteractionhypothesisbyMichaelLong,

alsoemphasizestheimportanceofcomprehensibleinputbutclaimsthatitismosteffectivewhen

itismodifiedthroughthenegotiationofmeaning.

6.Whatarereal-worldtasksandpedagogicaltasks?Canyougivesomeexamples?

［答案］Areal-worldtaskisveryclosetosomethingwedoindailylifeorwork.For

example,studentsmaybeaskedtoworkingroups,discusshowthesportsfacilitiesintheir

schoolcanbeimproved(e.g.,buysomenewfacilities)andmakesomesuggestionstothe

headmaster.Thisisareal-worldtaskbecause由erearethingslikethisintherealworld.

Pedagogicaltasksarethoseactivitiesthatstudentsdointheclassroombutthatmaynottake

placeinreallife.Forexample,thestudentsworkinpairs.Eachisgivenapicture.Mostofthe

thingsinthepicturesarethesame,buttherearcsomedifferences.Thestudentsareaskedto

describetheirpicturetoeachotherandidentifythedifferences.Inthistask,thestudentsuse

languagetodosomething,thatis,toidentifydifferencesbetweentwopictures.Indoingthistask,

theyfocusonmeaningratherthanform,becausetheyarenotaskedtopractiseparticular

linguisticitems.Wesaythisisapedagogicaltaskratherthanareal-worldtaskbecauseindaily

lifewedonotnormallydothingslikethis.Itispedagogicalinthesensethatitisdesignedto

helpthestudentstolearnorreviewcertainlanguageknowledgeorskills.Thisdoesnotmean,

however,thatreal-worldtasksdonothaveanypedagogicalpurposes.

7.Whatarethemostimportanttasksforasyllabusdesigner?

【答案】Theprocessofsyllabusdesigninforeignlanguageteachingmainlyincludes

selectingandgradingwhatistobetaught.Aprocessofselectionmustbeundertakensince

learningthewholesystemofaforeignlanguageisneitherpossiblenornecessary.Selection

involvestwosubprocesses:First,therestrictionofthelanguagetoaparticulardialectand

register;andsecond,theselectionfromwithintheregisteroftheitemsthataretobetaught

accordingtocriteriasuchasfrequencyofoccurrence,learnabilityandclassroomneeds.The

wholeprocessofselectionmustbeappliedatalllevelsoflanguage,suchasphonology,grammar,

lexis,contexts(semanticandcultural,).Afteralistoflanguageitemshavebeenselected,the

nextprocessistoputthemintothemostappropriateorderforpracticalteachingpurposes.This

processisoftenreferredtoasgradingorsequencing,

8.Whataretheimportantfeaturesofataskasdefinedinatask-basedsyllabus?

【答案】

(llAtaskshouldhaveaclearpurpose.

(2)Ataskshouldhavesomedegreeofresemblancetoreal-worldevents.

(3)Ataskshouldinvolveinformationseeking,processingandconveying.

(4)Ataskshouldinvolvethestudentsinsomemodesofdoingthings.

(5)Ataskshouldinvolvethemeaning-focuseduseoflanguage.

(6)Ataskshouldendwithatangibleproduct.

V.Essayquestions

1.Isitpossibletoseparatesemanticsandpragmatics?Whyorwhynot?Whatarethe

implicationsofyouranswerforsecondlanguageteaching?(北外2005研)

【答案】

Thoughbothsemanticsandpragmaticshavetodowiththemeaningoflanguage^andlink

languagetotheworld,wethinkitispossibletoseparatesemanticsandpragmaticsinlinguistic

study.Semanticsisthestudyofliteralmeaningoflinguisticexpressions,particularlymeaningof

words,phrasesandsentences.Inusingthetermsenseratherthanreference,thefocusof

semanticsisonthewaypeoplerelatewordstoeachotherwithintheframeworkoftheirlanguage.

Pragmaticsstartsfromtheobservationthatpeopleuselanguagetoaccomplishmanykindsof

acts,broadlyknownasspeechactsthusitisthestudyofhowtodothingswithwordsorofthe

meaningoflanguageincontext.Thiskindofmeaninginpragmaticsusuallyreferstoas

speaker'smeaning,utterancemeaning,orcontextualmeaning.Itsinterpretationdependsmoreon

whothespeakerofthesentenceis,whotheheareris,whenandwhereitisused.Thusthe

distinctionbetweensemanticsandpragmaticsisclear:theformerismorecloselyrelatedtothe

wordsused,themoreconstant,inherentsideofmeanings;thelatterismorecloselyrelatedtothe

context,themoreindeterminateside,orsomethingextra.

Thefirstimplicationforsecondlanguagestudyinvolvestheappropriateuseofthetarget

language.Theteachingofaforeignlanguageinaclassroominvolvestwotypesofinstruction:

oneisinformationalandanalyticalandcanbediagrammedontheaxisofgeneralsemantic

informationaboutthelanguage.Butlanguagelearningalsohasacruciallyimportantskill

component,whichinvolvesthedevelopmentoftheabilitytousethelanguage,activelythrough

speakingandwritingandpassivelythroughlisteningandreading.Thisisthepragmaticturnin

secondlanguageteaching.Thelanguageuseshouldbeanalyzedinrelationtothecontextof

communication,andthatlanguageteachingandlearningshouldfocusontheappropriateuseof

thetargetlanguage,oralandwritten,accordingtosituationalandwidersocialcontext.

Thesecondimplicationisconcernedwithvocabularylearningandtranslation.Thelearningof

secondlanguage'svocabulariesinvolvestheunderstandingandmemoryoftheirmea