1. chapter 11 Linguistics and Foreign Language Teaching Lecturer: Rui Liu

2. Contents 1. Theories of Language and Language TeachingTheories of Language and Language Teaching 2. Syllabus DesignSyllabus Design 3. Error AnalysisError Analysis 4. TestingTesting

3. 1. Theories of Language and Language Teaching Traditional Grammar and Grammar Translation Method Traditional Grammar and Grammar Translation Method Structural Linguistics and the Audio- lingual Method Structural Linguistics and the Audio- lingual Method Transformational-generative Linguistics and Cognitive Approach Transformational-generative Linguistics and Cognitive Approach Functional Linguistics and Communicative Language Teaching Functional Linguistics and Communicative Language Teaching

4. 1. Theories of Language and Language Teaching Traditional Grammar and Grammar Translation Method Traditional Grammar -- correctness -- literary excellence -- Latin models -- written language

5. 1. Theories of Language and Language Teaching Traditional Grammar and Grammar Translation Method Grammar Translation Method -- Theoretical Assumptions Target language is primarily viewed as a system of rules to be observed in texts and sentences and to be related to first language rules and meanings. Language learning is regarded as intellectual activity which provides students with good mental exercises to develop their minds. It consists of little more than memorizing rules and facts by means of massive translation practice in order to understand and manipulate the morphology and syntax of the second language. The first language is maintained as the reference system in the acquisition of the second language.

6. 1. Theories of Language and Language Teaching Structural Linguistics and the Audio-lingual Method Key Features of Structural Linguistics -- opposite to traditional linguistics -- based on stimulus-response -- emphasis on learner’s automatisms for language forms -- useful for spoken language but still focus on grammar

7. 1. Theories of Language and Language Teaching Traditional Grammar and Grammar Translation Method Audio-lingual Method Theoretical Assumptions -- Language is speech, not writing; -- A language is what its native speaker says, not what someone thinks they ought to say; -- Languages are different; -- A language is a set of habits; -- Teach the language, not about the language; Features -- separation of the skills: listening, speaking, reading, writing, and graphic skills; -- the use of dialogues as the chief means of presenting the language; -- emphasis on certain practice techniques, imitation, memorization and pattern drills;

8. 1. Theories of Language and Language Teaching Traditional Grammar and Grammar Translation Method Audio-lingual Method -- Fundamental Skills (listening and speaking) -- Dialogues and Drills -- Reactive Audiolingualism reached its period of most widespread use in the 1960s and soon saw its decline.

9. 1. Theories of Language and Language Teaching Transformational-generative Linguistics and Cognitive Approach Transformation-generative Linguistics Treat language as a system of innate rules. Language learning is an activity of building and testing hypothesis. But at present, the influence of such a formal and abstract grammar remains limited in the field of language education.

10. 1. Theories of Language and Language Teaching Transformational-generative Linguistics and Cognitive Approach Cognitive Approach -- active role of learners in language learning process -- rules of grammar are psychologically real -- intellectual understanding and automatic control of the language -- active Cognitive approach, as a negative force against audiolingualism, has directed attention to theoretical and practical weakness of the earlier theory and has drawn attention to important aspects of language and language learning.

11. 1. Theories of Language and Language Teaching Functional Linguistics and Communicative Language Teaching Functional Linguistics Treat language as an instrument used to perform various functions in social interaction. Learning a language is learning a set of language functions which have direct relation to sentence forms. meta-functions in adult language: -- the ideational function, -- the interpersonal function, -- the textual function

12. 1. Theories of Language and Language Teaching Functional Linguistics and Communicative Language Teaching - Theory of communicative Competence -- Language learning should cultivate the ability to perform speech acts so as to take part in speech events effectively. -- It stresses the context in which an utterance occurs. - Communicative Language Teaching -- emphasis on meaning of language and the interdependence of language and communication -- activities promote learning; -- structure of language reflects its functional and communicative uses -- earner-centered -- main aim of language learning is to receive and convey meaningful messages CLT has become one of the most influential approaches in the world.

13. 2. Syllabus Design The Definition of Syllabus Major Factors in Syllabus Design Types of Syllabus

14. 2. Syllabus Design The Definition of Syllabus Syllabus is the planning of a course of instruction. It is a description of the course content, teaching procedures and learning experiences.

15. 2. Syllabus Design Major Factors in Syllabus Design The major factors in syllabus design are selecting participants, process and evaluation.

16. 2. Syllabus Design Types of Syllabus Structural syllabus is a syllabus for the teaching of a language which is based on a selection of the grammatical items and structures, e.g. tenses, grammatical rules, sentence patterns, which occur in a language and the arrangement of them into an order suitable for teaching. Situational syllabus is language used for communication. A syllabus which selects, organizes and presents language items based on situations, e.g. at the bank, at the supermarket, at home, etc. Notion-functional syllabus is directly influenced by Halliday’s functional grammar and Hyme’s theory of communicative competence. In language teaching a syllabus in which the language content is arranged according to the meanings a learner needs to express through language and the functions the learner will use the language for. Communicative syllabus aims at the learner’s communicative competence. Based on a notional-functional syllabus, it teaches the language needed to express and understand different kinds of functions, and emphasizes the process of communication. Fully communicative syllabus stresses that linguistic competence is only a part of communicative competence. What we should teach is communication through language rather than language for communication. Communicative-grammatical approach is perceived as a communicative approach coupled with grammar instruction.

17. 3. Error Analysis Error Analysis, Errors and Mistakes Attitudes to Errors Approaches to Error Analysis

18. 3. Error Analysis Error Analysis, Errors and Mistakes Error analysis: The study and analysis of the errors made by second language learners. It may be carried out in order to identify strategies used by learners, the causes of learners’ errors and information on common difficulties in language learning. Error: In the speech or writing of a second or foreign language learner, the use of a linguistic item (e.g. a word, a grammatical item, a speech act, etc.) in a way which a fluent or native speaker of the language regards as showing faulty or incomplete learning. Mistake: A mistake is made when the language is correct grammatically but improper in a communicational context.

19. 3. Error Analysis Attitudes to Errors -- The Structuralist View: Learners’ misuse of the target language may be grammatical, pragmatic or lapse. As to the attitudes to errors, the structuralist linguists follow the behavioristic view that to learn is to change old habits and build new habits. -- Post Structuralist View: The post-structuralists regard errors as evidence of the learning process. By making hypothesis about the target language, the learner arrives at a particular interlanguage. Then he modifies his hypothesis and goes towards the target language. Obviously, errors can be found at the stage of interlanguage.

20. 3. Error Analysis Approaches to Error Analysis -- Contrastive Analysis:The comparison of the linguistic systems of two languages, for example the sound system or the grammatical system. -- Non Contrastive Analysis: Non-contrastive analysis refers to the errors are not caused by the interference of the mother tongue.

21. 4. Testing Types of Test Requirements of a Good Test

22. 4. Testing Types of Test -- Aptitude Test -- Proficiency Test -- Achievement Test -- Diagnostic Test

23. 4. Testing Requirements of a Good Test -- Validity -- Reliability