1、从语言的系统性看大学英语教学从语言的系统性看大学英语教学南京大学 王海啸2013 西安目目 录录v从语言知识与技能到语言交际能力v语言技能的内涵v外语能力发展研究v对外语教学与测试的启示v从语言知识与技能到语言交际能力v语言技能的内涵v外语能力发展研究v对外语教学与测试的启示语言维度语言维度语音、语调、词法、句法 技能维度技能维度听、说、读、写基于知识与技能的语言能力界定基于知识与技能的语言能力界定组织能力（Organizational competence）：语法能力（Grammatical competence）语篇能力（Textual competence）语用能力（Pragmatic
2、competence）施为能力（llocutionary competence）社会语言能力（Sociolinguistic competence）语言交际语言交际能力的界定能力的界定知识结构知识结构关于世界的知识关于世界的知识语言能力语言能力关于语言的知识关于语言的知识策略能力策略能力心理生理运动机制心理生理运动机制语境语境语言交际能力的界定语言交际能力的界定v从语言知识与技能到语言交际能力v语言技能的内涵v外语能力发展研究v对外语教学与测试的启示输入输出接受性技能产出性技能听的能力听的能力Phonetic and phonological perceptionVocabulary and
3、Morphological perceptionSyntactic perceptionDiscourse and style/register perception说的能力说的能力Phonetic and phonological productionVocabulary and Morphological productionSyntactic productionDiscourse and style/register production读的能力读的能力Graphemic perceptionVocabulary and Morphological perceptionSyntacti
4、c perceptionDiscourse and style/register perception写的能力写的能力Graphemic productionVocabulary and Morphological productionSyntactic productionDiscourse and style/register production写的能力写的能力Traditional conceptions of writing expertise are based on the view that good writing is good writing,regardless of
5、audience,purpose or context.This reflects the notion of autonomous texts,that suggests a text can mean the same thing to all people because all the assumptions needed to understand it are fully explicit and recoverable from its pages.Writing expertise here is the ability to adhere to style-guide pre
6、scriptions concerning grammar,arrangement and punctuation.Hyland,2005:59输入输出接受性技能产出性技能从交际能力的角度看：听的能力听的能力v In any intentional or goal-directed communication,the participants success or failure depends upon a number of factors:the understanding each has of the situation the clarity of their goals thei
7、r perception of and sensitivity to one anothers needs the strategic choices they make their ability to put their choices into action their ability to monitor their progress toward the goals their ability to provide feedback about their perceived progressRost,2005:55-56听的能力听的能力vTo improve listening a
8、t the receiving stagevTo improve listening at the interpreting stagevTo improve listening at the recalling stagevTo improve listening at the evaluating stagevTo improve listening at the responding stageCommunication in the Real World:An Introduction to Communication Studies听的能力听的能力vForm and content
9、of input shaped by outputvSelection of input determined by output task说的能力说的能力vOutput relevant to inputvForm and content shaped by inputvOutput helps to generate relevant and comprehensible inputvSensitivity to addressee and environment说的能力说的能力vA further complicating factor is that when the spoken l
10、anguage is the focus of classroom activity there are often other aims which the teacher might have:for instance,helping the student to gain awareness of or to practice some aspect of linguistic knowledge,or to develop production skills,or to raise awareness of some socio-linguistic or pragmatic poin
11、t.Hughes,2005:6读的能力读的能力v Purposes for reading1.Reading to search for simple information2.Reading to skim quickly3.Reading to learn from texts4.Reading to integrate information5.Reading to write(or search for information needed for writing)6.Reading to critique texts7.Reading for general comprehensio
12、nGrabe&Stoller,2005:13读的能力读的能力vReading comprehension is an extraordinary feat of balancing and coordinating many abilities in a very complex and rapid set of routines that makes comprehension a seemingly effortless and enjoyable activity for fluent readers.Grabe&Stoller,2005:29写的能力写的能力v Writing as a
13、 cognitive process,as is suggested by Flower and Hayes(1981)model that writers have goals they plan extensively all work can be reviewed,evaluated and revised,planning,drafting,revising and editing are recursive,interactive and potentially simultaneous plans and text are constantly evaluated in a fe
14、edback loop Cited in Hyland,2005:25写的能力写的能力v Writing as a situated act this perspective gives greater emphasis to the actual performance of writing in a particular context.Writing is seen as a social act that can only occur within a specific situation.It is therefore influenced both by the personal
15、attitudes and social experiences that the writer brings to the writing and the impact of particular political and institutional contexts in which it takes place.Hyland,2005:30v从语言知识与技能到语言交际能力v语言技能的内涵v外语能力发展研究v对外语教学与测试的启示外语能力外语能力发展发展研究研究v听说读写是互动的，如：Implicit vs.explicit vocabulary learning Inaccuracy
16、in production related to inability of perception Task type effect Multiple sources of learning(e.g.,vocabulary acquisition studies)外语能力外语能力发展发展研究研究v语言能力是通过语言使用发展的 语言技能使用的综合性 语言使用的目的性 语言使用的情感因素外语能力外语能力发展发展研究研究外语能力外语能力发展发展研究研究v从语言知识与技能到语言交际能力v语言技能的内涵v外语能力发展研究v对外语教学与测试的启示应用性，创造性应用性，创造性整体性，综合性、过程的非线性整体性
17、，综合性、过程的非线性智力因素、情感因素智力因素、情感因素以学习者为中心，个体性以学习者为中心，个体性学习者、教师、学习内容的互动学习者、教师、学习内容的互动Problem,Participation,Progress语言的系统性要求英语教学的语言的系统性要求英语教学的对外语教学与测试的启示对外语教学与测试的启示对外语教学与测试的启示对外语教学与测试的启示v综合技能培养综合技能培养 教学目标 课型设置 综合课、单项技能课 教学设计 Task-based,project-based,content-based对外语教学与测试的启示对外语教学与测试的启示v语言与非语言目的的平衡语言与非语言目的的平
18、衡 语言使用的意义性 英语教学与大学教育对外语教学与测试的启示对外语教学与测试的启示From the MOE of Singapore对外语教学与测试的启示对外语教学与测试的启示v动机与策略动机与策略 动机的产生 有些动机是需要培养的 动机不必是相同的 动机不必是不变的 动机对过程的影响 动机对注意的影响 动机对加工的影响 策略能力是语言交际能力的一部分对外语教学与测试的启示对外语教学与测试的启示v测试对教学的反拨测试对教学的反拨 测试的综合性趋势 Performance tests结结 语语v语言学习中的输入与输出就好比是太极图中的白与黑，它们你中有我，我中有你。组合在一起，才能形成一个充满活力的生命体。”
