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《交际法语言教学》

《交际法语言教学》封面
书    名
交际法语言教学
作    者
C.J.Brumfit,K.Johnson
译    者
 
页    数
 
ISBN
9787810468589
出版社
上海外语教育出版社
出版日期
2001-2-1
字    数
 
标    签
交际法语言教学

目录

  1. 1内容概要
  2. 2书籍目录
  3. 3章节摘录
  1. 4书友评论
  2. 5下载地址
  3. 6正版图书
  1. 7相关书籍
《交际法语言教学》的编者认为,语言教学主要是实践行为,并且遵循一定规律。此论文集侧重语言学与社会语言学对语言教学的影响,并非意味着语言教学仅受此两个学科的指导。由于篇幅有限,本书没有对教学法悠久的历史作详细介绍,也没有探讨人类学、语义学、心理学、社会心理学与语言教学的关系。
  《交际法语言教学》的读者对象为语言教学的研究者、教师和师范院校学生,特别是外语教师、研究生和外语专业的高年级学生。
AcknowledgementsPreface、SECTION ONE The linguistic backgroundD.H.Hymes:On Communicative Competence(extracts)M.A.K.Halliday:Towards a Sociological Semantics(extracts)SECTION TWO The background to teachingH.G.Widdowson:Directions in the Teaching of Dis—COUrseH.G.Widdowson:The Deep Structure of Discourse andthe Use of TranslationChrist0Dher N.Candlin:The Status of PedagogicalGrammarsD.A.Wilkins:Grammatical,Situational and NotionalSyllabusesD.A.Wilkins:Notional Syllabuses and the Concept of aMinimum Adequate GrammarSECTION THREE Applications and techniquesJ.L.M.Trim~Draft Outline of a European Unit/CreditSystem for Modern Language Learning by Adults(extract)T.van Ek:The Threshold Level(extracts)。H.G.Widdowson:The Teaching of English as CommunicationJ.P.B.Allen and H.G.Widdowson:Teaching theCommunicative Use of EnglishKeith Morrow:Communicative Language Testing:Revolution or E:volution?VIII ContentsSECTION FOUR Methodological perspectivesLeonard Newmark:How Not to Interfere with LanguageLeamm~Richard A。llwright:Language Learning through Com。munication PracticeC.J.Bmmfit:‘Communicative’Language Teaching:anEducational PerspectiveKeith Johnson:Communicative Approaches and Corn。municative ProcessesConclusionAPPENDIX Extracts from teaching materialsReferencesIndex
which account for,rather than merely describe by means of 1ists,the structural possibilities of a language.Yet transformational grammar shares one fundamental characteristic with structural linguistics:it is the Importance given to the study of language structure.In Chomsky's model syntax remains central,and however much this model has changed the alms and techniques of linguistic study,the concern with syntactic structure remains.Linguistics--in Chomsky as in Bloomfield-- is by and large the study of language structure.Perhaps this is why transformational grammar,so revolutionary in linguistics.has had such little etfect on language teaching.After all,the most it can offer is alternative strategies for teaching grammar--new ways of teaching the same thing.
  l ne language teacher's emphasis on mastery of structure is,then.paralleled by a similar emphasis within linguistics.And in both fields a parallel reaction has taken place.It is a reaction against the view of language as a set of structures;lt is a reaction towards a view of 1anguage as communication,a view In which meaning and the uses to which language is put play a central part。In language teaching this reaction IS crystallizing ltself into the'communicative approach'which is the subJect of this volume,and our exploration of the background to this approach wilI take us into an investigation of the ways in which generallinguistic studies have manifested a parallel reaction. A particularly powerful and 1ucid expression of discontent with thetransfbrmational view of linguistic study is found in Hymes'paper。On Communicative Competence',quoted at length below.A large part of this paper is taken up with a discussion of two concepts centralto Chomsky's theory:the concepts of'competence'and'performflnce'.Hymes is critical of the way Chomsky uses these terms.and in thelatter part of his paper he formulates his own redefinition. tor Chomsky it is'competence'defined as'the speaker-hearer's knowledge of his language'(1965:4)which is the prime concern oflinguistic theory.Competence is an idealization:it is the knowledgeof the'ideal speaker-listener'operating within'a completelv hom.geneous speech community'.It distinguishes itself from'performance'which is seen as'the actual use of language in concrete situations'.As tghomsky sayscand Hymes quotes),'a record of natural speech willshow numerous false starts,deviations from rules,changes of plan inmid-course,and so on'.In these senses performance represents bothan incomplete and a degenerate reflection of the ideal speaker.1istener'scompetence,and as such 1s considered to be of little relevance to thetheoretical and descriptive linguist. In ItS original form Hymes'paper was delivered at a conference onlanguage development among disadvantaged children,
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