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1、ContentsThe nature of language theory Language learning theory The model of foreign language learning Theory of education related subjects 第1页/共33页The nature of language theoryStructural view of language Functional language 第2页/共33页Structural view of languageAmerican StructuralismBritish Structurali
2、smTransformational Generative Grammar第3页/共33页American Structuralism(美国的结构主义）The background of American StructuralismThe three period of American StructuralismFeatures of American StructuralismAdvantages of American StructuralismProblems of American StructuralismMethods of American Structuralism第4页/共
3、33页The background of American StructuralismAmerican linguistics developed from the end of the 19th century第5页/共33页The three period of American StructuralismBoas-Sapir period(1911-1932)The Bloomfieldian period(1933-1950)The Post-Bloomfieldian period(1952-1956)第6页/共33页Features of American Structuralis
4、mSynchronic VS DiachronicDescriptive VS PrescriptiveStructuralism VS Traditional Grammar第7页/共33页Advantages of American StructuralismA great landmark in the linguistics history and comparing with its predecessorthe traditional grammar;Vividly important in documenting the diversity of human languages
5、and vanishing and offering the basic date of developing serious explanatory theories of language.第8页/共33页Problems of American StructuralismNeglected SyntaxIgnored meaning Bottom upInterference of mother tongue 第9页/共33页Methods of American StructuralismLanguage is speech,not writing so that speaking t
6、han writing priorities study;Take advantage of contrastive analysis to study.第10页/共33页British Structuralism（英国的结构主义）British Structuralism was based on Levi-Strauss Structuralism but was more empirical in approach.Many famous Linguists(H.Palmer/A.)analysis and summary of the main English grammatical
7、structure together and summarized them as certain sentential form.第11页/共33页In total:25 kinds of Verb sentence patterns;5 kinds of Noun sentence patterns;3 kinds of Adjectives in sentence patterns In short,these sentence patterns provide the evidences for the paraphrasing.第12页/共33页Contextual learning
8、 United Kingdom anthropologists B.Malinowski(马林若夫斯基)and linguist J.R.Firth(弗斯）proposed;Three features:features related participant、relative purpose、effect of verbal behavior.第13页/共33页Transformational Generative Grammar（乔姆斯基的转换生成语法）In the 1950s the school of linguistic thought known as transformation
9、al-generative grammar received wide acclaim through the works of Noam Chomsky;Language is an activity,follow the rules of dominance so that people can make infinite use of finite means.第14页/共33页Theory of the dual structure of the sentence Surface structure:refers to the form of sentences;Deep struct
10、ure:refers to significance of sentence statement;The process of language generation is the transformational process from surface structure to deep structure.第15页/共33页Theories of language acquisition Language has the talent foundation,and child has the device of natural language acquisition,called“un
11、iversal grammar”,which is made up of principles and paramaters.第16页/共33页Functional languageHallidays exposition on the language features;Heimss theory of communicative competence;Kananer and siwennas analysis of communicative competence;Austins theory of speech acts.第17页/共33页Hallidays exposition on
12、the language features（韩礼德对语言功能的论述）第18页/共33页Micro-function（微观功能）The instructional function;The regulatory function;The interactional function;The personal function;The heuristic function;The imaginative function.第19页/共33页Macro function（宏观功能）The ideational function;The interpersonal function;The textu
13、al function.第20页/共33页Heimss theory of communicative competence（海姆斯的交际能力理论）Being able to identify and organize grammatical sentences;Being able to judge possibilities of language forms;Being able to be used in communication decency language;Being able to know if something can actually speak out.第21页/
14、共33页Kananer and siwennas analysis of communicative competence（卡南尔和斯温纳对交际能力的分析）Grammatical competence;Sociolinguistic competence;Discourse competence;Strategic competence.第22页/共33页Austins theory of speech acts（奥斯汀的语言行为理论）Austins Speech Act Theory is significant in the process of language philosophy.A
15、ustins theory corrects the prejudiced view of the functions and uses of language.In a short summary,Austins theory is that to say something is to do something.第23页/共33页Austins first shot at the theory is the claim that two types of sentences:performatives and constatives.Constatives are statements t
16、hat either state or describe,and thus verifiable(potentially true or false).For example,I cook meals for the whole family.performatives are some verbs used to perform a speech act,and they are used in present tense and with a first-subject.第24页/共33页Language learning theory Behaviorism(行为义）；Innatism(
17、心灵主义）；Universal Grammar(普遍语法）；Monitor Model(克拉申的检查模式）;Output Hypothesis(斯温纳的语言输出假设）.第25页/共33页the learning mode of behaviorism stimulus organism response behavior reinforcementNo reinforcement第26页/共33页Universal Grammar（普遍语法）Language input Universal GrammarLanguage-specific syntax 第27页/共33页Monitor Mod
18、el（克拉申监察模式）Acquisition-learning hypothesis(习得和学得假设）The natural order hypothesis（自然顺序假设）Monitoring assumptions（监察假设）Input hypothesis（输入假设）Affective filer hypothesis（情感过滤假设）第28页/共33页Output Hypothesis（斯温纳的语言输出假设）The content of Siwenna language output hypothesis;Enlightenment of Siwenna language output
19、hypothesis in foreign language teaching;第29页/共33页The model of foreign language learning（一些二语学习模式）Skill Learning Model(技能学习模式）；Interactive model of second language learning（二语学习的互动模式）；Second language reading process patterns（第二语言阅读过程模式）：the Bottom-Up Model、the Top-Down Model、the Interactive Model;Listen to information processing model（聆听信息处理模式）.第30页/共33页Theory of education related subjects（教育相关学科理论）Economics of education(教育经济学）；Curriculum theory（课程理论）：Curriculum philosophy、Major components of the course、Curriculum process.第31页/共33页第32页/共33页感谢您的观看！第33页/共33页