2013  西安 从语言的系统性看大学英语教学 南京大学 王海啸.

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1 2013  西安 从语言的系统性看大学英语教学 南京大学 王海啸

2 目 录 从语言知识与技能到语言交际能力 语言技能的内涵 外语能力发展研究 对外语教学与测试的启示

3 从语言知识与技能到语言交际能力 语言技能的内涵 外语能力发展研究 对外语教学与测试的启示

4 基于知识与技能的语言能力界定 Carroll关于“语言能力” 语言维度 语音、语调、词法、句法 技能维度 听、说、读、写

5 语言交际能力的界定 Bachman (1990) 的 “语言交际能力”中的“语言能力”
组织能力（Organizational competence）： 语法能力（Grammatical competence） 语篇能力（Textual competence） 语用能力（Pragmatic competence） 施为能力（llocutionary competence） 社会语言能力（Sociolinguistic competence）

6 语言交际能力的界定 Bachman的 “语言交际能力” 知识结构 关于世界的知识 语言能力 关于语言的知识 策略能力 心理生理运动机制 语境

7 从语言知识与技能到语言交际能力 语言技能的内涵 外语能力发展研究 对外语教学与测试的启示

8 输入 接受性技能 输出 产出性技能

9 听的能力 作为接受性技能 Phonetic and phonological perception
Vocabulary and Morphological perception Syntactic perception Discourse and style/register perception

10 说的能力 作为产出性技能 Phonetic and phonological production
Vocabulary and Morphological production Syntactic production Discourse and style/register production

11 读的能力 作为接受性技能 Graphemic perception
Vocabulary and Morphological perception Syntactic perception Discourse and style/register perception

12 写的能力 作为产出性技能 Graphemic production
Vocabulary and Morphological production Syntactic production Discourse and style/register production

13 写的能力 作为产出性技能 Traditional conceptions of writing expertise are based on the view that good writing is good writing, regardless of 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 prescriptions concerning grammar, arrangement and punctuation. Hyland, 2005:59 Hyland, K. (2005). Teaching and Researching Writing. 外语教学与研究出版社

14 从交际能力的角度看： 输入 接受性技能 输出 产出性技能

15 听的能力 从交际能力的角度看 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 their perception of and sensitivity to one another’s 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 progress Rost, 2005:55-56 Rost, M. (2005). Teaching and Researching Listening. 外语教学与研究出版社

16 听的能力 从交际能力的角度看 To improve listening at the receiving stage
To improve listening at the interpreting stage To improve listening at the recalling stage To improve listening at the evaluating stage To improve listening at the responding stage Communication in the Real World: An Introduction to Communication Studies To improve listening at the receiving stage, prepare yourself to listen, discern between intentional messages and noise, concentrate on stimuli most relevant to your listening purpose(s) or goal(s), be mindful of the selection and attention process as much as possible, pay attention to turn-taking signals so you can follow the conversational flow, and avoid interrupting someone while they are speaking in order to maintain your ability to receive stimuli and listen. To improve listening at the interpreting stage, identify main points and supporting points; use contextual clues from the person or environment to discern additional meaning; be aware of how a relational, cultural, or situational context can influence meaning; be aware of the different meanings of silence; and note differences in tone of voice and other paralinguistic cues that influence meaning. To improve listening at the recalling stage, use multiple sensory channels to decode messages and make more complete memories; repeat, rephrase, and reorganize information to fit your cognitive preferences; and use mnemonic devices as a gimmick to help with recall. To improve listening at the evaluating stage, separate facts, inferences, and judgments; be familiar with and able to identify persuasive strategies and fallacies of reasoning; assess the credibility of the speaker and the message; and be aware of your own biases and how your perceptual filters can create barriers to effective listening. To improve listening at the responding stage, ask appropriate clarifying and follow-up questions and paraphrase information to check understanding, give feedback that is relevant to the speaker’s purpose/motivation for speaking, adapt your response to the speaker and the context, and do not let the preparation and rehearsal of your response diminish earlier stages of listening.

17 Form and content of input shaped by output
听的能力 从交际能力的角度看 Form and content of input shaped by output Selection of input determined by output task

18 说的能力 从交际能力的角度看 Output relevant to input
Form and content shaped by input Output helps to generate relevant and comprehensible input Sensitivity to addressee and environment

19 说的能力 从交际能力的角度看 A further complicating factor is that when the spoken language 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 point …. Hughes, 2005:6 A further complicating factor is that when the spoken language 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 (whether a grammatical rule, or application of a phonemic regularity to which they have been introduced), or to develop production skills (for example rhythm, intonation or vowel-to-vowel linking), or to raise awareness of some socio-linguistic or pragmatic point (for instance how to interrupt politely, respond to a compliment appropriately, or show that one has understood). Hughes, R. (2005). Teaching and Researching Speaking. 外语教学与研究出版社

20 读的能力 从交际能力的角度看 Purposes for reading
Reading to search for simple information Reading to skim quickly Reading to learn from texts Reading to integrate information Reading to write (or search for information needed for writing) Reading to critique texts Reading for general comprehension Grabe & Stoller, 2005:13 Grabe, W. & Stoller, F. L. (2005). Teaching and Researching Reading. 外语教学与研究出版社

21 读的能力 从交际能力的角度看 Reading 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 Grabe, W. & Stoller, F. L. (2005). Teaching and Researching Reading. 外语教学与研究出版社

22 写的能力 从交际能力的角度看 Writing as a 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 feedback loop Cited in Hyland, 2005:25 Hyland, K. (2005). Teaching and Researching Writing. 外语教学与研究出版社

23 写的能力 从交际能力的角度看 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 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, 2005:30 Hyland, K. (2005). Teaching and Researching Writing. 外语教学与研究出版社

24 从语言知识与技能到语言交际能力 语言技能的内涵 外语能力发展研究 对外语教学与测试的启示

25 外语能力发展研究 听说读写是互动的，如： 从微观上看 Implicit vs. explicit vocabulary learning
Inaccuracy in production related to inability of perception Task type effect Multiple sources of learning (e.g., vocabulary acquisition studies)

26 外语能力发展研究 从中观上看 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

27 外语能力发展研究 从宏观上看：一个关于中介语的比喻

28 外语能力发展研究 从宏观上看：一个关于中介语的比喻

29 从语言知识与技能到语言交际能力 语言技能的内涵 外语能力发展研究 对外语教学与测试的启示

30 对外语教学与测试的启示 语言的系统性要求英语教学的 应用性，创造性 整体性，综合性、过程的非线性 智力因素、情感因素 以学习者为中心，个体性
学习者、教师、学习内容的互动 Problem, Participation, Progress

31 对外语教学与测试的启示 综合技能培养 教学目标 课型设置 教学设计 综合课、单项技能课
Task-based, project-based, content-based

32 对外语教学与测试的启示 语言与非语言目的的平衡 语言使用的意义性 英语教学与大学教育

33 对外语教学与测试的启示 From the MOE of Singapore
From the MOE of Singapore

34 对外语教学与测试的启示 动机与策略 动机的产生 动机对过程的影响 策略能力是语言交际能力的一部分 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

35 对外语教学与测试的启示 测试对教学的反拨 测试的综合性趋势 Performance tests

36 结 语 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。”

37 Thank You !