首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Language Context and English Teaching I. The meanings of language context 1. Generally speaking: it can be divided into situati
Language Context and English Teaching I. The meanings of language context 1. Generally speaking: it can be divided into situati
admin
2017-03-20
85
问题
Language Context and English Teaching
I. The meanings of language context
1. Generally speaking: it can be divided into situational context and
sociocultural context.
—Rivers: the items of language need a system and a setting to show
【T1】______, e. g. the meaning of "cricket"【T1】______
2. In a narrow sense: situational context
—Halliday: It includes the setting, the way of talking,【T2】______.【T2】______
—Hymes: It can be divided into【T3】______【T3】______
3. The relationship between situational context and sociocultural context:
【T4】______【T4】______
II. Language context & communicative competence
1. " Competence ": a central issue in abstract syntactic theory and
【T5】______【T5】______
—Hymes: Communicative competence includes language competence,
sociolinguistic competence, strategic competence, and context
competence.
1)sociolinguistic competence
—Wallwork: It is【T6】______in language studying.【T6】______
e. g. learn the meaning by observing【T7】______and listening to the【T7】______
noises
2)context competence & strategic competence
—In a normal language context: Communicate in【T8】______instead of【T8】______
a single phrase or sentence
—In different language contexts: Strategic competence is also used in
a conversation, including avoidance, tolerance,【T9】______and【T9】______
accommodation, etc.
III. How to set the language context
1. Use all kinds of【T10】______【T10】______
—make use of flash cards and wall pictures
—learn to collect and make visual aids
—use【T11】______to create situations【T11】______
2. Design all kinds of activities
The teacher in a communicative classroom acts as a【T12】______.【T12】______
—choose suitable【T13】______worth discussing in class【T13】______
—keep in mind the participation of the students
3. Use【T14】______features【T14】______
—more convenient and vivid
—Teachers should use it flexibly and appropriately in class.
—In English teaching, paralinguistic features and teaching aids are
【T15】______【T15】______
【T12】
Language Context and English Teaching
Good morning, everyone, today my topic is language context and English teaching. After explaining the meanings of language context, I will talk about language context and the communicative competence, and then I’ll tell you how to set the language context in the English teaching.
First, I’ll briefly introduce the meanings of language context. Generally speaking, the language context can be divided into two major types: situational context and sociocultural context.
(1)Rivers suggests that items of language in total isolation have no function: they need a system and a setting to give them both function and meaning. Children often ask for the meaning of a word in isolation, without seeing the need to provide anything for it: too quick and too casual a reply can often have unexpected consequences. For example, when the child asks what cricket is and you say it is a game, and then discover that it was a "cricket" in the context of insects. Even if we know the strict linguistics, we still need to check further into the situation and even into the society and culture to be sure of what item of the language is appropriate or acceptable.
In a narrow sense, the language context means the situational context.(2)In Halliday’s opinion, the situational contexts include the setting, the way of talking, and participants.(3)But Hymes divides it into eight elements: setting, role, function, notion, style, stress and intonation, grammar, vocabulary and language aids. Those factors affect each other and decide which language form is appropriate.
(4)The situational context and sociocultural context can’t be isolated from each other. In certain sociocultural context, people must obey the particular communicative rules when they use a certain language. And in a certain situational context, people should not only pay attention to the social communication rules but also adjust themselves according to the factors of the situational context. Second, I’ll talk about the language context and the communicative competence.
(5)"Competence" is a central issue in linguistics, whether in terms of abstract syntactic theory(as with Noam Chomsky)or in terms of social interaction(as with Dell Hymes). And Hymes thinks the communicative competence should include four types: language competence, sociolinguistic competence, strategic competence, and context competence. If we consider the language competence is the core of the language teaching, then the other three abilities must also be taken into consideration.
(6)Wallwork suggests that " sociolinguistic competence is necessary to language study and to attempt to study language without society is like studying anatomy without a body. " For example, go to a country where you understand not a word of the language around you.(7)But by observing the social context and listening to the noises, you learn the meaning. So one can’t be said to know fully the meaning of any language without knowing the social context in which it may or does occur.
The context competence and strategic competence can be realized in certain language context and have their effects on communication.(8)In a normal language context, we often communicate in discourse, not in a single phrase or sentence. A learner who can communicate with the correct language forms has a strong context competence and knows how to use the signals to convey the information and conform it to the meaning. And according to these signals, they can understand each other better.(9)In different language contexts, we can also make use of the strategic competence to start, end, maintain or extend a conversation. And the communication strategies we often use are avoidance, tolerance, suspense and accommodation, etc.
Third, I’d like to say something about how to set the language context.
(10)1. Use all kinds of teaching aids.
In the classroom, students should be provided with a chance to experience the language in meaningful ways and try out their skills, so we should not only be acquainted with the use of flash cards and wall pictures, but also we need to learn to collect and make visual aids, such as pictures from magazines, used objects like can and boxes. So with a piece of chalk, objects, people, animals, settings are created on the blackboard and the students’ interest and attention are aroused.(11)Another technique is to use lantern slides, not to tell a story but to create situations when the students are asked to act out their dialogue or play their roles.
2. Design all kinds of activities.
(12)The role of the teacher in a communicative classroom is not an informer or a supervisor but a manager or helper. The teachers should try to design all kinds of activities to help the students perform or interact among themselves as much as possible. But designing a course which prepares students to interact in specific roles in real-life situations requires that the course designer first discovers that what part is played in these activities by the language of different kinds.(13)He must find out what topics come up often enough to be worth discussing in class, and we must also bear in mind the kind of people the pupil will eventually have to deal with.
(14)3. Use paralinguistic features.
Sometimes when we set the language context, using paralinguistic features such as gestures, facial expressions and some actions will be more convenient and vivid than using teaching aids such as pictures or slides. No matter when teachers present, demonstrate, drill, practice the teaching material, we should pay attention to using paralinguistic features flexibly and appropriately. And(15)paralinguistic features are complementary to the teaching aids in the English teaching.
OK. Today, we’ve taken a brief look at language context and English teaching. I hope you’ve got some useful information. Next time, I will set some language learning context, and we will practice some real context language. That’s all for today. Thanks for your attention!
选项
答案
manager or helper
解析
本题考查重要细节。根据句(12)可知,在交际课堂中,教师的角色不再是传统教学模式中的信息提供者或指导者,而是转变为组织管理者或辅助者,因此填入manager or helper。
转载请注明原文地址:https://kaotiyun.com/show/kRzK777K
0
专业英语八级
相关试题推荐
AnEnglishnewspaperiscurrentlyrunningadiscussiononwhetheryoungpeopleinChinatodayare(not)moreself-centeredandu
Peopleusedtoregardcollegelifeasthemostcarefreedays,butnowdepression,anxietyandevensuicidearecreepingontocam
Inourtimeitisbroadlytruethatpoliticalwritingisbadwriting.Whereitisnottrue,itwillgenerallybefoundthatthe
Kolb’sLearningStylesPsychologistDavidKolbpresentedhistheoryoflearningstylesin1984.Iwillintroducehisfourd
Kolb’sLearningStylesPsychologistDavidKolbpresentedhistheoryoflearningstylesin1984.Iwillintroducehisfourd
Language-basedlearningdisabilitiesareproblemswithage-appropriatereading,spelling,and/orwriting.Thisdisorderisnot
SomePremisesunderWhichLinguistsOperateWhenwedolinguisticresearch,weneedtoknowsomeofthepremisesunderwhic
AccordingtoRichard,whatwastheconceptofhealthbeforethe1940s?
AccordingtoRichard,whatwastheconceptofhealthbeforethe1940s?
Acreditcardthatonlyworkswhenithearsitsowner’svoicehasbeendevelopedbyUSscientists.Researchershopethatthe【B1】
随机试题
Formanypeople,havingyourownbusinesssoundsliketheperfectjob.Youcandoworkthatyoulove.Youcansetyourownbusin
Sportshavealwaysbeenruledbytheweather.Rain,sleet,snowandcoldcalledtheplays.Baseballfanshaveoftensatinther
A.饮大量清水B.静脉滴注大量生理盐水C.饮大量生理盐水D.静脉滴注甘露醇(2011年第125题)上述措施中,可引起渗透性利尿的是
男性,70岁,慢性咳嗽、咳痰14年,多为白黏痰,每年发作3个月左右,近半年采出现上二、三层楼气短,为明确诊断而就诊。查外周血白细胞为7.5×109/L,分叶72%,淋巴26%,嗜酸2%,尿常规正常。为明确疾病的严重程度及监测病情变化,最有价值的检查是(
有一岩石边坡,坡率1:1,坡高12m,存在一条夹泥的结构面,如图所示,已知单位长度滑动土体重量为740kN/m,结构面倾角35°。结构面内夹层c=25kPa,φ=18°,在夹层中存在静水头为8m的地下水。则该岩石边坡的抗滑稳定系数为( )。
背景资料某施工单位中标某化肥厂的机电工程安装项目,工程合同价为1820万元。合同约定:工程设备由建设单位供应;工程材料由施工单位采购。中标后,该施工单位组建了项目经理部。经施工单位成本控制中心对工程人工费、材料费、机械费、企业管理费、措施费、规费、
消防给水管穿过建筑物承重墙或基础时,应预留洞口,洞口高度应保证管顶上部净空不小于建筑物的沉降量,不宜小于()m。
期货交易的基本特点有()。
下列各项不属于工作环境的是()。
《资治通鉴》中记载“国家本置中书、门下以相检举,中书诏敕或有差池,则门下当行驳正”。这说明唐朝时期的中央机构()
最新回复
(
0
)