中介语石化现象研究对外语教学的启迪.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,学术简历,戴炜栋，1940年12月生于上海,1962年毕业于上海外国语学院英语系，1981年在新西兰惠灵顿维多利亚大学获英语语言学硕士，2000年获美国温斯洛大学教育学名誉博士学位，是国务院学位委员会聘任的博士生导师。曾任上海外国语大学校长、党委书记。现任上海外国语大学英语教授、博士生导师、教育部高等学校外语专业教学指导委员会主任委员、国务院学位委员会外语学科评议组召集人，教育部社科委员会学部委员暨语言文学学部召集人，教育部人文社会科学奖励委员会委员，人事部全国博士后科研流动站外语学科评议组召集人，国家社科基金评委，中国翻译家协会副会长，上海市文联副主席，迪士尼英语中国顾问委员会主席。,主要学术研究领域为第二语言习得、社会语言学、以英语为第二语言教学。曾在国内外学术刊物上发表文章100余篇，著作16部，教材7套，主持国家级研究课题近10项。,SLA and FLT in Chinese Context,-Studies of Interlanguage Fossilization:A Case in Point,二语习得研究对中国外语教学的启迪-以中介语石化现象研究为例,教育部高等学校外语专业教学指导委员会主任委员,戴炜栋教授,上海外国语大学,Overview,Spread of English,ELT in China:,Developments,Problems,Measures,Studies of SLA in last 20 years,A case in point:studies of Interlanguage fossilization,Spread of English,Englishinternational/global/multi-national/multicultural/dominant language,Report by Swedish Academy of Social Sciences,-NSE-400 million,-ESL users -300 million,-EFL users -1.5 billion,TEFL 1000 million receiving formal instruction,Varieties of English BE,AmE,NE,New varieties of English SE,IE,Local variety of English in daily use,Utilitarian English,Offered as an official course in universities,ELT in China,外语学习持续升温，人数猛增,社会各界对外语学习的质疑,英语专业扩招,非通用语种的发展,存在的问题,所采取的措施,1.外语学习持续升温，学习外语/英语人数猛增,Statement of,Gorden,Brown:“Within the next 10-15 years,the number of Chinese who can speak fluent English will exceed the total number of the native speakers of English”.,吴启迪（,2007,）：,2400,多万名在校大学生,Report by BC:300 million Chinese learning English at different levels,Chinglish,vs,China English:,fuwa,qipao,hutong,jiaozi,fengshui,kougfu,doufu,tai chi etc.,China English:officially accepted,ESL or EFL in China?,4.非通用语种的发展,非通用语种专业招生类别的增加,教育部、商务部批准增设非通用语种,、现在教授的语种共,53,个,非通用语种招生单位的增加，设置教学点的总数猛增,官方统计各语种教学点数字与实际数字差别甚大,非通用语种招生规模的扩大,5.所采取的措施（1）,下达“关于外语专业面向,21,世纪本科教育改革的若干意见”（,1998,）,修订、改革教学大纲（,2000,）,制订新版“英语专业教学大纲”,制订“大学英语课程要求”（,2003,）,改革大学英语四、六级考试（,2003,），修订,TEM4,TEM8,考试大纲（,2004,）,5.所采取的措施（2）,启动新世纪教学改革工程（,2000-2005,）,外语学科：重要课题立项,如：“构建英语教学一条龙体系”，“,WTO,和中国外语教学”，“西部开发和英语教学”等,启动高等学校教学质量工程（,2006,年起）,“十五”、“十一五”国家级教材规划和评审,启动其他语种四、八级考试,精品课程建设,国家层面和“指委会”层面,5.所采取的措施（3）,启动外语学科创新人才培养工程,何谓外语专业创新人才？,外语专业创新人才的培养模式,自,2006,年起，开设翻译专业，并在部分院校试点。,自,2008,年起，开设商务英语专业，并在个别院校开始试点。,加大对非通用语种人才培养基地的投入,评估、验收第一批,9,个非通用语种本科人才培养基地（,2007-2008,）,评审和设立包括西、阿语和其它非通用语种的第二类特色专业建设点，连续,4,年加大投入（,2008,）,其他通用语种（英、日、俄、德、法）可申报第一类特色专业建设点（,2008,）,外语学科战略发展报告建议,外语学科战略发展报告拟提出以下十条建议：,重视外语专业发展（,VS,大学外语教学）,在调查研究、分析需求基础上制订好符合中国国情的外语教育发展规划,在调查研究基础上，根据我国外语教学实际情况制订好外语专业规范,加强师资教育力度,Dip.TESL,5.帮助老师提升科研能力,6.不断完善英语专业评估，防止外语/英语专业发展过热,7.坚持分类指导,a)不同语种分类指导；,b)不同类型学校外语专业分类指导，防止理工院校外语学科被边缘化现象。,8.慎重对待翻译专业和商务英语专业设置,9.处理好非通用语种教学基地二期建设与二类特色专业建设的关系,10.拓展外指委功能，加强研究生教学的指导,Studies of SLA in last 20 yearsachievements and problems,Main focus:applications of SLA research findings to ELT in Chinese context,Studies of fossilization:a case in point,Interlanguage:a language which is between the native language and the target language（Longman）.,Interlanguage:the mental grammar that a learner constructs at a specific time in the learning process(Selinker),Selinker:few people can ever achieve native-like competence,Some factors affecting the interlanguage system,Language transfer,：fossilized items,rules,subsystems which occur in the interlanguage as a result of transfer from the native language.,Transfer of training,:items resulting from particular approaches used in training,Strategies of second language communication,:identifiable approaches by the learner to communicate with native speakers of the target language.,Overgeneralization of target language linguistic material,:overgeneralization of target language rules and semantic features.,Central premises of IL(I),A learners interlanguage consists primarily of,implicit linguistic knowledge,.,A learners interlanguage knowledge constitutes a,system,in the same sense that a native speakers grammar is a system.,A learners interlanguage is,permeable,.,A learners interlanguage is,transitional,.,A learners interlanguage is,variable,.At any one stage of development the learner will employ different forms for the same grammatical structure.,Central premises of IL(II),A learners interlanguage is,the product of general learning strategies,like L1 transfer,intralingual strategies(e.g.overgeneralization and simplification).,A learner may supplement his/her interlanguage by means of,communication strategies,(e.g.paraphrase or request for assistance).,A learners interlanguage may,fossilize,.,Fossilization:definition 1,(in second or foreign language)a process which sometimes occurs in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.Aspects of pronunciations,vocabulary usage and grammar may become fixed or fossilized in second or foreign language learning.Fossilized features of pronunciation contributes to a persons foreign accent.(Longman Dictionary),(Note that according to Professor Zhaohong Han fossilization happens in second language learning only,probably,as suggested by Professor Han,stabilization（固化）,not fossilization,happens in foreign language learning.),Fossilization:definition 2,“外语学习者中介语中趋于保留的与它的目的语有关的那些石化的语言点，语法点及亚系统特征，这些特征不受外语学习者的年龄及所接受的外语教育多少的影响。石化的结构趋于以潜在的方式存在，在表面上认为清除了以后，在学习者的输出中重新出现”(Selinker,1994:31)。“如果中介语的结构系统不再进一步发展，也是石化的表现。”(Selinker,1994:35),Types of Fossilization,Individual fossilization,vs,group fossilization,B.Temporary fossilization,vs,permanent fossilization,Causes of interlanguage fossilization,Selinker:,language transfer;,Transfer of improper training;,Strategies of second language learning;,Strategies of second language communication,Overgeneralization of IL rules,Causes of interlanguage fossilization,B.Ellis:internal and external factors,External:,学习机会匮乏（,lack of learning opportunities),交流压力,(pressure of communication),对学习者的某些用法进行反馈（相互作用论）（,nature of feedback),Internal:,敏感期（生物论）（,sensitive period),文化迁移（,acculturation),Causes of interlanguage fossilization,C.Skill learning,psychologically speaking:plateau(,高原期）,In terms of language proficiency:climax,（,高峰期）,研究中介语石化现象对外语教学的启迪,Affect is like a starting machine that sets the learning mechanism in motion.Learning will not take place if affect does not work.,充分认识和利用情感因素（,affect,）,在外语学习中发挥的作用,减少母语干扰,重视社会结构主义动机论,提高目的语输入质和量（,a large amount of optimal input intake,automatization,desired output),充分理解意识理论 对外语教学的启示（在程序化过程中教师应关注学生，避免在程序化过程中出现过度概括，区分过细和过度强化一些规则的使用，教师应创造一种有力转化的学习环境。）,要注意实现,defossilization,/destabilization,的三个过程：,Avoid low salience of certain linguistic features.,（,注意凸显）,Noticing(,意识）,can compensate low salience of certain linguistic features,Subsequent tallying(,吸收，记录,)of linguistic features after noticing makes contingency learning possible.,加强对纠错策略的研究。,制订符合国情的外语教育政策和教学，如“一条龙”体系；符合我国国情的外语教育改革；双语教育政策；外语专业规范制定等体系等。,结束语,Even though there are a few scholars who endeavor to handle the problem from a variety of perspectives and different theoretical arguments.fossilization,remains an unsolved riddle,and its characteristics or nature is still,uncertain,(in spite of the fact that persistence and resistance are seen to be the main characteristics of fossilization),.,Particularly,the three questions advanced by Selinker and Lamendella are still,unsettled,：,1.Why does fossilization happen？,（,形成原因）,2.When and how does it happen？（形成的时间和方式）,3.Can it be reversed or is it permanent？（能“去石化“吗？即”石化”是持久的吗？,谢谢大家！,Thanks!,