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1.
《校园英语(教研版)》2015,(15):201-204
对于"语言是什么?这个问题的回答,不同的语言学派别有着不同的回答。目前,广为大家接受的一种观点是:语言是人们用于实现一定交际目的的符号系统。本论文作者从分析语言的本质特性入手,概要地论述了语言与社会的关系。一方面,语言是人们实现社会功能的重要手段;另一方面,语言功能的完成离不开社会这个大背景和特定的语言环境。文章糅合了社会语言学,功能语言学,功能语法研究等相关理论,构建出以下理论框架:语言并非一个单一独体,存在着不同的语言变体,即与语言使用者相关的语言变体和与语言使用相关的语言变体。前者指地域方言,会话方言和标准方言;后者则指包括语场,基调,方式这三个语域变体的语域。文章用了较大的篇幅,详细论述了语域理论的内涵、语域变体的特点及其在真实交际环境中的具体体现,并由此得出结论:语言应当被视为人们在特定的语言环境下完成特定的交际目的的一种社会符号资源,所有与语言使用者相关的或与语言使用环境相关的因素均应考虑在内。 相似文献
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一、ＩｎｔｒｏｄｕｃｔｉｏｎＬａｎｇｕａｇｅｔｅｓｔｉｎｇｉｓｒｅｌａｔｅｄｔｏｔｈｅｌａｎｇｕａｇｅ ,ｌａｎｇｕａｇｅｌｅａｒｎｉｎｇａｎｄｌａｎｇｕａｇｅｔｅａｃｈｉｎｇ .Ｗａｒｄｈａｕｇｈｈａｓｒｉｇｈｔｌｙｏｂｓｅｒｖｅｄｔｈａｔｌａｎｇｕａｇｅｔｅａｃｈｉｎｇｉｎｖｏｌｖｅｓａｔｌｅａｓｔｔｈｒｅｅｄｉｓ ｃｉｐｌｉｎｅｓ:ｌｉｎｇｕｉｓｔｉｃｓ ,ｐｓｙｃｈｏｌｏｇｙ ,ａｎｄｐｅｄａｇｏｇｙ .Ｌｉｎｇｕｉｓ ｔｉｃｓｐｒｏｖｉｄｅｓｉｎｆｏｒｍａｔｉｏｎａｂｏｕｔｌａｎｇｕａｇｅｉｎｇｅ… 相似文献
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Language is at the center of human life. This essay tries to seek similarities and differences between language acquisition and language learning from the theory achievements of some linguists. On this basis, it is pointed out that language acquisition is the effect of sub consciousness, while language learning is connected with conscious system. Thereby this paper analyzes the interaction between them and the influence on the present situation of foreign language teaching in China. 相似文献
4.
Language is at the center of human life. This essay tries to seek similarities and differences between language acquisition and language learning from the theory achievements of some linguists. On this basis, it is pointed out that language acquisition is the effect of sub consciousness, while language learning is connected with conscious system. Thereby this paper analyzes the interaction between them and the influence on the present situation of foreign language teaching in China. 相似文献
5.
Language-switching is an important part of the study of code-switching. In this paper the author distinguishes code-switching from code-mixing first. Then the relationship between language-switching and borrowing is explained. At last, starting from the perspec tive of sociolinguistics, the author illustrates the special functions of language switching and the special effects and purpose that lan guage-switching can achieve. 相似文献
6.
Language teaching approaches are always changing according to social needs for various talents and there is no exception for Communicative Language Teaching(CLT).From 1960s,people become more and more interested in communicative function of languages.Communicative Competence,Functional Linguistics,Speech Act Theory and related learning theories help the CLT form the teaching aim of cultivating students’communicative ability.Scholars start to regard language communicative competence as the final teaching purpose.This article will explore CLT in terms of language teaching views,advantages and disadvantages.What is more,it comes to the following conclusions:there exists no language teaching approach that is absolutely superior,including CLT.Language teachers should use different approaches flexibly so as to reach the teaching aim. 相似文献
7.
Man has a big brain (脑). He can think, learn and speak. Scientists once thought that men are different from animals because they can think and learn. Now they know that dogs, cats and birds can learn, too. They are beginning to understand that men are different from animals be- 相似文献
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Based on the four famous theories of the relationship between language and thought,the author will endeavor to find out the nature between them and apply it to the kindergarten education in the dissertation,aiming at the concrete help to all nursery teachers. 相似文献
9.
Languagelearningbeginswithlis－tening．Childrenvarygreatlyintheam－ountoflisteningbeforetheystartspeak－ing，andchildrenwhostartspeakinglateareoftenlonglisteners．Mostchildrenwill“obey”spokeninstructions（指导）sometimebeforetheycanspeak，thoughtheword“obey”canhardlydescribetheeagercooperation（合作）shownbythechildaccurately（精确地）．Beforetheycanspeak，manychildrenwillalsoaskquestionsbygestures（手势）andbymakingnoises．Itisagreedthatbabiesenjoymakingnoises，andthatduringthefirstfewmon… 相似文献
10.
乔姆斯基在管约理论中根据动词屈折变化丰富程度,按照主语的可还原性将语言分为主语脱落语言和非主语脱落语言.有学者认为,虽然英语被划入非主语脱落语言,但是英语无主祈使句符合“主语脱落”现象,从而认为“还原说”存在一定的不足.文章认为,英语无主祈使句的主语不是“pro”,而是一种话语省略. 相似文献
11.
Perla B. Gámez Holly L. Griskell Yaxal N. Sobrevilla Melissa Vazquez 《Child development》2019,90(2):471-479
This study examined dual language learners’ (DLLs n = 24) and English-only (EO n = 20) children's expressive and receptive language in kindergarten (Mage = 5.7 years) as well as the relation to peers’ language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014–2015 year). Receptive language skills (vocabulary, sentence comprehension) were measured in the fall and spring. Findings revealed increases in children's expressive and receptive language, except in terms of syntactic complexity. Moreover, peers’ vocabulary diversity was positively associated with children's vocabulary diversity. Peers’ syntactic complexity was positively associated with children's syntactic complexity and receptive vocabulary. Findings suggest that peers’ language use may influence DLLs’ and EO children's language learning. 相似文献
12.
Elisa Nousiainen 《芜湖师专学报》2001,(3):74-81
本文试图指出中国学生在英语写作中存在的主要问题和可能原因，旨在帮助提高师生双方对这些错误的意识，以便更好地教和学。 相似文献
13.
Bernard Spolsky 《通化师范学院学报》2003,(2)
Bernard Spolsky是国际知名的外语教育专家、语言学家,1932年生于新西兰,后移居以色列。曾在新西兰、英国、澳大利亚等国家从事中学教育工作,后在耶路撒冷的希伯来大学从事两年的英语教学。60年代曾在美国的印地安那州立大学、新墨西哥州立大学从事语言学、基础教育学和人类学等学科的教学工作。在印地安那州立大学期间,他主持语言科学研究中心的工作,并负责一项英语作为外语的教学计划。1980——2000年他一直在以色列著名的Bar-Ilan大学执教,历任英语教授、人文系主任、英语学院院长,同时他还创办了语言政策研究中心。目前,他受聘任职在华盛顿的美国国家外语中心。 Bernard Spolsky不仅是位资深的外语教育教学专家,同时还是一位论著颇丰的作家、撰稿人。《Conditions for Second Language Learning》是他在1989年出版的一本有关第二语言学习的条件的专著,该书荣获了当年美国现代语言协会颁发的Kenneth W.Mildenberger奖项,第二年被英国应用语言学协会评为“1990年佳作奖”。 囿于篇幅,本刊仅从《Conditions for Second Language Learning》一书中摘选了作者对第二语言学习的条件进行阐述的纲要部分,供读者参考。 相似文献
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(continued from Issue 9) Input/Control Phase Organizational:managerial structuring of lesson or class activities;includes reprimanding of students and other disciplinary action,organization of class furniture and seating,general procedures for class interaction and performance,structure and pur- 相似文献
16.
continued from Issue 10 4.Facilitation A major role of the instructor is to arrange matters so the material presented gets used and thereby learned.This may be far more critical in the learning of a cognitive skill,in which practice assumes major dimensions,than in the learning of most school subjects, in which declarative knowledge(Anderson 1982;O'Malley,Chamot,and Walker 1987) is being presented and clear presentation may be sufficient in 相似文献
17.
InGuidelines for Language Classroom Instruction,Crookes and Chaudron review research and practice in both second and foreign language contexts.The main areas of classroom instruction described are:presentational modes and focus on form,types of activities and parameters of tasks and interaction,classroom organization,teacher control of interaction,and corrective feedback. 相似文献
18.
This article will deal whh the issues of ElL （English as an International Language） and its implications in Chinese ELT teaching context. First I will present the theoretical background on the global spread of English,then comes its general implications to Chinese EFL teaching, including the discussion of what type of English should be taught. Finally, some relevant suggestions will be put forward with the purpose of meeting the high demand of EFL learners in China, especially in inland provinces. 相似文献
19.
吕蔷 《高等教育与学术研究》2006,(2)
Introduction Our most developed and established system of communication is, of course, language. But what we mean by language is a widely recognized problem and the term 'language' has been applied figuratively to all forms of human behaviour. What is clear is that what- ever language may be, it is communicative, and it is not the only system of communication, nor is it the on- ly instrument of human communication, just the most subtle and powerful. Since the last half century, the notion of '… 相似文献
20.
Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' views about the children's problems and educational needs. This paper reports the findings of a two-stage project in two local education authorities investigating the characteristics and needs of children with specific speech and language difficulties (SSLD). Teachers, educational psychologists, and speech and language therapists in two local education authorities identified 133 eight year-old children who experienced primary difficulties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self- esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers, supplemented by information from the assessments of the children's skills, will be reported. The teachers faced three challenges: the additional difficulties experienced by the children, their own knowledge gaps, and the barriers to meeting the children's needs. The implications of the results for inclusive education are addressed. 相似文献