文档介绍：语言教学的分离观与融合观
A Separated & Integrated Approach To Language Teaching
& Learning
一语言教学的基本问题
Why?为什么教学？
Who?谁教谁学？
What?教学什么？——“语言”还是“言语”？
r 如何教学？传统教学法(TLT)还是交际教学法(CLT)?分立式语言 教学(a separated approach to language teaching & learning)还是整体 a 式语言教学(an integrated approach to language teaching & learning.
How?
I教学效果如何？ ——语言教学评价(如测试)
二语言观及其语言教学蕴涵:聚焦语言与言语
结构主义一一语言静态结构观,作为思维或交际工具但可分解成更小构件(比 如音位、词、句、段落等)及其组合规则的一套符号系统，即“语言气
—Cambridge International Dictionary of English, 1995: 795 ( cited in Wang Qiang, 2006:306)：
Language is a system of communication consisting of a set of small parts and a set of rules which decide the way in which these parts can be combined to produce messages that have meaning.
—Larsen-Freeman & Long (199Incited in Wang Qiang, 2006: 3)：
... language as a linguistic system made up of various subsystems; each language has a finite number of structural items — phonology, morphology, syntax.
• Implications for language teaching & learning
To learn a language means to learn these structural items so as to be able to understand and produce language. (Wang Qiang, 2006: 3 )
Limitations for language teaching & learning
基于结构主义语言观的语言教学，过于重视语言系统本身(语音、词汇、语法、 静态孤立语义)及其准确性的教学，极端忽视语言运用的复杂性和适切性，忽视 语言使用的多维参数(单位：语篇/话语；要素一语音、词汇、语法、意念/内 容/意图/信息；环境：语境一语言语境、社会、文化、心理、情境等非语言语 境；行为/方式：听、说、读、写；主体——说话人/听话人、作者/读者)。
功能主义一一语言动态使用观，语言作为整体性的思维/交际手段被使用的种 种行为过程(比如听、说、读、写)及其影响因素，即“言语”一一语言使用行 为过程及其结果、产品。
Context (who, where, how, why)
(. Wang Qiang, 2006:17-19)
Implications for language teaching & learning:
■ Wang Qiang, 2006:144-37. Unit 2
Pedagogical goal: develop studenfs CC (Wang Qiang, 2006: 16)
... the knowledge not only about language code itself but also about how to use the language appropriately in communicative situations (. Wang Qiang, 2006:16)
Teaching & learning approach: CLT (strong version vs. weak version, Howatt, 1984,cited in Wang Qiang, 2006:20)
Lead-in + PPP vs. TBLT
PWP
3邹为诚，外语教师的语言观
语言和言语并非同义词。必须区别语言和言语，不可混淆。早在本世纪之初， 现代语言学鼻祖、瑞士语言学家索绪尔(