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教育语言学
张京鱼
专题概述：
Educationallinguistics, as the name
suggests, involves two disciplines: education
andlinguistics. Educational linguistics
is concerned with the study of language
inteaching and learning. It has
interests in the nature of the linguistic
systemand its
role in learning, as well
as in what kinds of knowledge about languageshould
be
taught. It highlights areas of
linguistics that are most relevant to teachers.
In our case,it is the teaching and
learning of English as a second or foreign
language
inprimary or secondary schools
in China. In other words, the target language
isEnglish but working language in
Chinese schools is Chinese, the mother tongueor
the first language (L1) for both
students and most teachers, if not our
students learn English as a second
language (L2) when they havealready mastered
their L1 Chinese, their knowledge about
Chinese plays a rolein their English learning.
This role could be positive
or negative. Tobecome a better teachers, English
teachers
need to know both English
andChinese well.
学习策略：
视频讲解、协作学习、问题解决、讨论交流等。
?
学习目标：
了解教育语言学这个学科，课程整体目标
?
知晓教师课堂语言与教学效果的关系
?
通晓课堂互动中教师的角色：交
际者
&
教育者
?
熟悉语言的基本单位
?
提问与找出答案
?
学习
重点：
语言学与教育的关系，
努力使自己成为一个通晓语言内在
规律和
语言使用规律对的英语教师
专题一
教育语言学导论
Educational Linguistics: an
understanding of language fosters
betterteachers
1.1 Educational Linguistics
Educational linguistics, as the name
suggests, involves twodisciplines:
education and linguistics.
Educationallinguistics is concerned with the study
of
language in teaching and has
interests in the nature of the linguistic
system and its role inlearning, as well
as in what kinds of knowledge about
language should betaught. It highlights
areas of linguistics that aremost
relevant to teachers.
In our case, it is the teaching and
learning of English as a secondor foreign
language in primary or secondary
schools in China. In other words,the target
language is English but working
language in Chinese schools isChinese, the
mother tongue or the first language
(L1) for both students andmost teachers, if
not all. Since our students learn
English as a secondlanguage (L2) when they
have already mastered their L1 Chinese,
their knowledgeabout Chinese plays a
role in their English learning.
This role could bepositive or negative.
To become
a better teachers, English
teachers need toknow
both
English and Chinese
well.
1.1.1Course
Objectives
To encourage you
to reevaluate your own beliefs and attitudes
aboutlanguage.
To
make you aware of the complexity of language and
able toarticulate this
awareness.
To
make you aware of some of the similarities and
difference
betweenEnglish and
Chinese.
To expose you to
the ―core‖ sub
-fields of linguistics
(phonology,morphology,
syntax, and
semantics).
To enable you to
teach English in a more systematic and
effectiveway.
Education and
Linguistics
Many teachers
recognised that ―educational failure is
primarily
linguisticfailure‖
1.2 LinguisticSciences and Language
Teaching
Halliday, McIntosh
&Strevens (1964) in their The LinguisticSciences
and
Language Teaching (1964). (223-251)
identified three types oflanguage
teaching:
―prescriptive‖ (referring to practices
that prescribed preferredexpressions,
such as I did, rather than I
done);
―descriptive‖
(referring to methods of describing language much
as alinguist
does)
and
―productive‖
(involving
students in
using the resource oftheir language in
powerful ways).
Of the three, Hallidayet al concluded,
it was prescriptiveteaching that
predominated, while too little work was
devoted in schools todescriptive or
productive teaching.
1.3Classroom talk
Student (excitedly): Miz Jones, you
rememberthat show you tole us about?
Well,me and my momma‘nem—
Teacher (interrupting with a ―warm‖
smile):
Bernadette,start
again. I‘m
sorry, but I can‘t
understand you.
Student
(confused): Well, it was that show,me and my
momma
—
Teacher
(interrupting again, still with that ―warm‖
smile):
Sorry, I still can‘t
understand you.
(Student, now silent, even more
confused than ever, looks at floor,says
nothing.)
Teacher: Now
Bernadette,
first of all, it‘s
, not MizJones. And
you
know it was an exhibit, not a
, haven‘t I explained to the class over
and over again that you always
putyourself last when you are talking about a
group of people and yourself
doingsomething? So, therefore, you should say
what?
Student: My
momma and me
—
Teacher (exasperated): No! My mother
and start again, this time
right.
Student:
Aw, that‘sokay, it wasn‘t
nothin.
(Smitherman,1977, pp.
217-218)
What can
we learn from this classroom
interaction?
1.3.1 Teachers
as Communicators
Clearly,
communication with students is essential in
effectiveteaching. To
communicate
successfully, teachers must know how to
structuretheir own
language output for
maximum clarity and have strategies
forunderstanding
what students are
saying. Since understanding student talk is keyto
analysis of
what students know, how
they understand, and what teaching moveswould be
useful.
In as
diverse a society as that of USA, teachers must be
prepared towork
with children from many
different cultural, social, and
linguisticbackgrounds.
Studies of
discourse patterns in American Indian (Philips,
1993),Native
Hawaiian (Boggs, 1972),
Puerto Rican (Zentella, 1997), and AfricanAmerican
(Heath, 1983) homes and communities
have shown that the speechpatterns
that
children bring to school from their homes can be
quite differentfrom the
ones that are
valued at school. These speech patterns are
nonethelessessential
to functioning
effectively in their home communities.
Acquiring the academic discourse
patterns of school is an importantpart of
the educational development of all
students, but it is neithernecessary nor
desirable to promote it at the expense
of the language patternschildren already
have. In fact, Mrs. Jon
es‘
pedagogical approach to languagedevelopment is
more likely to SOUR children like
Bernadette to the wholeexperience of
schooling than it is to instruct
them.
Your students
are learning English as a second
language,
andunderstanding the course
of second language acquisition (including such
mattersas what sorts of mistakes they
are likely to make and how much
progress can beexpected in a unit of
time) helps teachers communicate with
them moreeffectively.
Even advanced speakers of English as a
second language may
useconversational
patterns or narrative organization that differ
from those of
themainstream.
Understanding how their language use might differ
from that of
thenative European-
American English speaker is crucial for effective
teaching.
Study
questi
on: How should teachers cope with
students‘ mistakes
orerrors?
1.3.2 Teachers as Educators
Teachers are responsible for selecting
educational materials andactivities at
the right level and of the right type
for all of the children intheir classes. This
requires a reasonable basis for
assessment of studentaccomplishments and the
capacity to distinguish between
imperfect knowledge ofEnglish and cognitive
obstacles to learning. In order to
teach effectively,teachers need to know which
language problems will resolve
themselves with timeand which need attention
and intervention. In other words, they
need to know agreat deal about language
development.
What
should classroom teachers know about
Language?
English teachers
would benefit from better, more intensive, and
morecoherent preparation in educational
linguistics.
1.4 What arethe
basic units of language?
Teachers need to know that spoken
language is composed of units
ofdifferent sizes
–
sounds (called phonemes if
they function to signal
differentmeanings in the language),
morphemes (sequences of sounds that
form thesmallest units of meaning in a
language), words (consisting of one or
moremorphemes), phrases (one or more
words), sentences, and discourses.
Crucial to an understanding of how
language works is the idea
of―arbitrariness‖. Sequences of sounds
have no meaning by themselves –
it is
onlyby convention that meanings are
attached to sound. In another language
asequence of sounds that is meaningful
in English may mean nothing at all,
orsomething quite different.
Arbitrariness (form and meaning
?
duality)
Except onomatopoeic words such as
cuckoo, crash, wow wow, etc.
房子
house, maison, dom;
手
hand, main,
ruka
What‘s in a name? That
which we call a rose
By any
other name would smell as sweet.
–
ShakespeareQuote
Phonemes