普遍语法理论对课堂外语教学的积极影响
发布时间：2023-03-12 02:32
乔姆斯基的普遍语法理论是现代语言学的重要组成部分，虽然它的提出受到过许多不同语言学派的批评与质疑，但是它的意义在于以一个全新的视角来定义语言结构，从高度抽象化的原则和参数出发，描述了语言存在的普遍性。普遍语法作为现代语言学理论流派中颇具影响力的理论之一，作为重要的理论基础，对当代语言学及其相关分支理论的发展和完善作出了巨大的贡献。本文将着重从教学方法，学习者的学习策略和教学主体三个角度来探讨普遍语法理论在外语教学课堂实践中的指导地位和积极影响。 在教学方法上，普遍语法理论关于语言普遍性的阐释为课堂外语教学中以下两个方面提供了理论基础：首先，母语的恰当使用以促进初学者对于目标语的掌握；其次，适度对比分析以帮助学生实现对目的语中抽象概念和句式结构的认知。此外，乔姆斯基的语言本质同一性理论强调所有语言及其文化的平等性概念有利于培养外语学习者的文化意识。普遍语法的核心内容是原则与参数理论，旨在将目的语语法的学习建立在根据特定的原则重组参数的基础之上，因此其中一项重要的原则-结构依赖理论以其对于规约句子内部各成分之间纵向结构的移动法则的解释而成为现代语法教学的理论框架。普遍语法高度重视背景在语言...
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
中文摘要
Abstract
Chapter 1 Introduction
Chapter 2 A literature Review of Three UG-access hypotheses
2.1 No access to L2 learning
2.2 The Indirect-access Hypothesis
2.3 The Direct-access Hypothesis
Chapter 3 Interlanguage
3.1 The characteristics of interlanguage
3.2 The influence of UG on interlanguage
3.3 Interlanguage in FLT
Chapter 4 The Positive Influence of UG on Classroom FLT
4.1 Teaching methodologies
4.1.1 Proper use of mother tongue in classroom teaching
4.1.2 Appropriate contrastive analysis in FLT
4.1.3 Theoretical guide for improving learners'culture awareness in FLT
4.1.4 Structure-dependence principle in classroom grammar teaching
4.1.5 Setting-providing in FLT
4.1.6 The demarcation of linguistic competence and performance for discriminating learners' errors and mistakes
4.1.7 Markedness and unmarkedness knowledge for lesson planning and textbook designing in FLT
4.2 Learning strategies:denying the stimulus-response learning model by behaviorism in FLT
4.3 Teaching subjects:the theory of language faculty in transformation of the teachers' and students' roles in FLT
Chapter 5 Conclusion
Bibliography
Acknowledgements
本文编号：3760756
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
中文摘要
Abstract
Chapter 1 Introduction
Chapter 2 A literature Review of Three UG-access hypotheses
2.1 No access to L2 learning
2.2 The Indirect-access Hypothesis
2.3 The Direct-access Hypothesis
Chapter 3 Interlanguage
3.1 The characteristics of interlanguage
3.2 The influence of UG on interlanguage
3.3 Interlanguage in FLT
Chapter 4 The Positive Influence of UG on Classroom FLT
4.1 Teaching methodologies
4.1.1 Proper use of mother tongue in classroom teaching
4.1.2 Appropriate contrastive analysis in FLT
4.1.3 Theoretical guide for improving learners'culture awareness in FLT
4.1.4 Structure-dependence principle in classroom grammar teaching
4.1.5 Setting-providing in FLT
4.1.6 The demarcation of linguistic competence and performance for discriminating learners' errors and mistakes
4.1.7 Markedness and unmarkedness knowledge for lesson planning and textbook designing in FLT
4.2 Learning strategies:denying the stimulus-response learning model by behaviorism in FLT
4.3 Teaching subjects:the theory of language faculty in transformation of the teachers' and students' roles in FLT
Chapter 5 Conclusion
Bibliography
Acknowledgements
本文编号：3760756
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