布龙菲尔德的结构主义语言观在外语教学中的调查研究 ——美国部队语言培训计划的理论考察

论文摘要

布龙菲尔德是美国结构主义语言学重要的奠基人之一,但是他的研究范围并不仅仅局限于语言理论分析,同时他也关注语言学的实际应用,即外语教学。他注重把结构主义语言学理论与外语教学相结合,并且在二战期间为美国“部队语言培训规划”(Army Language Training Program)的设计和实施做出了巨大的贡献,该计划也取得了成功。战后,以他的结构语言学理论为指导的外语教学思想被广泛地运用到美国各类学校。时至今日,布龙菲尔德的外语教学思想仍然被借鉴和使用。本研究试图把布龙菲尔德的外语教学思想应用在中国的大学英语教学之中。首先,本研究通过调查美国部队语言培训规划来挖掘布龙菲尔德外语的教学思想。他的外语教学思想的精髓是“听说领先”,主要体现在以下两个方面：第一个方面是“发音合作者”的教学思想；第二个方面是“过度学习”的教学思想。“发音合作者”也被称作“操本族语的人”,布龙菲尔德认为语言学习者应该获得大量的机会来聆听和模仿本族语者的讲话,以获得近乎于标准的发音和言语。当语言学习者模仿本族语者言语和发音的时候,本族语听话人就可以立即判断出学习者的模仿是否近乎标准(以本族语者接受为准),如果学习者的模仿没有达到可接受的标准,本族语者当即就可以给予纠正。“过度学习”也被称作“过度练习”,布龙菲尔德认为学习一门语言并不是单纯的去学习语言知识,而是要去练习这门语言,但是这种练习绝不是普通意义上的操练,而是一种“过度练习”。何谓“度”,他认为只有当学习者在准确地使用已学过的言语时没有一丝犹豫,那么学习者才达到了这个“度”,即“习得”。随后,本研究进一步思考布龙菲尔德的教学思想和部队语言培训规划的经验将如何移植到大学英语教学中。在调查宾夕法尼亚州立大学公共外语教学的过程中作者发现布龙菲尔德曾在1945年草拟了一份大学外语教学规划,这个规划包括五个部分：教学目标、课时安排、课程设置、教学建议以及总评部分。最后,本研究着力把布龙菲尔德的外语教学思想和他草拟的大学外语教学规划移植到中国大学英语教学中。本研究把《大学英语课程教学要求》(2007)和布菲尔德的教学思想进行了深入的对比,找出了其中的共性思想。其次,本研究以沈阳师范大学大学英语教学为平台,草拟出了基本的教学建议。基本建议如下：1.改变课程设置,把第一学期的“读写课”移到第二学期,第一学期主要侧重听说练习。2.招聘并培训英语本族语者为“发言合作者”,在听说课上辅助英语教师强化学生的听力和口语练习。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Contents
• Glossary
• List of Tables
• Chapter 1 Introduction
• 1.1 Background of the study
• 1.2 Statement of the problem
• 1.3 Overall structure of the thesis
• 1.4 Research methodology
• 1.4.1 Historical material collection
• 1.4.2 Historical material analysis
• 1.5 Significance of the study
• Chapter 2:Literature Review
• 2.1 Bloomfield's language teaching ideas
• 2.1.1 Linguistics-the equipment of language teacher
• 2.1.2 Language teaching-linguistics in application
• 2.2 Bloomfield's structural linguistic ideas
• 2.2.1 The basic conceptions and methods of descriptive linguistics
• 2.2.1.1 Boas' linguistic perspectives
• 2.2.1.2 Bloomfield's language descriptive methods
• 2.2.1.3 The relationship between descriptive linguistics and language teaching
• 2.2.2 Psychological basis
• 2.2.2.1 Wundt' mentalism
• 2.2.2.2 Weiss' behaviorsm
• 2.2.2.3 Bloomfield's language mechanism model
• 2.2.3 Summary
• 2.3 Language teaching practices
• 2.3.1 The history of"Army Language Training Program（ALTP）"
• 2.3.2 Bloomfield's contribution
• 2.4 Summary
• 2.5 The theoretical and realistic significance of the research
• 2.6 Limitations of the previous studies
• Chapter 3 Army Language Training Program
• 3.1 Introduction
• 3.2 The relationship between ALTP and ASTP
• 3.2.1 ASTP
• 3.2.1.1 Selection procedure of trainees in ASTP
• 3.2.1.2 The basic teaching syllabus of ASTP
• A. Characteristic and objectives of ASTP
• B. Teaching requirements of ASTP
• C. Teaching model of ASTP
• D. Teaching administration of ASTP
• 3.2.2 ALTP
• 3.2.2.1 Origin of ALTP
• 3.2.2.2 The first period of development in ALTP
• 3.2.2.3 The second period of development in ALTP
• 3.2.2.4 The third period of development in ALTP
• A. An introduction of FALSC
• B. General objectives of FALSC
• C. Specific objectives of FALSC
• D. Training selection of FALSC
• E. Trainees' psychological factor in FALCS
• F. Structure and organization of FALCS
• 3.3 Methodology in ALTP
• 3.3.1 The suggestions from the Army
• 3.3.2 Language teaching ideas of Bloomfield
• 3.3.2.1 Outline Guide for the Practical Study of Foreign Languages
• 3.3.2.3 Informants
• A. Bloomfield's linguistic point of view
• B. Bloomfield's language teaching ideas in ALTP
• 3.3.2.4 Instruction
• 3.3.2.5 Foreign speech sounds
• A. Bloomfield's linguistic point of view
• B. Bloomfield's language teaching ideas in ALTP
• 3.3.2.6 Learning spoken form
• A. Bloomfield's linguistic view of point
• B. Bloomfield's language teaching ideas in ALTP
• 3.3.2.7 Overlearning
• A. Bloomfield's psycholinguistic view of point
• B. Overlearning ideas in ALTP
• 3.3.2.8 Summarizing language teaching ideas of Bloomfield in ALTP
• 3.4 Results and achievement of ALTP
• 3.5 Summary:the instructional characteristics of ALTP
• Chapter 4 The Application of ALTP to College English Teaching
• 4.1 Introduction
• 4.2 Bloomfield's essential viewpoints
• 4.2.1 Combination between ALTP and college foreign language teaching
• 4.2.2 Bloomfield's college foreign language teaching program
• 4.3 The combination between ALTP and Pennsylvania State University
• 4.4 The combination between ALTP and college English teaching in China
• 4.4.1 Objectives of college English
• 4.4.2 Teaching requirements
• 4.4.3 Course design
• 4.4.3.1 Listening and speaking course design
• 4.4.3.2 English culture course design
• 4.4.3.3 Summary
• Chapter 5 Conclusion
• 5.1 Summary of the survey
• 5.2 Pedagogical implications
• 5.3 Limitations and suggestions for further study
• References
• Appendix 1 Area Study Curriculum FALCS
• Appendix 2 College English Curriculum Requirements（2007）
• 简历