My cat, who believes that I’m a fool, enjoys tormenting me.应用语言学与外语教学Applied Linguistics and ForeignLanguage Teaching一、语言学与应用语言学1、当代国外语言学与应用语言学文库，外语教学与研究出版社，2000-2001。
2、牛津应用语言学丛书（19本），上海外语教育出版社，1999。
3、牛津应用语言学丛书（续编）（10本），上海外语教育出版社，2000。
4、剑桥应用语言学丛书（10本），上海外语教育出版社，2001。
5、外语教学法丛书（20本），上海外语教育出版社，2002。
6、剑桥英语教师丛书（20本），外语教学与研究出版社，2000。
二、交际能力与交际英语教学ChomskyCompetence / performanceAccording to Hymes, communicative competence is a competence “when to speak, when not, and as to what to talk about with whom, when, where, in what manner.”Communicative competence is that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts.1、交际能力的四个参数（1）可能性程度(degree of possibiblity): 指某一语言系统中可能存在的东西（如个人在特定语言社团中关于语言的语音、语法、词汇、语义、语用等知识）；（2）可行性(feasibility)程度：指个人心理方面的语言容量（如个人的记忆和认知）；（3）合适性(appropriateness)程度：指交际中言语行为的得体表达（如对交际背景、目的、常规、参加者等因素的合理考虑）；（4）出现性(performance)程度：指交际中言语行为是否可行（如在可能、可行、和合适的情况下是否可做）。
2、交际能力的四个组成部分(1) 语法能力(grammatical competence)，包括语音、词法、句法、词汇等语言知识，它所涉及和注重的是正确理解和表达话段(utterance)的字面意义所需要的知识；（2）社交能力(sociolinguistic competence)，涉及的是语言使用的社会规则，这种规则指在人际交际中合适理解和使用话语的方式；(3) 语言策略能力(strategic competence)，包括言语和非言语两方面的交际策略，这种能力主要用来补救交际中因缺乏应有的能力等所导致的交际中断；(4)话语能力(discourse competence)，考虑的是话语规则和在话语中组织句子和话段时所需要的知识和技能。
这种能力与语法能力的主要不同在于：前者指在超句平面上组织句子（话段）以及考虑句际关系的能力，而后者指句平面上谴词造句的能力。
3、培养交际能力的三个平面语言教学可以有三种不同的方法：(1)结构---- 分析(structural-analytic)方法：Focus on language (formal features)a. structural control;b. material simplified structurally;c. mainly structural practice(2)功能---- 分析(functional-analytic)方法: Focus on language (discourse features)a. discourse control;b. material simplified functionally;c. mainly discourse practice(3)非分析或经历(non-analytic or experiential)法:Focus on the use of languagea. situational or topical control;b. authentic language;c. free practice三、Krashen和他的第二语言习得理论(1)习得与学知的区别the Acquisition-learning Distinction Hypothesis Language acquisition is a subconsciousprocess … The result of language acquisition, acquired competence, is also subconscious. Other ways of describing acquisition include implicit learning, informal learning, and natural learning. In non-technical language, acquisition is “picking-up”a language. 习得就是下意识的、非正式的、自然的、甚至是“拾遗”似的学习过程。
Language learning: We will use the term “learning” to refer to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. In non-technical terms, learning is “knowing about”a language, known to most people as “grammar”, or “rules”. Some synonyms include formal knowledge of a language, or explicit learning. 学知是指有意识地、正式地、明确地学习语言的规则，即“语法”。
习得是首要的，第一位的。
但并不排斥学知的作用。
(2)语法检测the Monitor Hypothesis(3)自然习得顺序the Natural OrderHypothesis(4)输入语the Input HypothesisThe input hypothesis runs counter to our usual pedagogical approach in second and foreign language teaching. As Hatch has pointed out, our assumption has been that we first learn structures, then practice using them in communication, and this is how fluency develops. The input hypothesis says the opposite. It says we acquire by “going for meaning”first, and as a result, we acquire structure!”“…humans acquire language in only one way ----- by understanding message, or by receiving ‘comprehensible input’”Comprehensible input是指稍微高出学生现有水平的大量反复出现的输入语。
例如，将学生的现有的外语水平定为i, 那么，教学中应提供的输入语应具有i+1的水平，而不应该停留在原水平上。
具体内容概括为四点。
a. 输入语与习得联系紧密，而与学知无关。
b. 人们习得语言是靠理解含有稍微超出他们现有水平的实际语言，而且这种实际语言一定要易懂并含有i+1的语言结构。
c. 如果交流的目的达到了，而且输入语量多而又易懂，那么i+1的结构也就自然地学会了。
d. （语言）再生能力不是直接教会的，而是逐渐地在实际语言环境中形成的。
(5)心理障碍the Affective Filter Hypothesis影响学生习得语言的几个心理因素：a.动力。
学生学习目的是否明确，直接影响他们的学习效果。
目的明确则动力大，反之，则收效甚微。
b.自信心。
那些比较自信，自我感觉良的学生在学习中进展较快。
c.顾虑。
在第二语言或外语的学习中，顾虑较少的人容易得到更多的输入语。
Summary:a.Acquisition is more important than learning.b.In order to acquire, two conditions are necessary. The first is comprehensible (or even better, comprehended) input containing i+1, structures a bit beyond the acquirer’s current level, and second, a low or weak affective filter to allow the input “in”.四、语境研究与外语教学(1) John’s book另一种语境概念---- 动态语境(dynamic context)Context is dynamic, not a static concept: itis to be understood as the continually changing surroundings.A dynamic context is an environment that is in steady development, prompted by the continuous interaction of the people engaged in language use.(2) Jacob: Do you know the way back to the dining hall? We can go in my car.…Mark: Oh, I thought you did n’t know the way to the campus.Jacob: I thought you didn’t know.Clearly, Mark takes Jacob’s utterance not as a ‘real”question, but as a “pre-request”for information.与语境有关的几种理论：(1)Grice的“合作原则”(Cooperative Principle)与“会话含义”(conversational implicature)理论。