语言学功能转向对英语教学的启发

　　语言学功能转向对英语教学的启发
　　Introduction
　　1）Shiftfromtheformalviewtosocialandsemanticviewoflanguage
　　AccordingtoNoamChomsky〔1〕，mindthatmakesitpossibleforspeakerstoproduceandunderstandaninfinitenumberofsentencesinthEirlanguageanddistinguishgrammaticalsentencesfromungrammaticalsentences。CCwhichwasfirstintroducedbyNoamChomsky〔1〕aspartofthefoundationsforhisGenerativegrammar。
　　In1970s，linguistsstartedtoshifttheirviewoflanguageasanabstractsystemtoviewitasasocialandsemanticsystemfortheythinklanguageisnotonlyformalbutalsofunctional，especiallysocialfunctional，whichunderpinsthesocialdevelopment。Itisagreatchange。Manydifferentresearchesonthisaspectemergeandcomplementeachother。
　　2）Themainprinciplesofthesocialandsemanticviewoflanguage
　　Csgrammaticalknowledgeofphonology，morphology，syntax，andthelike，aswellassocialknowledgeabouthowandwhentouseutterancesappropriately。
　　1Theapplicationofthisviewinlanguageteaching
　　Theshiftofviewonlanguagepromotesthepedagogicalreforminlanguageteaching。Communicativelanguageteachinggainsmoreandmoreattention，abilityinappropriatelyusinglanguagesoastohaveaneffectiveinterpersonalorinterculturalcommunication。CommunicativelanguageteachingisanapproachtotheteachingofsecondandforEignlanguagesthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage。Thereareseveraladvantagesinadoptingacommunicativelanguageteaching：firstly，sfunction。Studentsaregivenmoreopportunitiestouselanguageinasocialcontextwhichiscreatedbycommunicativeactivities。Theygetaccesstoknowtheparticularmeaningofutteranceinparticularcontextandlearntouselanguageappropriatelyaccordingtosocialcontext。Secondly，communicativelanguageteachingfocusesonstudentcenteredteachingmoderatherthanteachercenteredteachingmode。Itisveryinterestedintheneedsanddesiresoftheirlearnersaswellastheconnectionbetweenthelanguageasitistaughtintheirclassandasitusedoutsidetheclassroom。Thirdly，inacommunicativeteachingclass，interculturalcommunicativecompetence。Finally，interestandmotivationinarelaxingatmospheresoastolearneffectively。
　　2Theapplicationofthisviewinlanguagelearning
　　RodEllis〔4〕（1985）smentalabilitiesandthelinguisticenvironment。Inotherwords，languageacquisitionderivesfromthecollaborativeeffortsofthelearnerandhisinterlocutorsandinvolvesadynamicinterplaybetweenexternalandinternalfactors。Similarly，thequalityoftheinputaffectsandisaffectedbythenatureoftheinternalmechanisms。
　　Cinternallinguisticmechanismandexternallinguisticenvironmentgiventhatthelearnerspossesslinguisticcompetencethatencompassesknowledgeoflexicalitemsandofrulesofphonology，morphology，syntax，semantics，andthelike。Whatthelearnersshoulddoistoparticipateactivelyinvariouscommunicativeactivities。Thestudentfirstlyshouldimaginethesituationwhichiscreatedbyteacher，thinkandanalyzewhatutteranceshouldbeusedinthatsituation，andseekappropriatestrategiestocopewithdifferentfeedbacksfromtheirpartnersorproblemsemergingfrominteraction。Throughthisinteraction，thinkingisenhancedaswellastheirawarenessofcommunicativecompetence。
　　3Conclusion
　　Withthefurtherresearchonlanguage，linguisticshasintegratedlanguageitselfwithinterdisciplinaryresearch，sociolinguistics，psycholinguisticandnerolinguisticsetc。Learninglanguageisnotsimplylearningabstractlinguisticsystemwithrulesbutemphasizemoreonlearninghowtouselanguageindifferentcontext。Scommunicativecompetence，communicativelanguageteachingapproachhasalwaysexperiencedreformfromtheaudiolingualmethodstopresentTaskbasedmethods。Inasense，viewinglanguageasmeaningfulinsocialcontextbringsaboutprofoundeffectonlanguageteachingandlearningandthiseffectisstillcontinuingtoawideanddeeplandscape。