英语论文网

te the real life speeches. 2.1.3. Applied Linguistics and Teacher Talk Both linguistics and language teaching take language as their subject. Since linguistics is defined as the scientific study of language, it seems obvious that such a close relations to study would have language teaching. However, linguistics and differ language teaching in their attitudes towards language, their goals, and their methods. Language is viewed as a system of forms in linguistics, but it is regarded as a set of skills in the field of language teaching. To bridge the gap between the theories of linguistics and the practice of foreign language teaching, Applied Linguistics) serves as a mediating area which interprets the results of linguistic theories and makes them relevant to the language teacher (Hu Zhuanglin, 1988). Applied Linguistics is conductive to foreign language teaching in two major aspects. Firstly, Applied Linguistics extends the theoretical linguistics in the direction of language learning and teaching, so that the teacher is enabled to make better decisions on the goal and content of teaching and qualities of TT. Secondly, Applied Linguistics states the insights and implications that linguistic theories have on the language teaching methodology. Once the goal and content of the teaching are settled, the teacher has to consider such questions as "How to teach?" "Should the teaching-learning process be teacher-centered, textbook-centered, or learner-centered?" "How should the learner's errors be treated?" All of these aspects are liable to influence TT. 2.1.4. Second Language Acquisition and Teacher Talk Krashen, an American researcher in Language Acquisition, defined the term language acquisition as gaining use of a language without any conscious learning, such as the way babies acquire their mother tongue (1981). Learning a language requires some formal training and conscious effort. There are differences between learning the first and a second or foreign language. One of them is that the child learns to communicate by being in situations in which he has to communicate, and he gets the necessary amount of language input from those around him. Can we create the same situation in the classroom? Many will say that it is unrealistic to try and copy and establish the first language acquisition environment in the classroom. The classroom itself is an artificial environment for real communication to take place. Since communication stems from the necessity to communicate, the teacher needs to add this element to the classroom situation. A case in point is to recreate information gap in the classrooms. By comparing the first language acquisition with the second language acquisition, a parallel has been drawn as the basis of research into language learning. Some research findings of Second Language Acquisition have been applied to foreign language teaching for several decades. An example is Audio-Lingual Method of language teaching which involves giving the learner stimuli in the form of prompts(Johnson,1979), and praising the correct response or punishing an incorrect response, until the right one is given, and only correct language is accepted in the classroom. The teacher always uses the target language, as the only language to be heard or spoken so as to encourage the learner to think in it. Research on Second Language Acquisition has ever provided TT with important theoretic basis and diverse approaches to enrich TT ev