To such enlightened teachers, the study of language and linguistics involves more than mere mastery of mechanics. Instead, they are committed to a dynamic and intellectual environment that stimulates thought, discussion and analysis. Third, the vast majority of language teachers have been exposed to professional education courses or experiences, which have helped prepare them to become the master teachers that they are.
Some years ago I wrote an article entitled, "Toward a Lapse Theory of Teacher Preparation" aimed at providing guidance for prospective teachers and administrators in English as a Second or Foreign Language. The word "LAPSE," however, did not refer to "lapsus linguae" or slips of the tongue, but rather, served as an organizing acronym for the kind of courses or experiences that should be included in any teacher education program in English for speakers of other languages. While this article referred to the TESOL Guidelines for the Certification and Preparation of Teachers of English to Speakers of Other Languages in the United States, these attributes were equally, though conversely, applicable to teachers of the "other" foreign languages in the U.S. or abroad.
With this as a background, let me spell out the broad, basic principles upon which such preparation has been based: The L, in LAPSE, stands for linguistics and includes introduction to linguistics, phonetics and phonemics, morphology and syntax, semantics (i.e., sound, form, and meaning) and contrastive linguistic and cultural analysis of both the source language (i.e., the student's home language) and the target language (i.e., the language being learned). The L also stands for the language of the student, and may also be extended to the study of Literature.
The A stands for anthropology, or anthropological linguistics, and is well covered by general courses on cultural anthropology or specific courses entitled 'Language and Culture.' The P stands for Psycholinguistics, or the psychology of language acquisition in general. It includes behavioral, cognitive, cooperative, and associative psychology and their interaction with linguistics and language teaching and learning in general. It also includes learner strategies, of which Dr. Anna Uhl Chamot, my co-director, is universally recognized as one of the world's leading experts and proponents.
The S stands for sociolinguistics (i.e., language in culture and society), and refers to the social, regional, functional, and historical varieties of language. It also includes pragmatics, or language use in context of situation, and discourse analysis, or language beyond the sentence in all forms and modes. My Georgetown colleagues Dr. Deborah Tannen and Heidi Hamilton are among the world's leading scholars in this rapidly expanding field.
请不要用机器翻译。