中学英语语法分类教学模式研究 4页

　　中学英语语法分类教学模式研究----英语教学论文-->ChapterOneIntroduction1.1TheBackgroundoftheResearchanyfactorscausedtheuniversalattentiontolearningforeignlanguage(especiallyEnglish).Therefore,theforeignlanguageteachingisalsobeingmoreandmoreimportant.Sotrainingthesetalentsbeestheimportanttaskoftheschool.Andalargeamountofmoneyhasbeenspentbyourgovernment.Englishhasevenbeentaughtfromgradethreeintheprimaryschool.Hooretimehasbeencostbutlesseffecthasbeenachieved.Aphenomenonisthattheimportanceofgrammarteachinginlanguagelearninghasbeenexcessivelyemphasized.Someteachersdon"tvaluetheideaofthecurriculumstandardandtheyalsodon"tconsidertheplementationofthenematerials.Intheteachingprocess，theytakeEnglishgrammarasthekeylinkandexplainthegrammarrulesalotandthestudents"taskistolistentotheirteacherscarefully.Asaresult,studentscantalkaboutgrammarrulesskillfullybutmakealotofmistakesenonisthattheimportanceofgrammarteachinghasbeenignored.Someteachersmisunderstandthattheideaphasizesthestudents"abilityofusinglanguageprehensivelymeansmarteaching.Someteachersevensimplythinkthatimplementationofthenestandardmeansabandoninggrammarteaching.ThiskindofmisianderstandingmakessometeachersignoretheeffectsofEnglishgrammarteaching.………….1.2TheReasons,PurposeandSignificanceoftheResearchGrammarteachinghasbeenahotissueinforeignlanguageteaching.InChina，foralongtime,theGrammarTtranslationMethodisoneofthemaininarisveryimportantinlearningaforeignlanguage.HoanypeoplecannotspeakasingleunicationevenaftertheyhavebeenstudyingEnglishformanyyears.ThereasonisthattheGrammarTranslationMethodignoresstudents"municativepetence.Inrecentyears,asthemunicativeApproachisintroducedtoourcountry,trainingthe-->municativepetencebeesthemaingoaloftheEnglishteaching.TheeffectofgrammarhasbeenmarteachingmodeunicativeApproachdoesnotreachthedesiredgoal.Afteraperiodofpracticeandintrospection,peoplefinallyrealizethatmarteachinghascausedmanydisadvantages.AndthenmanyscholarsbegintothinkthattheGrammarTranslationMethodshouldbebinedunicativeApproach.Atpresent,most EnglisheducatorsinhighschoolcanagreethattheGrammarTranslationMethodshouldbebinedunicativeApproachandthatEnglishgrammar.ButtheyfailtopointoutclearlythatmaritemsaremoresuitablefortheGrammarTranslationMethodandsaremoresuitableforthemunicativeApproach.ThisthesisattemptstofindamoresuitableiddleschoolstudentsinChinatostudyEnglishgrammarbyusingtheclassificationteachingmode,.………..ChapterTmarTeachinginMiddleSchoolIntoday"seducationcircle,alotofpeoplestudyclassificationteaching,suchas“TuXiaoChun，accordingtothefunctionoflanguageitself，students"characteristics,andinterests,studentsaredividedintolistening,speaking,readingandakestudentsinthelearningprocessdeveloptheirrespectiveadvantagesandavoidimproperethodcanbeadoptedaccordingtothecharacteristicsofthatEnglishidioms,learners"age，thefiinctionofcontext，thenativelanguageinterferencefactorsintheteachingofEnglishidioms.ous,collegeEnglishvocabularyteachingainlydiscussesthetheoreticalbasisofthisresearchrespectivelyfromtheangleoflinguisticsandpedagogy.Amongthem,thelinguisticsAngleisthemainapplicationofStephend.Krashen"slanguageacquisitiontheory;thepedagogyreferstoaspectsoftheprincipleofreferenceinaccordance”，andtheirindividualinthesecondlanguageacquisitionprocesstheabilitytoformtheroleofcognition."Acquisition"isunconsciousprocess,itisthenaturalmunicationattentionmeaningf-->ulresults,andthechildren"sacquisitionofmothertongueissuchaprocess.Acquisitionoflanguagesystemisinthelefthemisphereofthebrainlanguagearea,isalsoaspontaneousandbasiclanguageuse.Theoppositeis"leam",thisisaconsciousprocess,thatis，throughtheclassroomteachers"teachingandplementaryemoryandotheractivities,andtohaveanunderstandingoflanguageandtheconceptofthe"master"grammar."Learn"system,isphereofthebrain,butnotnecessarilyinlanguagearea.Krashenthinks,only"acquisition"topromotethesecondlanguageabilityofdirectthedevelopment，echanism;andtoknoonitoringrole,anditcannotberegardedaspartofthelanguageitself.………..ChapterThreeEstablishmentoftheClassificationTeachingMode...........113.1CauseofClassificationTeachingtoSomeGrammarItems.........113.2TheBasisandStandardoftheClassificationTeaching.........12 3.3ContentoftheClassificationTeachingMode.........193.3.1CaseAnalysisforGTM.........203.3.2CaseAnalysisforCA.........21ChapterFourApplicationofClassificationTeachingMode.........284.1ObjectsoftheResearch.........284.2AimoftheResearch.........284.3ProceduresandMethodsoftheResearch.........284.4ResultandDefectsoftheResearch.........324.5LimitationsoftheResearch.........33ChapterFiveConclusions.........35ChapterFourtheApplicationoftheClassificationTeachingMode4.1TheObjectsoftheResearchThisthesisisaimedatfreshmenfromJingzhouandJianglingmiddleschoolber2011.Becauseofthefactthatallthesestudentsofgradeonedidn"tstudyEnglishgrammarsystematically，teachingisbasicallyinthesamestartingpoint.Besides,thetentandexcellentstudents.Atthesametime,teachersarealsofitfortheirjobs.Allabovemaketheexperimentmoreobjectiveandimpartial.Thus，itiseasytooperate,andevaluatethefeasibilityandeffectsoftheclassificationteachingmethod.TheauthorrandomlyselectedsomegradeonestudentsagedbetJingzhouandJianglingmiddleschoolrespectivelyastheexperimentalgroupandcontrolledgroup.120studentsarefromJingzhoumiddleschool.Ascienceclassincludes50boysand13girlsadeupof24boysand33girls.124studentsfromJingzhoumiddleschooltookpartinit.Similarly，ascienceclasswithatotalof58peopleincludes47boysand11girls;theother-->istheliberalartsclass，atotalof66people,amongare31boysand35girls.InscienceclassesstudentsaremainlyfromthecountrysidearoundJingzhoucity,ostoftheliberalartsclassstudentsfromthiscity.Thesefourclassesareparallelones(regularclass)，ajorityofgradeonestudents.…………..ConclusionTosumup，theauthorthinksthatthefollomaritemsaresuitablefortheGrammarTranslationMethod，suchas,Non-FiniteVerbs，andInversion,EmphaticSentencesetc，unicativeApproach.Homar TranslationMethodormunicativeApproach,hasitsoethodscanbeplementary,aimedatdevelopingstudents"abilitiestomastergranmiarknomarapplication,etimeaccordsiddleschoolstudentslearninggrammar.Thegrammarteachingexamplesofthetethodsalsoshoethods.Therefore,marTranslationMethodandmunicativeApproachcanhavebettereffectsthanasingleteachingmethod.Ofcourse,thereisno""universal"teachingmethod.Eachkindofteachingmethodhasitsoethodisbasedonthereflectionandmodificationofthepastteachingmethod.Soethodinainaccordanceandsofforeignlanguageteachingasrelatedsubjectsdevelop.Inshort，theEnglishgrammarteachingisanorganicpartofthelanguageteaching.entofhumanlanguageknomarmarteachingneversimplycenteronexplaininggrammarknoeansofdevelopingstudents"municativeability.Thepurposeofstudyinggrammarrulesistomasterthelanguagetomunieateeetthestudents"needs.Itmustfocusonstudents,bininggrammarteachingandlanguageskillstoimprovetheirEnglishlevelinactualsituations，therefore,students"abilitytouselanguagecanbegreatlyimproved.............References(omitted)