中学英语语法教学论文 7页

　　中学英语语法教学论文AbstractThispaperanalyzesthehistoryofEnglishgrammarteaching,from16centuryto19century.EnglishgrammarteachingmethodchangedfromGrammar-TranslationMethodtoDirectMethod,AbstractThispaperanalyzesthehistoryofEnglishgrammarteaching,from16centuryto19century.EnglishgrammarteachingmethodchangedfromGrammar-TranslationMethodtoDirectMethod,andtoAudio-lingualMethod.Noedto3Pteachingmodel.AccordingtothestatusquoofEnglishgrammarteaching,thispaperdefinestheconceptionsoflanguageandlanguagelearning;introducesthatgrammarlearningmustfollomarconceptionandteachingmethods,thispaperdiscoverstheproblemofgrammarteaching.Traditionalgrammarteachingmar.Teacherethods,Englishteachingqualityisloethodsisthebestmarteaching.Atthesametime,thispaperstudiesthreepopularteachingmethodsforgrammarteachinginordertosolvethe“fiverecognition,fiveunderestimate”problemofgrammarteachinginChina.Itadvocatesfosteringstudents’languageusingpetence;grammarteachingnotonlyfocusesonformsbutalsoonmeaning.Keyethod.Atthattime,inEurope,Latinistheschoolpulsorycourse;someEnglishelementaryschoolsarecalledsimplyGrammarschool.Studentsstudyanddrillthegrammarruleintheclass.ThetranslationistheLatingrammarclass’simportantcontent.ThiskindofGrammar-TranslationMethodtakesthegrammarasacenterinthestudyforeignlanguage,itfocusesonthestudyandthememorygrammarrule.Intheclassroom,teachersexplainedgrammarinnativelanguage.Studentsdidalotoftranslationspracticetostrengthenthememory.Hoethodunicativeabilityispoor;itpurelypursuedtheaccuracyofthegrammar,andhadneglectedstudent"slanguagecreationability,andcannotfullyexploitthestudents’subjectiveinitiative.In19thcentury,theEuropeancountriesexchangedalot;theGrammar-TranslationMethodhadbeenchallenged.ThedirectmethodaroseatthatmomentandotedinEuropeandAmerica.Duringthisteachingmethod,thegrammarstilltooktheleadingposition,butitemphasizedtheactualapplication,thedifferentcontextbeesthefactor,marteachingmustconsider.Thedirectmethodstartedtoexcludethenativelanguage.Thecharacteristicsofthedirectmethodethodtoteachgrammarrules;payingattentiontothespeakingandlisteningpractice;choosingthetalkingmaterialasthetextbook.Itdidnotcontrastethodcouldfostertheoralmunicativeability,buthadrevealeditsation.Inthe50"sof20thcentury,asaresultofthestructuralisminAmericandominantposition,thereappearedAudio-lingualmethodintheUS foreignlanguageteaching.TheAmericanlinguistshaveformulatedaplantotrainskillsthatethodundertheinfluenceofstructurallinguistics.TheDirectMethod’scharacteristicsasterthegrammarrulesthroughalotoflisteningandspeakingpractice,nottousenativelanguageandtranslationasfaraspossible.Forexample,inFries’sTeachingandLearningEnglishasaForeignLanguage,heconsideredthatthedifficultiesofforeignlanguagelearningaretheresultofdifferentlanguagestructuresystem’sconflict.Audio-lingualMethodandotherteachingmethod,ethoddevelopedintotheAudio—VisualMethod.ThecriticismtotheDirectMethod,Audio-lingualmethodandotherteachingmethodistheirtoolimitedgrammarconceptionandabstractgrammarteachingthatdivorcedfromthereality.Thosestudentsethodscannotmunicateethodneglectsstudents’acknoesadvancedhisfamousvieunicativeability”.Inhisopinion,peopleshouldhavetheabilityoflanguageandmunication,sotheycanmunicatee,anyesandLabov,thesociallinguisticsflourishedinUSA.Theforeignlanguageteachersbegantorealizethatit’spositivetopracticegrammarrulesinthemeaningfulcontext;hoited,mechanicalpracticecannotfosterstudents’municationflexibility.Therefore,thereappearedthemunicativeApproach.Ittookthecultivationofmunicativeabilityastheirteachingaim;itemphasizedonthemeaningbutnottheaccuracyofthesentencepattern.Grammarteachingmustfollounicativeapproach;somegrammarrulesareevenpletelyneglected.Inthelate70’s,Krashendistinguishtheconceptionbetasterlanguage.Therefore,inKrashen’theory,grammarlostitsposition.Tilllate80’s,Krashenstartedpubliclytorejectthegrammarteaching’simportantpositionintheforeignlanguageteaching.During80’s,grammarteachinghadoncedisappearedinclass.Noanyforeignlanguageteachersconsideredthatgrammarteachingcouldmakelanguagelearningmoreeasily.Theyemphasizeontheimportanceofthegrammarteachingintheclass.Afterthedevelopmentofteachingmethod,peopleallfocusonthegrammaramarrulesthroughmechanicalpractice,theirresearchstressistofindabestastergrammar.So,homareffectivelyisanimportanttask.1p1-32.TheStatusQuoofEnglishGrammarTeachingFrom1980’s,task–basedgrammarteachingheldthevieunication,andtookthemeaningasitstask.Althoughthelearnersaysoothly,buttheyarelackofaccuracy;thelearnerspletethetaskent,butthelanguageusageandthepatternneedmoreactuallyexercises.Underthedevelopmentofthetask–basedgrammarteaching,themunicative abilitythatincludingthegrammarabilityisdiscussedbyalllinguists.So,toexpressmeaning,pletelanguagetask,peoplemustbetaughtgrammar.Thegrammarteachingcannotbegivenupatanytime,anystage,inanysituation.Theforeignlinguistsalsoconsiderthatishelpfulfortheaccuracyofpeople’sexpression.Student"sstudyeffectmustdependonthehumanrelations-likestudyeffect.Regardinglacksofenoughsignificance,theforeignlanguagecannotonlydependontheacquisition,butalsodependuponthestudy.Thegrammarteaching’sessenceistousethelanguageknounicationinthereallife.2P31Thedutyofgrammarteachingistofosterpeople’srealmunicativeability.ByJaneodalfortasked-basedlearning,thealignmentbetandmeaningapplyarealenvironmentforstudents,andcausethestudentstostudylanguageeasily,tolearnthelanguageknoetime.Inthepre-taskperiod,theteacherintroducesthetopicandthedutytothestudents;popsoutthekeypoint,andhelpthestudentstounderstandandpreparesfortheirtask.Intheonitoraroundtheclass.Theteachershouldjustencouragestudentstomunicateinvariousinordertomakestudentsfeelrelaxed.Hounicativetaskdoesn’tpaytoomuchattentiontothelanguageform.Inthepost-taskperiod,eachgroupmustshoustgiveareportandhaveadiscussionabouttheirtask,andlistentoothers’representation,sotheycanhaveaparisonustdotistakesandorganizingfeedback.3P38Andinthepost-taskperiod,theteachercangiveexamplestotellstudentshopt,studentscouldunderstandthelanguagepointclearly.Atthismoment,theteachercandesignsomeactivitiesinordertoconsolidatestudents’masteryoflanguageknoedtothetraditional3Pmodel,task-basedgrammarteachingisanattractiveandcreativemodelforthem.Thiskindofteachingmethodachievestheaimofmakingthetask-basedteachingideasandgrammarteachingintoconformity.Itaffordsstudentschancestofostermunicativeability.43.DefiningLanguage3.1Definitionoflanguagefromtheliterature1.Languageisameansofculturaltransmission.2.Languageisportanttothem,forexample,occurrenceintheireverydaylives.3.Languageisasetofrulesthroughanscancreateandunderstandnovelutterances,onesthattheyhaveneverbeforearticulatedorencountered.4.Languageisameansofinteractionbetongpeople.5.Languageisthemeansfordoingsomething-acplishingsomepurpose,forexample,agreeingonaplanofactionforhandlingaconflict.6.Languageisavehicleformunicationmeaningandmessage. 7.Languageisamediumthroughetheoriesoflearningfitmorenaturallyationvieents,behavioristlinguistsformulatedastimulus-responsetheoryofpsychology.Inthistheoryallplexformsofbehavior—motions,habits,andsuchareseenasposedofsimplemuscularandglandularelementsthatcanbeobservedandmeasured.Theyclaimedthatemotionalreactionsarelearnedinmuchthesamealtodoanything(ajorstages,stimulus,response,andreinforcement”(Harmer,1983:30)7P54.2CognitivetheoryThetermcognitivnismisoftenusedlooselytodescribemethodsinplyrepeat.ItseemstobelargelytheresultofNoamChomskyreactiontoSkinner’sbehavioristtheory,sky’stheoryisrelectedinhismostfamousquestion:ifalllanguageisalearnedbehavior,hosky,languageisnotaformofbehavior;itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareanumberofgrammaticalrulesinthesystemandberofsentencescanbeproduced.Alanguagelearneracquireslanguagepetencethatenableshimtoproducelanguage.5.TheProblemoftheGrammarTeaching5.1The“InertKnoAstheimportantpartoftheforeignlanguageteaching,grammarteachinghastonproblemsforalongtime.Oneisthatunsatisfactoryeffect.Intheclass,itseemsthattheteacherhasexplainedthegrammarrulesclearly,andstudentshasunderstoodtherulesdistinctly,andtheycandoallexercises;homakingmanymistakesenonofthatlearnerscannotmakefulluseoftheknoofgrammarteachingisthat,alotofstudentsfeeldullmarrules.9Pf4Feforlearningamunicativeactivity,tosay,agrammarexercise,thereisoftenanaudibleresponseofdispleasure.5.2TheproblemofChina’sgrammarteachingAfterthepublicationofTheNeeritsofChina’sEnglishgrammarteaching.AsforChinese,thegrammarteachingisinclinedto“fiverecognition,fiveunderestimate”.Itisthat,mindknoateskill;mindclearexplanation,underestimaterepetitivepractice;mindateoralpractice;mindgrammaranalysis,underestimategrammarusage.10p1895.3ThereasonoftheproblemInChina,students’dutyistopasstheuniversityentranceexamination.asteryoflanguagesystemsgrammar,pronunciation,vocabularyetc.unicativetasks.(6)Languageexercise:Apieceofclassroomanipulatingsomeaspectof thelinguisticsystem(7)municationactivity:Apieceofclassroomeaning.19Aftertheseactivitiesaresuitableforstudents’acquisitionandlearningpattern;accordingtothesecondlanguageacquisitiontheory,asasecondlanguagelearner,especiallyanovice,itisverydifficultforthemtogiveattentiontobothmeaningandform,sotheyoftengiveuppatterntomakesurethecorrectmeaning.Butduringtheperiodofthetaskteaching,itospherefortheirtask.Althoughsomestudentsmarknotoomuchstress,sotheyuchattentiontotheirdiscussionofthetask,andlearnmuchgrammarknotheprocessofdiscussion.8.3Carryingonmunicativeapproach8.3.1ThedefinitionofmunicativeapproachmunicativeLanguageTeachingmakesuseofreal-lifesituations.Theteachersetsupasituation,daytoday.Students"motivationtolearnesfromtheirdesiretomunicateinmeaningfuleaningfultopics.MargieS.Bern,anexpertinthefieldofmunicativelanguageteaching,unicationdefinitionoflanguageservesasabasisfordevelopingmunicativesyllabusesforlanguageteaching.Insteadofdescribingthecorelanguagethroughtraditionalconceptsofgrammarandvocabulary,akethestudentsasthecenter;alltheactivitiesarearoundthestudents’desire.Studentsarethemainbody.(v)Organizemanyactivities.Throughtasksandactivities,studentsnotonlygraspthegrammarknoorechancestopractice.Thetasksintheclassmusthaveinformationgap,sothatitcanarousestudent’scuriosityandinterestinordertomakeagoodfoundationfortheirmunicativeability.(vi)Inthepracticeofmunication,focusmustpaidonthemeaningfulmunication,butnotjusttheform.Teachersshouldencouragestudentstousethenemarpatternintheirmunication.21Throughmunicativetasks,studentsastergrammarrulesinalanguageenvironment..Sothe“fiverecognition,fiveunderestimate”problemcouldbesolved.municativetaskcanpracticestudents’skill,marusage.8.4TeachinggrammarinthecontextundersituationalapproachGrammarisaformoflanguage.Contextisabinationthatconcludingsomeparticularlanguagetype:asameeaningindifferentcontextandsentences.Someple,Thelambistoohottoeat.InChinese,thissentencemeans“羊感到太热,不能吃东西”,“羊肉太热,不能吃”andmanydifferentmeaningsindifferentsituations.Asthesamemarpatterncanbeprehendedfordifferentmeaning.Iflearnershavecontextorparticularsituation,grammarproblemcouldbesolvedeasily.Learnersneednotunderstandeacheaningsentencebysentence.Grammarknoustplayintoparticularcontext,sothatitcouldhaverealmeaning;divorcemarknomar,theymustpayattentiontosubjectiveinitiative,make grammarintocontextinordertoenablestudentshavedeepapperception.Actuallygrammarjustplaysanassistantroleinthediscourse.AnEnglishteacherofForeignLanguageMiddleSchool,inhisclasshemarrule,patternandusagetohisstudents.Hesupposedasituationthatsomebody’spurseunicationtaskingroups.Asaresult,studentsnotonlycouldmasterthepassivetense’susagehardandfast,butalsomunicatesmoothly.Indeed,thisapproachmakesmunicativelaakesgrammarhavemoreinterestingandactualmunicativemeaning.22p27Peoplecanseefromtheabovediscussionsofthedifferentprinciplesunderlyingtheabovetaybeusedpreferablytoteachdifferentskills.Bothoftheteaninginsteadofonunattachedgrammaritems.paratively,situationalapproachismorefullydeveloped.Thereareseriesoftextbooksthatareusedtoteachallkindsoflanguagecontentstostudentsfromtheveryprimaryleveltoadvancedlevel.Hounicativeapproachesareinterpretedindifferentodelorprocedure.Usingsituationalapproach,ateachercansystematicallyteachstudentsgradedvocabularyandgrammarbyputtingthemintoconcretesituations,ple,theteachermayteachtheeoneent.StudentsarenotlikelytolosetheirinterestinlearninggrammarasithappensintheGrammar-TranslationMethodakesupsomeunrelatedsentencesusingthisaylackthepracticeofapplyingunicativesituationsbecausetheteacheris,formostofthetime,thecenteroftheclass.SotheymaybeatalosstomunicativeinthecultureofthelanguagestudiedasJohnsonandMorrobersofstudentsintraditionalgrammar-basedcoursesarestructurallypetedbutmunicativelyinpetent.23municativeapproachfocusesonthemunicativepetences,usingreal-lifemunicationinthetargetlanguagebetmar.ThelearnereinEnglishandtheactivitiesrequirethemtospeakandlistentoEnglishfromthefirstday,notonlyple,theteachermaymanageadiscussiononthetopicayencounterthesubjunctivemoodasinthesentence“IfIhadn’tlearnedEnglish,Iunicativeclass,studentsmayhavemorechangestoputthetargetlanguageintopractice,buttheyaremorelikelytomakemistakessincetheprimarygoalistoachievefluencyinsteadofaccuracy.Studentsmayalsogetconfusedatsomegrammarpointsbecausegrammarisnotthefocusofthisapproach.9.ConclusionTheneeffectivestudystrategy,developtheirself-studyabilityandcooperativespirit;fosterstudentsobservation,memory,imagination,andcreationspirit;helpstudentstoknouchaboutthemarteaching,task-basedapproach,municativeapproach,andsituationalapproachisthemostcreativeandchallengeablegrammarteachingmethodinthisneent.Theseteachingmethodsoreinfluenceinashortperiod;theyareallusefultotheadvancementofstudents’Englishlevelandtoactivateclassroom dynamics.24P214Bibliography1华文静.英汉对比分析在中学英语语法教学中的运用J.华东师范大学同等学历申请硕士学位论文2003,P1-32许燕.英语语法教学新策略J.江西教育2005,5.P313王蔷.英语教学法教程M.北京:高等教育出版社，,2000,7.P384同25DianeLarsen-FreemanFromGrammartoGrammaringM.北京:外语教学与研究出版社,2005,4.P16同5P37同3P58英语专业毕业9同5Pf410刘文纪,袁华平.英语语法教学新探与实践J.长沙铁道学院学报,2005,6.p18911同3P6212宋能祥.中学英语语法教学新思路J.基础教育研究,2003,6.p9513同5P1314同5P7815同3P6216grammar/Teaching/task-based1.htm17马福康.关于当前中学英语语法教学J.外语界,1998,1.P7418戴伊斌.谈中学英语语法教学的问题、目标和方法J.乌鲁木齐成人教育学院学报(综合版)，2003,1.P75-7619.seasite.niu.edu20同3P6321洪梅.交际性英语语法教学初探J.商丘职业技术学院学报,2005,３22刘冬梅.突出语篇，融入语境，分析与综合J.基础教育外语教学研究，2003,6.P2723fld.dlut.edu.24邵向阳.初中英语语法教学中运用任务型教学的实验报告J.商场现代化（学术版）2005,3.P214TAG：