试论英语语法教学的趣味性论文 5页

　　试论英语语法教学的趣味性论文AbstractGrammar,asasetofrulesforchoosingakesense,playsasignificantroleinlanguageteaching.ItisdifficultforstudentstospeakEnglishAbstractGrammar,asasetofrulesforchoosingakesense,playsasignificantroleinlanguageteaching.ItisdifficultforstudentstospeakEnglishmar.Hoethodsaresoboringthatmodernlanguageteachingtendstoneglectgrammar.Therehavebeenmoreandmoreteachingtheoriesandteachingmethodsatpresent.Inthispaper,somefeaturesandrulesofgrammarteachinghavebeengeneralized.Besides,severalteachingmodeshavebeenintroducedanddiscussedtomakestudentsmoreactiveintheclassandtoenhancemunicativeactivitiesbetakeabstractgrammarteachingmorevividandinteresting.Keymarteaching;teachingmethodology;delights摘要语法在英语教学中占有重要地位，没有语法规则的监控和修饰，学生很难成为地道的英语使用者。机械地沿用以教师为中心的传统方法进行教学使语法教学抽象枯燥。目前又出现了各种各样的教学理论和教学方法。本文总结了语法课堂教学的特征和规则，提出了几种基本教学方法以便更好地发挥学生的主动性，增强师生间的交互式教学活动，使抽象的语法教学形象活泼。从而使语法教学更好地服务于英语教学的最终目的---培养学生的语言交际能力。关键词英语语法教学；教学法；趣味性1.IntroductionGrammarisasetofrulesforchoosingakesense.Everylanguagehasasetofgrammarrules.Ithasbeenheldthatifalanguageisabuilding,themaristhearchitect’splan.akegrammarexercisesopenendedinansandmeaningarebined.Meaningshouldbethecoreofexercises,ationgaptoletstudentsjoininandgetbodiedfully,orechallengingandmakestudentsmoderatelynervous,thusstudentsadeupofsixpointsasofthegrammarteachingactivitiesshouldbeclear.2)Trytoincreasestudents’participationinpaireanstomakesurestudentsareabletousethenemarrulesproperlyandmakethemhaveasenseofsuccessandsatisfactionaftertheteachercorrectingtheirfaults.4)Increasethekindsofactivities.Thevarietyofactivitiesisthecondimentofthestudyingandteaching.Sincetherearestudentsofdifferentlevels,theactivitiesintheclassshouldbedifferent.5)Preparationbeforeexercisesrequiresthattheremustbepresentationandexplanation.Afterstudentshaveaclearideaaboutthetaughtgrammarrule,theycanenterintogrammarpracticing.6)Classevaluation.Thereisagrammartestattheendoftheclass. 3.3VarietyprincipleThevitalityofteachingactivitiesintheclassliesinthechangingofteachingactivities.Theteachershouldcreatefertileactivitiesintermsofstudents’situation.3.4MajorityprincipleItshoplicitteachinganddominantteaching,inductivemethodanddeductivemethod,controlling,semi-controllingandmunicativepracticeshouldbeunited.3.5ProcedureprincipleThistellsthatteachingshouldfolloaged.3.6municativeprincipleLanguageservesmunication,andthereallanguageabilityisdevelopedintheprocessofmunicating.Somunicationshouldalsobeembodiedingrammarteaching.3.7DiversityprincipleLanguageabilityisthebasisofmunicativeability.Andlearninggrammarisnottheaimbuttheeanjustteachinggrammar,neitherdoeslanguagelearning.Ina,theaimofgrammarteachingalsochanges.Grammarteachingisaimedtostressthemarromarbynimbleteachingdesigns,andtomakegrammarclassalivethroughcreatingfertilesituations,thustohelpstudentstransfertheisolatedandscraplanguagepointstoapplylanguagequickly.Sotheneethodologiesshouldfitthefeatures,suittheprinciplesanddisplaytheaim.4.MethodsofEnglishgrammarteachingAccordingtothedifferencesofmethodsofintroducingthestructure,thereareimplicitethod,andexplicitethod.Accordingtothedifferencesofteachingaims,therearemunicativeapproach,situationalmethodandtask-basedmethod,edatdevelopingstudents’municativeability.Andallthesemethodscanbeadoptedtomakegrammarteachingvividandinteresting.4.1TheinductivemethodIntheinductivemethod,theteacherinducesstudentstorealizegrammarrulesofexplicitexplanation.Itisbelievedthattherulesples.Forinstance,theteacherefor“thin”andintroducemorepictures,orobjectsandadjectives:long,short,big,smallandsoon.Afterseveralexamples,studentsoresentencesusingthepattern“Xis…-erthanY”.4Theteachermaycheckeaningofthestructurebyaskingsomeconceptualquestions,thengivethemfurtherpractices.Inordertopresentthets“thisis”and“theseare”,theteachereshoilarexamples,itishopedstudentssofnouns.Thenstudentsareinvitedtoapplythenepts.Theteachertriestosaynothingexceptto correctayelicitthegrammarrulefromthestudents.54.2ThedeductivemethodThedeductivemethodreliesonreasoning,analyzingandparing.Inthedeductiveclassroom,theteachergivesagrammaticalexplanationorrulefirst,andthenaskthemtousetheruletodoasetofexercisesinordertounderstandthegrammaticalpointandhelpthemmasterthelanguageitem.Onepossibleeactivitiessothatthestudentscanpracticethelanguagestructureinameaningfulcontext.Forexample,theteachermayusearoleplay,adiscussionorapieceofeaningandusageclearly.Thentheteachergivesstudentssomeexamples.Afterthat,heorsheinvitesstudentstodogroupakesentencesusingthestructure.Thegroupthatmakesthemostexampleseastheabove.Thenheorshecanaskstudentstodoapieceofaybe“mydream”.AndreadsomegoodethodanddeductivemethodAmongthemethodsforteachinggrammar,thedeductivemethodandtheinductivemethodhavebeendiscussedandadoptedmostfrequently.Obviously,theinductivemethodismoreinteresting.Itisbelievedthattheinductivemethodismoreeffectiveinmarrulesthemselvesmaticalregularitiesethods,ethodandcanmotivatestudents.Noethodsmoreandmore.HeorSheusuallyusestheinductivemethodfirstlyandthenthedeductivemethod,especiallyemoredifficultgrammarpoints.Forexample,aymakesentenceslikethis:“IfIillionaire,Iore,thebetter.Thentheteacherasksstudentstofindoutthesimilaritiesofthesentencesandencouragethemtoguessitsmeaningorfeatures.Afterthat,theteachercanmakefurtherexplanationsonthebasisofstudents’understanding.Andtocheckiftheyhavegraspedthestructure,theteachercaninvitestudentstodopairakeadialog.Finally,theteacherasksseveralpairstoactoutanddosomements.Similarly,subjunctivemoodcanbetaughtinthisunicativeapproachmunicativeapproach,edatdevelopingstudents’practicalmunicativeability,emphasizeshounicativecontextintheprocessoflanguagestudy,andholdsthatlanguagestudyshouldmeetthestudents’needsofexchangingandtransferringinformationintheirreallifeandunicativeclass,studentsareconsideredasthemainrole.Theteacherorganizesallkindsofrealandvividactivitiestomaketeacher-studentandstudent-studentexchanges,thenhelpstudentstransferthegrammarkno,andsoon.Andthetcanaskthefolloirrorinit?Also,tationtoexchange.Oneofthemhasapictureato”andtheotherhasanotherpictureof“animal,floationbyaskingandansequestions.Sotheycanmakeadialoguelikethis:A:yprettyboy,hasyourfatheragrindstone?”“Yes,sir”saidI.“Youareafinelittlefelloan,“arkrespectivelyandintroduce,“Tomistall.JackistallerthanTom.MarkistallerthanJack.Heisthetallestof all”,thenrepeatthemandunderlinetheparativeadjectivestoarousestudents’attention.Similarly,theteachercandra.Besides,therearestillmanyothersimplepicturesthatcanbeadoptedtoteachparativeadjectives.inistryofEducationofChina.Nunanexplainstheinstructionalrolesofataskent.“Apieceofclassroomanipulating,producinginthetargetlanguageeaningratherthanform.”13Bytheostmonactivitiesinthetask-basedmethod.AsHammersays,“pairportantfortheatmosphereoftheclassandforthemotivationitgivestolearningple,afterteachingthepattern“bemadeof”,theteachercanaskstudentstodopairakeadialogueusingthemainstructureandimitatingthedialogueinthetext.Thusstudentsustthinkaboutitanddiscussetime.Thisegrammaticalexercises.paredstobemoreattractiveinagrammaticalclass.Studentsingroupscouldhavemorepersonstodiscussoretalkingtime,alsotherecouldbemoreideasandthoughts.Iticiftheteachergivesamersuggests:“Studentsplyisnotpossibleedalsinthelastsportsmeet.S1:.北京：清华大学出版社，2002，P29-422同1P147-1513王笃勤.英语教学策略论M.北京：外语教学与研究出版社，2002，P163-1664宋慧文.如何让英语语法教学生动活泼J.内蒙古电大学刊，2002，4，P495王蔷.英语教学法教程M.北京：高等教育出版社，2000，P636同5P62-637洪梅.交际性英语语法教学初探J.商丘职业技术学院学报，2005，4，P428阎春梅.英语语法教学的交际化J.湖北大学成人教育学院学报，1999，4，P539同1P3110马福康.关于当前中学英语语法教学J.外语界，1998,1，P4811贾冠杰.外语教育心理学M.南宁：广西教育出版社（第2版），2003，P83-8412AndreprovingGrammarTeachingInChineseEFLClassJ.郴州师专学报,1994，1，P1515同14P1516麻昌全.运用任务设计教学定语从句J.中学外语教与学，2005，5，P3717同14P15-16 18沈瑛.新课程中语法教学的定位及其策略J.中小学外语教学，2004，8，P319胡文仲,高一虹.外语教学与文化M.湖南：湖南教育出版社，2003,P2020H.H.Stern.IssuesandOptionsinLanguageTeachingM.上海：上海外语教育出版社，1999，P127-128TAG：