交际法在初中英语语法中的运用本科毕业论文.doc 33页

毕业论文（设计）题目：交际法在初中英语语法教学中的运用系别：外国语学院专业：英语班级：2010级本科1班姓名：刘焕博学号：10072050110指导教师：李卿教师职称：讲师2014年6月6日 毕业论文（设计）题目：交际法在初中英语语法教学中的运用系别：外国语学院专业：英语班级：2010级本科1班姓名：刘焕博学号：10072050110指导教师：李卿教师职称：讲师2014年6月6日 TheApplicationofCommunicativeLanguageTeachingtoEnglishGrammarTeachinginJuniorMiddleSchoolsByLiuHuanboSupervisor:LecturerLiQingAThesisSubmittedtotheForeignLanguageOfCangzhouNormalUniversityInPartialFulfillmentoftheRequirementsFortheDegreeofBachelorofArtsCangzhou,ChinaJune,2014 沧州师范学院2014届毕业论文（设计）郑重声明本人的毕业论文（设计）是在指导教师李卿的指导下独立撰写并完成的。除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写的研究成果。所有合作者对本研究所做的任何贡献均已在论文（设计）中作了明确的说明并表示了谢意。如有剽窃、抄袭、造假等违反学术道德、学术规范和侵权行为，本人愿意承担由此产生的各种后果，直至法律责任；并愿意通过网络接受公众的监督。特此郑重声明。毕业论文（设计）作者（签名）：年月日 沧州师范学院2014届毕业论文（设计）论文使用授权说明本人完全了解沧州师范学院有关保留、使用学位论文（设计）的规定，即：学校有权保留送交论文（设计）的复印件，允许论文（设计）被查阅和借阅；学校可以公布论文（设计）的全部或部分内容，可以采用影印、缩印或其他复制手段保存论文（设计）。毕业论文（设计）作者（签名）指导教师（签名）年月日 沧州师范学院2014届毕业论文（设计）AbstractWiththedevelopingoflinguistics,psychologyandpedagogy,peoplearetakinganewlookatforeignlanguageteaching,givinggrammarteachinganewmeaning.Itreflectsanewconception.Thisnewconceptionregardslanguagenotmerelyasasystemofrules,butasatoolforhumancommunication.Accordingly,thetraditionalmethodsofgrammarteachingshouldbereformed.Thisthesisintroducesthecurrentsituationandthesignificanceofgrammarteaching,pointingoutthatteachinggrammarwiththeCommunicativeLanguageTeaching(CLT)isnecessary.TheauthorintroducesthetheoryofcommunicativecompetenceandthedefinitionofgrammarinordertoshowthatteachinggrammarwithCLTisfeasible.Thentheauthorpresentsthelanguageteachingmethodsunderthetraditionalway,includingthegrammar-translationmethod,thedirectmethodandtheaudiolingualmethod.Tofindoutthemainproblemsingrammarteachingandlearning,aquestionnairewasconductedbythirtystudentsinWangshuMiddleSchoolinCangzhou,whichreflectstheattitudeofthestudentsandthewayofgrammarteaching.Atleast,theauthorpointsoutthestrategiesofgrammarteachingunderCLT,hopingcanprovideshelpforteachersingrammarteachingandachievethegoalofenhancingtheabilityofgrammarandcommunication.Keywords:thegrammarteaching;thecommunicativelanguageteaching;communicativegrammarteachingiii 沧州师范学院2014届毕业论文（设计）摘要随着语言学、心理学和教育学的发展，人们对外语教学有了新的认识，语法的定义也被赋予了新的涵义。这种新的涵义实际上反映了一种新的语言观念。这种新观念并不仅仅把语言仅仅解释为一种知识体系或规则，而是更加强调语言作为交际工具的本质意义，从而必然要求对传统的语法教学进行改革。本文介绍了我国初中英语语法教学的现状及进行语法教学的意义，同时指出用交际法进行语法教学是非常必要的。作者介绍了有关交际能力的理论及传统的英语语法教学的方法。作者在沧州市望树中学对三个年级共三十名学生就语法学习情况进行了问卷调查（这些学生在2013年10月份的期中考试中班级排名第一、十、二十、三十、四十名），从而发现了一些在语法教学及学习中的主要问题，主要包括英语老师教授语法的方法以及学生学习英语的态度。最后作者提出了用交际法进行语法教学的策略，希望可以帮助老师们更好地进行语法教学，实现提高学生语法和交际能力的目标。关键词：语法教学；交际教学法；交际语法教学iii 沧州师范学院2014届毕业论文（设计）ContentsIntroduction1ChapterOneTheoreticalFramework41.1TheoreticalBackgroundtoCLT41.2TheDefinitionofGrammar61.3GrammarTeachingunderTraditionalMethods61.3.1Grammar-TranslationMethod71.3.2TheDirectMethod71.3.3TheAudiolingualMethod7ChapterTwoMainProblemsinGrammarTeachingandLearning92.1MainProblemsofGrammarTeaching92.1.1TraditionalTeachingMethodsontheGrammarClass92.1.2LittleAttentiontoPracticewithGrammarRules102.1.3TeacherswithLessProficiency102.2MainProblemsofGrammarLearning112.2.1Students’NegativeAttitudetowardsGrammarLearning112.2.2Students’NegativeAttitudetowardsInteractioninGrammarClass12ChapterThreeStrategiesofGrammarTeachingundertheFrameworkofCLT133.1CreatingaCommunicativeEnvironment133.1.1PresentingGrammarinDiscourse133.1.2IncreasingStudentsInvolvement143.2EffectiveCommunicativeGrammarActivitiesinLanguageClassroom153.2.1PresentingGrammarthroughComparison153.2.2DiscussionandDebate16WorksCited21Appendix22Acknowledgments24iii 沧州师范学院2014届毕业论文（设计）IntroductionWiththedevelopmentofeconomyandculture,Englishismostwidelyusedinthewholeworld.EnglishbecomesthemostpopularforeignlanguageinChina.Therefore,theimportanceofEnglishismoreobvious.Asisknowntous,languageisatooltocommunicate.Inwesterncountries,studentsdonotknowmanydetailedgrammaticalrules,buttheycanalsocommunicatewithotherssuccessfullyinEnglish.Thefirstreasonisthattheyhavemanychancestopracticeusingit.ThesecondreasonisthatEnglishistheirmothertongueortheirsecondlanguage.SothekeypointoflearningEnglishistolearnEnglishincommunication.Itcannotonlyimprovestudents’interestoflearningEnglish,butalsocanimprovestudents’abilityofspeaking,readingandwriting.InChina,Englishisaforeignlanguage.Chinesestudentscanlearnthestructureofwordsorsentenceswell,buttheyarenotsuretobesuccessfulcommunicators.BecausethestudentshavefewchancestouseEnglishtocommunicatewithothers.JustasUrsaid:“youcannotusewordsunlessyouunderstandhowtheyshouldbeputtogether”(98).Wilkinsstatedthatgrammaristheaccesstoachievelinguisticcreativityandinappropriateknowledgeofgrammarwillcauseseriouslimitationontheabilitytocommunicate(66).Therefore,grammarteachingisnotonlynecessarybutalsothebasisofthecommunicativecompetenceforstudents.SeveraltraditionalteachingmethodshaveinfluencedEnglishgrammarteachinginChinafordecades,suchasgrammartranslationmethodanddirectmethod.ThepresentjuniormiddleschoolsEnglishclassroomisstilldominatedbythesetraditionalEnglishgrammarteachingmethodsinEnglishforeignlanguageteaching.Thestudents’EnglishaccuracyofexpressionshasimprovedunderthetraditionalEnglishgrammarteachingmethods.However,theyhavemanydisadvantages.Firstly,Englishgrammarteachingplaysaveryimportantroleinjuniormiddleschool.BecausejuniormiddleschoolisthebasicperiodofEnglishlanguageeducation.However,Englishgrammarteachingmethodsareteacher-centeredandexamination-orientedinmostjuniormiddleschoolsinChina.23 沧州师范学院2014届毕业论文（设计）Theteacherpaysmuchattentionontheexplanationofgrammarformandreciting.TheteacherspendmajorityoftheclassroomtimeontheexplanationofEnglishgrammarrules.Allthestudentsareeitherlisteningortakingnotes.Thestudentsarelackoftheopportunitiestocommunicatewithotherstudents..Secondly,thereisnoenoughinteraction.Inthegrammarclass,Englishlearningisanindividualact.BoththeteacherandthestudentsfocusonEnglishgrammarpoints.Itdoesnothelpstudentstodevelopthestrategiesofcommunication.Thirdly,theteacherneglectsthemeaningandtheprocessoflanguageproduction.Theteacherspendsundueattentionandtimeongrammarknowledge,keywordsandwrittenEnglish.ThereisnoenoughtimeforstudentstoputEnglishintopractice.Thestudentsareclearedaboutthegrammarrules,buttheyareweakinusingEnglishincommunicating,reading,listening.Lastbutnottheleast,thereadingandwritingareemphasized.Thelisteningandspeakingareignored.TeachersusuallypayattentiontothereadingandwritingbutpaylessattentionandtimetolisteningandspeakinginEnglishteaching.Sothestudentshavefewerchancestospeakandtheabilityofspeakingislower.ThetraditionalEnglishgrammarteachingmakesthestudentsunabletouseEnglishtocommunicatewithothers.Thestudentsareunwillingtoengageinthinkingindependently.ThestudentsonlyreceiveofEnglishknowledgepassively.Weknowthatlanguageisnotallthestructuresofwordsorsentences.Languageisalsoregardedastheproductofsentence-meaningandcontext.Therefore,teachersshouldnotonlybeinterestedinfillingstudents’headwithgrammaticalrules.Butteachersshouldteachthemhowtoapplytheserulestostudents"communication.Inaword,languageisforcommunication.Beingabletocommunicaterequiresmorethanlinguisticcompetence.Italsorequirescommunicativecompetence.Thestudentsshouldknowwhentosay,howtosayandwhattosay.Soteachinggrammarthroughthecommunicativeapproachisnecessary.CommunicativeLanguageTeaching(CLT)wasintroducedintoChinainthe1980s.ItinfluencedEnglishgrammarteachinggreatlyinChina.Studentshavemadegreatrapidprogressinspeakingandlisteningmorethanbefore.CanalandSwainsuggest:“GrammarteachingisveryimportantinCLT.Grammaticalcompetenceisanindispensable23 沧州师范学院2014届毕业论文（设计）componentinlistening,speaking,readingandwriting.”(145).TeachinggrammarinCLTcanstimulatestudents’interestoflearningEnglish.What’smore,itcanhelpstudentsputwhattheyhavelearnedinclassintopractice.Thethesisiscomposedoffiveparts.Inthepartofintroduction,thecurrentsituationofgrammarteachingandthesignificanceofgrammarteachingthroughthecommunicativeapproachareshown.Inchapterone,thetheoreticalframeworkisshown.Itincludesthetheoryaboutthecommunicativecompetence,thedefinitionofgrammarandthegrammarteachingundertraditionalmethods.Inchaptertwo,themainproblemsofgrammarteachingandlearningareshownthroughaquestionnaire.ThequestionnairewasfinishedbythestudentsinWangshuJuniorMiddleSchool.Inchapterthree,thestrategiesofgrammarteachingundertheframeworkofCLTareshown.ThesestrategiescanoffersomemethodsforEnglishteacherstoteachgrammarundertheCLTinjuniormiddleschools.23 沧州师范学院2014届毕业论文（设计）ChapterOneTheoreticalFrameworkCLToriginatedfromthechangesintheBritishSituationalLanguageTeachingapproachdatingfromthelate1960s(Littlewood8).CLTapproachevolvesasaprominentlanguageteachingmethodwithanemphasisonmeaningandcommunication,andagoaltodeveloplearners’communicativecompetence.1.1TheoreticalBackgroundtoCLTHymesintroducedtheconceptof“communicativecompetence”inthemid-1960s.CommunicativeCompetencereferstotheabilityofcommunicatingwithothersbyusingthecorrectgrammarrules.ManyresearchershavehelpedtodevelopthetheoriesandprinciplesofCLTapproachafterHymes.Asisknowntous,oneofthegoalsofgrammarteachingisimprovingcommunicativecompetence.A.Chomsky"sTheoryofCommunicativeCompetenceChomskycameupwiththetermsofCompetenceandPerformanceinhisbookAspectoftheTheoryofSyntax.Fromhistheory,weknowthatimprovingthecommunicativecompetenceisoneofthegoalsoflanguageteaching.Competenceistheperfectknowledgeofanidealspeaker-listenerofthelanguageinahomogeneousspeechcommunity.Performanceistheactualuseofalanguageinconcretesituations,whichoftenimperfectlyreflectstheunderlyingcompetence(3).Soitisveryimportanttodeveloptheabilityofcommunicativecompetenceandabilityofusingthelanguagetocommunicate.B.Hymes"TheoryofCommunicativeCompetenceInHymes’view,languagewasasocialandcognitivephenomenon;syntaxandlanguageformswereunderstoodnotasautonomous,acontextualstructures(256).Thepurposeoflearninglanguageistoputitintopractice,thatistosay,usingisthepurposeoflearninglanguage.Languageismeaningfulonlyincontext.Onlythroughcommunication,canthelanguageismeaningful.TheEnglishteachershouldmakerealcontextingrammarteaching.Onlyinthisway,canstudentsfeelthatlanguageisuseful23 沧州师范学院2014届毕业论文（设计）andmeaningful.C.CanaleandSwain’sTheoryofCommunicativeCompetenceCanaleandSwainbelievethatcommunicativecompetenceisunderstoodastheunderlyingsystemsofknowledgeandskillrequiredforcommunication(331).Theknowledgeofgrammaticalrulescanlaythefoundationforthecommunicativeskill.Sostudentsshouldlearngrammaticalruleswell.1.2TheDefinitionofGrammarAccordingtoOxfordAdvancedLearner’sDictionary,grammarisexplained“asthescienceofrulesfortheformsofwordsandwordsintosentences”(783).AndLongmanDictionaryofContemporaryEnglishdefineditas“thescienceofusingtherulesbychangingformsofwordsandcombingintosentences”(669).Brownregardedgrammaras“asystemofrulesthatcontrolthecustomaryarrangementinasentence”(19).Bastonearguedthatgrammarisnotmerelyformalnetwork,butacommunicativedevice(78).Lyonsdefinedgrammaras“thebranchofdescriptionoflanguagesthatexplainsthewayofwordscombiningintosentences”(131).ThemostcomprehensivedefinitionofgrammarwasstatedbyLarsen-Freeman.Sheregardedgrammaras“ahigherordernotionthathasform,meaninganduseintherelateddimensions”(57).Hallidayregardedgrammaras“thestudyofhowform,meaninganduseworktogethertoenablelearnerstocommunicatewithotherssuccessfullythroughlanguage”(27).Fromthedefinitionsmentionedabove,weknowthatgrammarisnotonlyasystemofrulesbutalsohasitsmeaninganduse.Thepurposeoflanguageteachingistoputmeaning,formandusetogetherandmakestudentscommunicatewithotherscorrectlyandfluently.Theknowledgeofgrammarrulesisthesoiledfoundationoftheabilityofcommunication.1.3GrammarTeachingunderTraditionalMethodsTraditionallanguageteachingmethods,thatistosay,theGrammar-TranslationMethod,theDirectMethodandtheAudiolingualMethod,playaveryimportantpartin23 沧州师范学院2014届毕业论文（设计）thehistoryofEnglishteaching.TheyhavebeenappliedwidelyinChina.ThesemethodshaveinfluencedthegrammarteachingformanyyearsinChina.Next,wewilllookbackthewaythatgrammarwastaughtintraditionallanguageteachingmethodsandtheadvantagesanddisadvantagesofthesemethods.Wecanmakeuseoftheadvantagesofthesetraditionalmethods.1.3.1Grammar-TranslationMethodThismethodisusedmostwidely.Therearesomeadvantagesforthismethod.Itpaysattentiontolanguageaccuracy.Anditiseasilyhandledbyteachers.Theteacheronlytranslatesthesentencesforstudents.Andthestudentsrecitethetranslationsintheirmind.Chinesestudentsareusedbythismethodcanbenefitfromitsusebecauseithelpsthemgethighscoresontexts.Butthedisadvantagesareobvious.Itoveremphasizestheaccuracyofthelanguage.Besides,itignoresthetrainingoflisteningandspokenability.Underthisteachingmethod,students’abilityoflisteningandspeakingisverylow.What’smore,itneglectslanguageuseindifferentsituations.Theteachersteachstudentsgrammarrulesinthedullatmosphere.1.3.2TheDirectMethodStemfromthenineteenthcentury,thedirectmethodholdsthatthesecondlanguagelearnerscanlearnaforeignlanguageexactlyandsuccessfully.Thusthismethodemphasizesspokenlanguageratherthanwrittenlanguage.Thedirectmethodhassomeadvantages.Itemphasizesthedirectwaytoteachandlearnforeignlanguage.ItaimsatusingEnglishfreelytocommunicatewithothers.What’smore,itstressesspokenlanguageandpronunciation.Teachingstartswithlisteningandspeakingandthenproceedstoreadingandwriting.ItisthenaturalordertolearnEnglish.Besides,itstressespractice.Practicemakesperfect.Languageisusedtocommunicateandmainlylearnedthroughpractice.However,thedirectmethoddoesnotusedwidelybecauseofconstraints,includingtime,budgetandclassroomsize.Theresultisinfluencedbymanyfactors.Anditislack23 沧州师范学院2014届毕业论文（设计）oftheoreticalfoundations.Therearestillsomedisadvantagesofthedirectmethod.Grammarteachingemphasizesongrammaticalrules.Thus,grammarcannotbeusedinrealcommunication.StudentscannotcommunicatewithothersinEnglish.Andtheyarenotinterestedinwritingandreading.Moreover,itneglectstocultivatestudents"abilityoflistening,writingandreading.1.3.3TheAudiolingualMethodAccordingtothebehavioralpsychologyandstructurallinguistics,theaudiolingualmethodwasbasedinthe1950s.Languagelearningisregardedasamechanicalprogressofhabitformation.Thismethodstillhassomeadvantagesanddisadvantages.Theadvantagesofaudiolingualmethodareasfollows.Becauseoftheemphasisonlinguisticforms,grammarproficiencyofthetargetlanguagecanbetrained.Thememorizingdialoguesanddoingpatterndrillsgivestudentsmoreopportunitiesinpracticinggrammarstructures.Practicecanhelpstudentstorememberthegrammaticalrulescorrectly.Anditalsocanimprovethestudents’abilityofcommunication.Thedisadvantagesofaudiolingualmethodareasfollows.Thestudentsfailtouselearnedmaterialwhentheyarefacingwithasituationthattheyhavenotlearnedinclass.What’smore,itmakessecondlanguagelearningdullandpainful,becauseitrequiresthestudentstospendmuchtimeonmemorization.23 沧州师范学院2014届毕业论文（设计）ChapterTwoMainProblemsinGrammarTeachingandLearningInordertomakethethesismoreaccurate,theauthorchose30studentstofinishaquestionnaireatdifferentlevelinWangshuJuniorMiddleSchool.Afterthedataiscollected,thefollowingstatisticanalysesareperformed.Thequestionnaireincludestwelvequestions,whicharetoinvestigatethemainproblemsingrammarteachingandlearning.Fromthequestionnaire,wecanseetherearemanyproblemsbothingrammarteachingandlearning.Wecanfindoutsomereasonsthatwhystudents’communicativeabilityislower.2.1MainProblemsofGrammarTeachingTable2.1QuestionnaireQuestionsAStronglyagreeBAgreeCUncertainDDisagreeEStronglydisagree1.Theclassroomatmosphereisdullbecausetheteacheralwaysexplainsgrammarrulesabstractlyandpracticesgrammarpatternsmechanically.50%23%7%13%7%2.Theteacheroffersdifferentkindsofcommunicativeactivitiestolearngrammar.3%13%3%15%66%3.Theteachermainlyusetextbook,rarelyusesotherauthenticmaterials.47%23%3%23%4%4.Thepresentgrammarteachingcanenhancemygrammarproficiency.17%23%3%20%37%5.Thepresentgrammarteachingcanimprovemycommunicativecompetence.3%10%7%30%50%2.1.1TraditionalTeachingMethodsontheGrammarClass23 沧州师范学院2014届毕业论文（设计）Aswecanseefromthequestionnaire,instatementone,73%(50%stronglydisagree,23%disagree)ofthestudentsapprovethattheclassroomatmosphereisuninterestinganddullbecausetheteacheralwaysteachesgrammarrulesabstractlyandpracticesgrammarpatternsmechanically.Injuniormiddleschoolgrammarteachingisstilldominatedbytraditionalteachingmethods.Theythinkthattraditionalgrammarteachingmakeslearnerslayasolidfoundationforgrammarrules.Itcanhelpstudentstogethighmarkintheexamination.Teachersbelievethatlanguageteachingistohelpstudentsacquirelinguisticknowledgeinsteadofcommunicativecompetence.Itcanhelpstudentstogethighmarkintheexamination.Therefore,manyofEnglishteacherspreferteachinggrammarintraditional.Asweallknow,manyjuniormiddleschoolputmuchattentiononthestudents’markinsteadofthestudents’ability.2.1.2LittleAttentiontoPracticewithGrammarRulesAsisshowninstatementtwo,81%(66%stronglydisagree,15%disagree)ofthestudentsbelievethattheteacherofferfewcommunicativeactivitiestolearngrammarforstudents.Instatementthree,70%(47%stronglyagree,23%agree)ofthestudentsholdthattheteacherismainlythetextbook-centeredandseldomuseotherauthenticmaterials.Theactualuseoflanguageisnotgivenmuchattention.TheEnglishteacherspaymuchattentiontothereadingandwritingbutlittleattentiontolisteningandspeaking.Teachersspendmostoftimeontheexplanationofgrammarrulesbutgivelittletimeforstudentstopractice.Besides,thegrammarteachingclassisteacher-centered.Englishteachersjustexplaintherulesandstructuresofgrammarinclass.Studentshavenochancetopracticewithgrammarrules.2.1.3TeacherswithLessProficiencyInstatementfour,40%(17%stronglyagree,23%agree)ofthestudentsholdthatpresentgrammarteachingcanenhancetheirgrammarproficiency.Instatementfive,13%(3%stronglyagree,10%agree)ofthestudentsbelievethatpresentgrammarteachingmethodcanenhancetheircommunicativecompetence.Comparedwiththegrammar23 沧州师范学院2014届毕业论文（设计）translationmethod,CLTneedsteacherswithmoreproficiencyinEnglish.FromthequestionnairefinishedbythestudentsinWangshuJuniorMiddleSchool,wecanseethatmanyteachers,whoarefamiliarwithgrammartranslationmethod.Theyareonlyfamiliarwithgrammartranslationmethodordirectmethodandtheydonotknowwhattoteachintheirteachingpractice.Theteachersarelackofeducationalandpedagogicaltheoriesontheknowledgestructureofgrammar.What’smore,theyarelackoftechniquesofapplyingcontexttotheirgrammarinstructionclassroom.SostudentsarenotsatisfiedwiththepresentteachingmethodwhichcannotarousetheirinterestorenthusiasminEnglishlearning.2.2MainProblemsofGrammarLearningTable2.2QuestionnaireQuestionsAStronglyagreeBAgreeCUncertainDDisagreeEStronglydisagree6.GrammarisveryimportanttoEnglishstudy.53%37%3%3%4%7.Ilikegrammarlessonsverymuch.13%17%3%23%44%8.Grammaristoodifficult.57%23%7%10%3%9.Ihaveconfidenceingrammarlearning.17%23%7%17%36%10.Iagreetheteachercontinuestousethisteachingmethod.13%27%3%7%50%11.Iliketoanswerquestionsingrammarclass.7%7%7%43%36%12.Ilearngrammarmainlybylisteningtotheteacher"sexplainingthegrammarrules.37%50%7%3%3%2.2.1Students’NegativeAttitudetowardsGrammarLearningInstatementsix,90%(53%stronglyagree,37%agree)ofthestudentsthinkthatgrammarlearningisthemostimportantaspectinEnglishstudy.Whileinstatementseven,67%(47%stronglydisagree,23%disagree)ofthestudentsdon’tlikegrammarlessonsatall.Studentsholdnegativeattitudestowardsgrammarlearning.Theyfeelgrammarisverydifficultandboring.Becausetheteacherismainlyusestextbook,rarelyusesother23 沧州师范学院2014届毕业论文（设计）authentic.Theyarenotinterestedinlearninggrammar.Andtheyarelackofconfidenceingrammarlearning.What’smore,theydonotbelievethepresentgrammarteachingcanimprovetheircommunicativecompetence.Theythinkthatpresentgrammarteachingisdull.Theywanttoimproveabilityofcommunication.Theyareeagertocommunicatewithforeigners.2.2.2Students’NegativeAttitudetowardsInteractioninGrammarClassInstatementeleven,14%(7%stronglyagree,7%agree)ofthestudentsholdthepointthattheyliketoanswerthequestionsingrammarclass.Instatementtwelve,87%(37%stronglyagree,50%agree)ofthestudentslearngrammarmainlybylisteningtotheteacher"sexplainingthegrammarrules.Inthegrammarclass,studentsarelessmotivated.Theythinktheclassroomatmosphereisdullbecausetheteacheralwaysexplainsgrammarrulesabstractlyandpracticesgrammarpatternsmechanically.Thestudentshavetospendmosttimeinlisteningtotheteacher’sexplanationofthegrammaticalrules.Besides,studentsarenotsatisfiedwiththepresentmethodofgrammarteaching.Asisshowninstatementten,57%(50%stronglydisagree,7%disagree)ofthestudentsdon’tlikethepresentgrammarteachingmethod.Itisobviousthatthegrammarisstilltaughtbythetraditionalteachingmethod,thatis,teacher-centered,book-centeredandtheactualuseoflanguageisnotgivenmuchconsideration.23 沧州师范学院2014届毕业论文（设计）ChapterThreeStrategiesofGrammarTeachingundertheFrameworkofCLTTherearemanyproblemsingrammarteachingandlearningthatwehavementioned.AccordingtothequestionnaireconductedbythestudentsinWangshuJuniorMiddleSchool,wecanseethatCLTtoEnglishgrammarteachinginthejuniormiddleschoolEnglishlanguageteachingisnecessary.Itcannotonlyimprovethestudents’Englishgrammarlevelmoreeffectively,butalsocanincreasethestudents’learninginterestandconfidencegreatly.3.1CreatingaCommunicativeEnvironmentTheCLTaimsatimprovingstudents’communicativecompetence.SoitisveryimportantforEnglishteachertocreatecommunicativeenvironment.Apositiveatmosphereiseasilytomakestudentsmotivatedandco-operatedinthegrammarclass.3.1.1PresentingGrammarinDiscourseGrammarteachingshouldbeboundupwithlistening,speaking,readingandwritingtightly(Widdowson58).Thatistosay,itisanintegratedactivity.Asweknow,grammarteachingemphasizesonthewholematerialsratherthanseparatedforms.Therefore,teachinggrammarindiscourseisaneffectiveway.Inordertograspthemeaningofdiscourse,studentsareledtomakeanalysis,includingsomerules,expressionsandlexicalmeaning.Consequently,theteachingemphasisliesinboththeformandthemeaning.Aletterisoftenusedtoteachthesimplepasttense(fromGoforit,Grade8,Book1)asfollows:DearTom,Howwasyourdayoff?Didyouhavefuncamping?Ididn"thaveafunday.Ivisitedmycousins.Itrainedallday....Nike23 沧州师范学院2014届毕业论文（设计）Theletterisproperforstudentstopracticethesimplepasttense,includingtheaffirmativeform,thenegativeform,theinterrogativeformandirregularpasttense.Italsorelatestostudents’dailylifeclosely,therefore,theteachercanaskstudentstowritesuchletterstotheirfriendsanddescribehowtheyspenttheirholidays.Accordingtothewritingactivity,studentscanbothpracticethegrammarpointindiscourse,andpracticetheabilityofreadingandwriting.3.1.2IncreasingStudentsInvolvementInlanguageclassroom,itisveryimportantforthestudentstokeephighmotivation.Studentscanlearnbetterwhentheyareengagedthanpartlyorwhollydisengaged.Oneofthemaintasksforteachersistostimulatestudents’interestandinvolvementinthesubject(Harmer98).ItisnecessarytocreateapleasantandrelaxedclassroomatmosphereinEnglishgrammarclass.Insuchanenvironment,studentsmayhaveself-confidenceandhighmotivation.J.S.Krashenbelievesthat:“Threecomponentsofdrive,self-confidenceandworryconstituteemotion,littledriveandweakself-confidencewillproducealargernumberofworries.”(67).Forexample:TheteachercanteachHowDoYouGettoSchool?(fromUnit4,Grade8)asthefollowingsteps:Step1:Theteachercanmakesomecardswrittenthewordssuchascar,bus,bike,train,onfoot,byboatandsoon.Andthentheteacherputthesecardsintoabox.Step2:Theteacheraskssomestudentstodrawonecardfromthebox.Step3:Theteacherasksthequestion“Howdoyougettoschool?”Step4:Thestudentsanswerthequestionsonebyonewiththewordinthecardwhattheyhavedrawn.S1:Igettoschoolbybike.S2:Igettoschoolbyschoolbus.S3:Igettoschoolonfoot.S4:Igettoschoolbyboat.……23 沧州师范学院2014届毕业论文（设计）Step5:Theteachercanwritethesesentencesontheblackboard.Step6:Theteacheraskstudentspracticethesesentencesingroups.Inthisway,theatmosphereoftheclassisactiveandstudents’interestisstimulated.Thestudents’involvementisincreased.What’smore,thestudentscanlearnmanywordsinacomfortableatmosphere.Besides,theteachercanmakeaflashwiththewordsoftransportation.Andletthestudentslearnthewordsundertheflash.Asweknow,studentsareinterestinsoundorpictures.Thisisaveryinterestingwayoflearningwords.3.2EffectiveCommunicativeGrammarActivitiesinLanguageClassroomActivitiesplayaveryimportantroleinthegrammarteachinginjuniormiddleschool.Wehavetoconsiderhowtodevisecommunicativegrammaractivitiesinlanguageclassroom.Butweshouldconsiderjuniormiddleschoolstudents’limitedvocabulary.TherearesomeeffectivecommunicativegrammaractivitieswhichcangivesomeguidanceforEnglishteachers.3.2.1PresentingGrammarthroughComparisonAsweallknow,thestructuresandmeaningsoftensesarefamiliar.Studentsmayfeelconfusedtousewhentheyhavelearnedsometenses.Theteachercanputtwosimilartensestogetherandstudentsmayunderstandthedifferencesclearlythroughcomparison.Forexample,afterlearningthesimplepasttenseandthepresentperfecttense,theteacherhadbetterputthetwotensestogetherandmakeacomparison.T:Whatdidyoudolastnight？S1:Iwenttoseeamovie.T:Whichfilmdidyousee?S1:Titanic.It"sverymoving.T:Yes,haveyoueverseenitbefore?S1:Yes,Ihave.23 沧州师范学院2014届毕业论文（设计）T:Howmanytimeshaveyouseen?S1:Twice,T:OK,verygood,thankyou!Thentheteacherexplainsthedifferencesbetweenthetwotensesindetails.T:“lastnight”isadefinitetimeinthepast,soweusethesimplepasttensetotalkaboutthingsthathappenedatadefinitetimeinthepast.Andweusethepresentperfecttensetotalkaboutthingsthatstartedinthepastandcontinuedtothepresent.Wecanmakeitclearlybyatimeline.Tomwasbornfouryearsago.PastPresentHehaslivedwithusfortwoyears.Fromtheexampleabove,wecanseethetimelinecanexplainthedifferenceclearly.Besides,thestudentsmayfeelnovelandinterestedinit,thusavoidingtheatmosphereoftediumandboredom.3.2.2DiscussionandDebateDiscussionanddebateareeffectiveactivitiesintheEnglishclass.Theycaninspirestudentstouselanguagetoexpressandexchangetheiropinions.Theycanalsocultivatestudents’abilityoflogicanalysis,languageorganizationandexpressionaswellasteamcooperation.Therefore,inthecommunicativegrammarteachingactivities,theteachercanchooseatopicinrelationtocertaingrammaticalitemforstudentstodiscuss.Forexample,theteachercanaskstudentstodiscussthetopic“Wheredoyouprefertolive,inthecountryorinthecity?”asthefollowingsteps.Firststep,theteacherdividesthestudentsintotwogroups.Eachgrouphastocomparethedisadvantageswithadvantagesoflivinginthecountryandinthecity.Secondstep,theteacheraskseachgrouptofillintheblanks.Thestudentscanturntotheteacherorrefertoadictionaryiftheymeetsomedifficulties.Table3.1Discussionanddebate23 沧州师范学院2014届毕业论文（设计）AdvantagesdisadvantagesLifeinthecountryLifeinthecityThirdstep,theteacherasksthestudentstohaveadebateintheclass.Thetitleis“Wheredoyouprefertolive,inthecountryorinthecity?”Finally,thestudentshaveadiscussionandmakeaconclusionabouttheopinionofeachgroup.Thentheteacherchooses2-3membersfromeachgrouptoformtheprosandcons.Theexample:S1:Ithinkitisbettertoliveinthecity.Lifeinthecityismoreexcitingthanthelifeinthecountry.S2:Idon’tagreewithyou.Ithinkitisbettertoliveinthecountrybecausethepeopleinthecountryarefriendlywhilepeopleinthecityarealwaysbusy.S3:Idon’tthinkso.Therearewiderstreets,tallerbuildings,morebeautifulparks,restaurantsandbookshopsinthecity.Soit’smoreconvenienttoliveinthecity.S4:ButIthinkitisquieterandairiscleanerandfresherinthecountry.Butinthecityit"snoisierandmoredangerousbecausethereismoretraffic.Thiskindofdiscussionanddebateactivitieswillenablestudentstoponderthetopicfromthemultipleperspectives.Studentswillbefamiliarwiththeusageofcomparisonofadjectivesintheactivities.Theycannotonlyenrichthelanguagecontent,butalsohaveincreasedthelanguageoutputintheprocessofdebateanddiscussion.Itisnoteworthythatthiskindofactivitiesshouldbecarriedoutafterstudentsareabletousetheformstoconveytheirmeaning.23 沧州师范学院2014届毕业论文（设计）ConclusionWiththedevelopmentofeconomyandculture,thecommunicationbetweencountriesbecomesmoreandmorefrequent.Sothestudents’communicativecompetenceplaysamoreimportantrole.Englishismostwidelyusedinthewholeworld.InChina,Englishislearnedmostwidely.Soitisnecessarytoexploreaeffectivetoputgrammarrulesandcommunicationtogether.AnewwayofteachingEnglishgrammarisputforwardedinthisthesis.ThenewwayisteachinggrammarinCLTwhichcanhelptosolvetheproblemsthatexistinthecurrentgrammarteachinginjuniormiddleschools.TeachinggrammarinCLTcanhelptoimprovestudents’communicativecompetence.Inthisthesiswehavereviewedthetraditionalgrammarteachingmethods.Wefindoutthattherearemanyweaknessesinthesetraditionalmethods.Forexample,theatmosphereisdullinthegrammarclass.Besides,theteacherspendsmuchtimeontheexplanationofgrammaticalrules.Studentsthinkitisveryboringandtheydonotlikelearninggrammar.Theteachersshouldenhancetheconsciousnessthatlanguageisthetooltocommunicate.Thepurposeofteachinggrammaristoimprovestudents’abilityofcommunicating.Comparedwithtraditionalteachingmethod,teachinggrammarincontextcanenhancestudents’learninginterest.Anditcanchangethephenomenonthattherulesofgrammarareboringanddifficulttoremember.Aforeignlanguageisatoolofcommunication.Grammaticalknowledgeisthebasisofcommunicativeability..Inreturn,communicativecompetencewillpromotethelearners’grammaticalcompetence.Therefore,duringthegrammarteachingprocess,teachersmustgraspeachgrammaticalpointanduseavarietyofeffective,livelyandinterestingactivitiestocreateharmoniousatmosphereinteaching.Throughthisway,theycanhelptostimulatethestudentstostudythelanguageinitiatively.Helpingstudentstoacquirecommunicativecompetenceandusegrammartocommunicateisoneofthemainteachinggoals.Therefore,teachersaresupposedto23 沧州师范学院2014届毕业论文（设计）designtheclassactivitiescarefullyduringtheirpreparationfortheirlessons.Onlyinthisway,cantheteacherbeanefficientmanageroftheclassactivity.Firstly,theteachershouldbeaplanneroftheclass.Beforeclass,theteachershouldmakeadetailedplantodealwiththoseunpredictableproblemsinvolvedinthecommunicativeway.Theteachershouldprepareverywellafterclass.Secondly,theteachershouldbeanexcellentgrammarpresenter.Duringtheprocessofteachinggrammar,theteachershouldtrytoputthegrammaticalpointintoameaningfulcontextorreallifesituation.Thiscanhelpthestudentslearnhowtousegrammarincertaincontexts.Itisveryusefulforstudentstocommunicatewithothers.Thirdly,theteachershouldbeaparticipant.Itisimportantforteacherstotakeanactivepartinanactivity.Forexample,whenthestudentssingthesongYouareMySunshine,theteachercanteachthematfirst.Andthen,theteachercanmakestudentsintwogroups.Theteachercanbeajudgmentwhomakesthegroupssingthesongonebyoneandgivefairmark.Throughthisactivity,studentscanlearnmanywords.What’smore,itcanraisestudents’interest.Theatmosphereofclasswillbecomelively.Fourthly,theteachershouldbeaproperguideongrammar.Thestudentshavemanygrammaticalmistakesintheperformancebecauseoftheirlimitedwordsortheirtraditionalexpression.Soitisreallynecessaryfortheteachertoexplaintheusageofgrammaticalruleincommunicativecontext.AquestionnairewasconductedtostudentsinWangshuMiddleschool.Thedatacollectedwasanalyzed.TheresultshowsthatteachinggrammarinCLTisnecessary.Thethesisiscomposedoffiveparts.Inthepartofintroduction,thecurrentsituationofgrammarteachingandthesignificanceofgrammarteachingthroughthecommunicativeapproachareshown.Inchapterone,thetheoreticalframeworkisshown.Itincludesthetheoryaboutthecommunicativecompetence,thedefinitionofgrammarandthegrammarteachingundertraditionalmethods.Inchaptertwo,themainproblemsofgrammarteachingandlearningareshownthroughaquestionnaire.ThequestionnairewasfinishedbythestudentsinWangshuJuniorMiddleSchool.Inchapterthree,thestrategiesofgrammarteachingundertheframeworkofCLTareshown.ThesestrategiescanoffersomemethodsforEnglishteacherstoteachgrammarundertheCLTinjuniormiddleschools.23 沧州师范学院2014届毕业论文（设计）Theteachershouldcreateapositiveatmosphereinthegrammarclass.Becauseapositiveatmosphereislikelytomakestudentsmotivatedandco-operatedinEnglishlearning.Incommunicativegrammarteachingclassroom,theteacher’sresponsibilityistocreateacommunicativeenvironmentforstudentstopracticegrammaticalrules.ThisresearchisconductedinthehopetohelpEnglishLanguageTeachingteachersinChinesejuniormiddleschools.What’smore,itcanhelptoimprovetheirteachingskillinteachingEnglishgrammar.ThekeypointinCLTarecreatingacommunicativeenvironmentanddesigningcommunicativeactivitiestomakestudentsinvolvedTherearestillmanylimitationsinthisstudy.Besides,furtherstudiesareneededinthefield.Thequestionnairewasconductedonlyinonejuniormiddleschool.Theresultcannotreflecttheproblemsingrammarteachingandlearningroundly.Althoughthisstudyhasmanylimitations,teachinggrammarincommunicativewaycanhelptosolvesomeoftheexistingproblemsinEnglishgrammarteaching.Itisagoodwaytoimprovestudents’abilityofcommunication.Itcanhelpteachertomakeprogressingrammarteaching.What’smore,itissuitabletogeartothecurrentsituationofthesocietyinChina.23 沧州师范学院2014届毕业论文（设计）WorksCitedBarnes,D.FromCommunicationtoCurriculum.Harmondsworth:Penguin,1976.Bastone,R.Grammar.Oxford:OxfordUniversityPress,1994.Brown,H.D.TeachingbyPrinciple:AnInteractiveApproachtoLanguagePedagogy.NewJersey:PrenticeHallRegents,1994.Canale,M.,andM.Swain.TheoreticalBasesofCommunicativeApproachestoSecondLanguageTeachingandTesting.AppliedLinguistics,1980.Chomsky,N.AspectsoftheTheoryofSyntax.Boston:MITPress,1965.Ellis,R.TheStudyofSecondLanguageAcquisition.Oxford:OxfordUniversityPress,1994.Halliday,M.A.K.AnIntroductiontoFunctionalGrammar.London:Arnold,1985.Harmer,J.HowtoTeachEnglish.AddisonWesley:Longman,1998.Hymes,D.OnCommunicativeCompetence.England:PenguinBooks,1972.Krashen,S.PrinciplesandPracticeinSecond-LanguageAcquisition.Oxford:Pergamon.Larsen-Freeman,D.IntroductiontoTeacher"sManualGrammarDimensions:Form,Meaning,Use.Boston:HeinleandHeinlePublisher,1993.Littlewood,W.CLT.Cambridge:CambridgeUniversityPress,1981.Lyons,J.Semantics.Cambridge:CambridgeUniversityPress,1971.Ur,Penny.Grammaractivity:APracticeGuideforTeachers.Cambridge:CambridgeUniversityPress,1988.Widdowson,H.G.AspectofLanguageTeaching.Oxford:OxfordUniversityPress,1990.Wilkins,D.A.NationalSyllabuses.Oxford:OxfordUniversityPress,1976.萨默斯.朗文当代高级词典,北京:外语教学与研究出版社,2009.违迈尔.牛津高阶英语词典,北京:商务印书馆出版社,2007.23 沧州师范学院2014届毕业论文（设计）Appendix英语语法学习情况调查表各位同学你们好：本次调查旨在了解同学们在英语学习中的方法以及对英语语法的态度，以及英语老师的教学情况，以期摸索更好的英语教学方法。请大家认真分析，如实填写，谢谢合作！1.老师讲语法主要是抽象地讲解语法规则和简单机械的操练，课堂气氛沉闷（）A完全同意B同意C不确定D基本不同意E完全不同意2.老师在课堂上让学生通过各种交际活动来学习语法（）A完全同意B同意C不确定D基本不同意E完全不同意3.老师在课堂上主要以教材为主，很少运用其他材料（）A完全同意B同意C不确定D基本不同意E完全不同意4.现在的语法教学可以提高我的语法水平（）A完全同意B同意C不确定D基本不同意E完全不同意5.现在的语法教学可以提高我的综合语言能力（）A完全同意B同意C不确定D基本不同意E完全不同意6.语法对英语学习很重要（）A完全同意B同意C不确定D基本不同意E完全不同意7.我喜欢上语法课（）A完全同意B同意C不确定D基本不同意E完全不同意8.语法很难（）A完全同意B同意C不确定D基本不同意E完全不同意9.在语法学习方面我充满信心（）A完全同意B同意C不确定D基本不同意E完全不同意10.我赞成老师继续采用这种教学方法（）A完全同意B同意C不确定D基本不同意E完全不同意11.我喜欢在语法课上回答问题（）A完全同意B同意C不确定D基本不同意E完全不同意23 沧州师范学院2014届毕业论文（设计）11.我学习语法的主要方法是上课听老师讲语法规则（）A完全同意B同意C不确定D基本不同意E完全不同意(注：本问卷调查第1到5题主要反映老师教授语法的情况，6到12题主要反映学生学习语法的情况。)23 沧州师范学院2014届毕业论文（设计）AcknowledgmentsIoweverymuchtoLecturerLiQing.Withouthervaluablesuggestions,constantencouragementandpatienthelp,mythesiswouldnothavebeenwhatitisnow.LecturerLihasinstructedmeontheimportantissuesasthetittle,thecontentandtheorganizationofthethesis.Inaddition,IwouldliketothankalltheteacherswhohavetaughtmeinCangzhouNormalUniversity.Theyareteachersintheforeignlanguagecollege.Withtheirhelp,Ihaveobtainedmuchknowledgeaboutthisfield.ThanksarealsotothestudentsinWangshuJuniorMiddleSchool.Withtheirhelp,thequestionnairewouldbeconducted.Ioweverymuchtomyclassmateswhogivememuchhelpduringthefour-yearcollegelifebothinstudyandlife.Atlast,Ifeelgratefultomyfamily.Withouttheirsupport,Iwouldnotfinishmyschoolworkandthestudy.23