on the issue of vocational teaching of english grammar analysis（在高职英语语法教学的问题分析） 9页

OntheissueofvocationalteachingofEnglishgrammaranalysisPaperKeywords:HigherEnglishGrammarAbstract:Inrecentyears,withtheintroductionofthecommunicativeapproachinChina,communicativeabilityasthemainobjectiveofEnglishteaching,theroleofgrammarhasbeendiluted.HowacorrectunderstandingofgrammarinEnglishteachingposition?Howtoteachgrammar?Shouldwhatprinciplestofollow,whatmethodsandmeans?theseproblemshavebeenplaguingthemajorityofcollegeEnglishteachers.First,theflexibleuseofteachingmaterials,teachingmethodsadjustGivensomegrammartextbookpresentationofthesystemisnotconducivetothestudentstomasterthegrammar,andsomegrammaticalusageinvolvedintheprojectcannotmeettheneedsofeverydayuse,accordingtothesystematicteachingofgrammarprinciplesandstepbystep,stageofcycleprinciple,theauthorsbelieveshouldbethefollowingtwoaspectofflexibleuseofteachingmaterials.9 (AdispersionofmaterialsintheappropriategrammaticalphenomenaconcentrationandinductionGrammarteachingmaterials,teachingmaterialswithspirallayoutfeatures,butitslackofsystematic,studentslearnthelanguagemaybemorefragmentedknowledge,contactsonlypartofthegrammarrules,itisdifficulttograspthesystem,soalargenumberofstudentsonthebasisoflanguagepractice,Teachermaterialsshouldappearsimilartosummarizethecontentinatimelymannerwiththesummary,accordingtopracticearecognizedpracticeagainandagainandagainrecognizedtheideaandcontinuetobroadenanddeepenstudents’understandingofthesamegrammar,increasetheirabilitytouse.(Bonthepartofgrammarandmaketheappropriateadjustments,trade-offsandadditionsTeachersshouldbegoodwithteachingtheactualneeds,flexibleandcreativeuseofmaterials,thematerialscontent,presentationorderandteachingmethods,appropriatetrade-offsoradjustments,suchas,modalverbusageofsub-unitintroduction,butonlywith9 respectamust,should,oughttomay/might,can/could,etc.,anddescribedonlythemostbasicelementsofgrammar,usageofitstabletoguessjustbarely.Introducingtheauthorsbelievethattheuseofmodalverbswhenshouldbeappropriatetoexpand,suchasmodalverbsshouldalsoincludeshall,will,dare,need,etc.;must,may/might,can/couldguessthetable,inadditiontobooksmentionedonthefactsofthepresentspeculation,butalsomayhavehappenedtoguess,suchas:Itmusthaverainedlastnight,forthegroundiswet.shouldalsoremindstudentstoguessthetableunderdifferentcircumstancesDisjunctiveQuestionsform.Second,theoptimizationofclassroomteachingofgrammar,thedevelopmentofstudents’grammaticalcompetenceGiventhecurrentgrammarteachingismainlyclassroomteachersonthemain,veryfewstudentsparticipate,andasingletrainingmethods,resultinginclassroomteachingboring,lackofstudentinterest,knowledgeofgrammarisweakthissituation,theauthorsbelievethatthefollowingthreeaspectsshouldbeoptimizedfromthegrammarclassroomteachingand9 improveteachingefficiencyandthedevelopmentofstudentsgrammar.1theuseofcognitiveprinciplestoenablestudentstounderstandthelanguageinpracticeforeignlanguageknowledge,basedonChomsky’sgenerativegrammarthatthesyntaxofthelanguagehasacertainuniversalityandcommonality.Thus,intheforeignlanguagegrammarteaching,Teachersshouldmakefulluseofnativeandcross-comparativeanalysisofforeignlanguageteaching,toenhancepositivetransfer,reducenegativemigration,tohelpstudentsimprovelearningefficiency,andeasetheerrorintheanalysisprocess,wemustpayattentiontofullyaffirmedthestudent’sprogressandbenefits.2classroomasteacher-led,student-centered“participatory”classroomteachinginforeignlanguageteaching,thelearner’sinternallearningplaysadecisiverole,sotheclassroomteacherstomobilizetheenthusiasmofstudentsandinitiative,classroomteachingshouldbestudent-centered,student-basedpractical9 exercises.theteacherlevel,teachersshouldnotsimplyknowledgeofthelanguageistaught,butforcommunicativeactivities,studentslearnthelanguagedesigners,organizers,guide,andalsotoparticipateincommunicativeactivities,playadifferentroleintheactivity;thestudents,thestudentisnolongerapassiveaudience,butthemainlanguagelearningactivities,everyonedirectlyinvolvedintheactivities,IntheeventtheEnglishlanguage.teachersinteachingmainconcernwasnothowtheyspeak,butshouldthestudentshowtolearntoformateacher-led,student-centered“participatory”classroomteaching,theteachingbasedonlearningalanguagethecourseofpractice.3usingtheprinciplesofcommunication,tocarryoutarich,meaningfulcommunicativeteachingsituations,teachersshouldbeteachingintheclassroomtocreateavarietyoflanguagesituationsthroughvariousmeans,suchasdialogues,skits,discussions,boththerealscene,thereareanalogscenarios,sothatstudentshavethecommunicativepurposeoflanguagesituationsinlearningEnglish.andthendevelopintocommunicative9 languageability.Specificallytooperatefromthefollowingaspects:1theuseofcomparativeanalysis,topromotethecognitivedevelopmentofstudentsStudentsintheprocessoflearningEnglish,oftenbymothertongueinterference,or“negativetransfer”effect,sothatstudentsinlearningEnglishlanguageusedtoexpressthestructureofEnglish,butthisdoesnotdenythepositiveimpactofnativelanguage,mothertongue,afterall,wearemostfamiliarlanguagelearninginprimaryorintermediateEnglishstage,weusetheChinesetoperceive,understandEnglish,especiallyinthegrammar,becausethegrammaticalstructureofEnglishandChinese,manyofthesame,suchassentenceelements,sentencetypes,andmorekindsofspeechusage,etc.Therefore,intheEnglishgrammarteaching,teachersneedthestructureofEnglishandChineselanguages,andamodestexpressioncomparedtofindsimilaritiesanddifferencesbetweenthemandthelaws,playedboththefulluseofmothertongue,canexcludetheinterferenceofmothertongue,suchaschangesinwordform,articles,9 andotherChinesewordorderisnot,tofocusandguidestudentstodiscoveritslaws,tomasteritsuse.Linkstofreedownloadhttp://www.hi138.com(2)tostrengthentheteachingofgrammarfun,positivelearningemotionsofstudentsPrinciplesofPsychologytellsus:positiveemotions,usuallyaccompaniedbyapleasantsubjectiveexperience,andcanimprovepeople’senthusiasmandactivity,wepresentthetaskinthesyntaxmustbeattractivetotheattentionofthestudentstogether.(1fullplaytothemodernmediainteachingproperrole.Multimediaingrammarteachingcanprovidestudentswithbetterlanguagelearningenvironmentsetofaudio-visualtexttoacomputer,it’smulti-dimensionalinformationtransfer,canattractstudentsattention,enrichstudents’perceptions,improvetheirunderstandingofthecontentoflearningandfeelingsofmultimediaapplicationscannotonlyenhancetheinformationcapacityofclassroomteachingsothatstudentsself-learningintheclassroomcanbeachieved,therebyenablingtheteacher’sattentioncan9 alwaysfocusoneveryaspectofteaching.(2usingcharts,objects,pictures,stickfigure-assistedteaching.Toexplainthevarioustenses,theuseofaxes,sothatstudentscanunderstandmoreclearlyunderstandthepresenttense,pasttense,futuretense,presentperfect,pastperfectandthetimethattheconceptofmeaningintalkingaboutnowinprogress,hemaygiveafamilyactivityintheyardpictures,toenablestudentstodescribethepictureinwhichpeoplearedoing.(3games,puzzles,intelligencetests,etc.fortheteachingofgrammarintheattributiveclauselearning,teacherscanorganizestudentsriddlesbeforeclassteacherbeforethecardisreadytowritesomeoftheabovenamesorthenamesofthings,requirestudentstofollowtodescribetheteacher’sexampleandword-guessing.[References][1]ChouBinbiao.Citedwithouthair,thedepthofexcavation,amatterofcourse-arefreshercourseinEnglishgrammarteachingcases[J].9 Examinationweekly.2008,(11.[2]LuJun,DongXiaoqiu.TeachingEnglishgrammarandsyntaxofcapacitybuilding[J].YantaiNormalUniversity(PhilosophyandSocialScience,2004,(03.Linkstofreedownloadhttp://eng.hi138.com9