高职高专英语语法教学构想.doc 6页

高职高专英语语法教学构想　　摘要:传统的语法教学大都使用演绎、推理或归纳法。传统的教学法受到现代教学法的冲击。淡化语法教学是现代英语教学的必然趋势。本文从高职院校学生的实际情况出发,以不定式为例提出英语语法教学的一些构想。　　关键词:高职院校;语法教学;构想　　　　1Introduction　　Recentdevelopmentsinlanguageteachinghaveleftmanydoubtingabouthowtoteachgrammar.Howtoteachiteffectivelyandmeaningfullyistheproblemweface.Thetraditionalwaysofgrammarteachinghasbeenbeatenbythecommunicativeapproaches.Buttheystillhavesomeinstructivemeanings.Indesigningalanguageclass,oneofthefirstthingsistoidentifytheinfluentialfactorsthathavetobetakenaccount.Atleastthedesignershouldconsiderthefeaturesuniquetothelearningofalanguage.Learningalanguagewellalwaysmeanstheuseofears,mouth,hands,brain,etc.aswellastheeyes.Thiswillmeansignificantadjustmentofalearningclassinvolvingalotofcontentsincludingthematerialsandtheactivities.Andthisisoneofthereasonswhymodernlanguageclassesareusuallyallcommunicative,withveryrareexceptions.Fromhisexperience,thewriterfindsthatthetraditionalwaysofgrammarteachingsuchasdeductionandinductionarestillinstructive.Thus,hewantstotryacomprehensivewaytoteachEnglishgrammar.ThispapertriestointroduceacomprehensiveapproachofteachingEnglishrammarincontextinsteadofinisolation.　　2Thestudents’background　　2.1Featuresofstudentsinvocationalcollege　　Ifalanguageclassiscommunicative,itisthenbasicallylearner-centered.Thereforemostoftheinfluentialfactorsinthedesigningofsuchaclasswillbeverymuchrelatedtoordecidedbythenatureandneedofthelearnersinquestion.　　Alanguage-teachingplanmaybeviewedastheteachers’mainguidelines,butitisthestudentswhoaresettobenefit.Thereforewhenplanningaclass,firstonehastolearnaboutthelearners,whothelearnersareandwhattheydo.Researchhasshownthedifferencesbetweencollegestudentsandchildlanguagelearners,whichmustbeconsideredintheplanningofalanguageclass.Someexpertssummaries10characteristicsofcollegelanguagelearners,whichmayserveasaguidefortheclassplanning.Collegestudents,forinstance,aremorelikelytobelearningratherthanacquiringanewlanguage,andthisfeatureshouldexcludesomepopularmaterialsandactivitiesasunsuitabletothem.Yetcollegestudentscanlearnmoreefficiently,6 becausetheyhaveagreateremorystoragecapacity,agreatercapacityforanalyticreasoningandcandevelopastronginstrumentalmotivation.Tothem,thesubjectmatterinvolvedinthelearningcanbemoreabstract,serious,lessplayfulbutmoreformal,and,sofarastheinputiscomprehensible,andattheappropriatelevel,theycanbequiteefficientclassroomlearners.Allthesedifferfromchildlearners’needs,creatingwhollydifferentteachingplan.　　2.2Students’needs　　MostofthestudentshavelearnedEnglishformorethansixyearswithavocabularyofabout2500wordsandsuperficialknowledgeofgrammarformanyreasons.SomeofthemhavejobsandevenhavequittedlearningEnglishformanyyears.Englishismostlytaughtatmiddleschoolsusingthetraditionalgrammar-translationmethod,becauseoftheexam-centerededucationsystem.Thisemphasisonexaminationsisduetotheperceptionthatresultsaresuperiortootherqualificationsinevaluatingateacher’swork.Inordertocopewiththedemandsoftheseexams,lessonsareusuallyteacher-oriented,withteacherspredominantlyusingChinesetoteachEnglish.Therefore,studentshadlittleopportunitiestoacceptanewteachingmethod.Theywanttoobtainmoreknowledgeofgrammarinordertounderstandandusethetargetlanguagecorrectlyandeffectively.　　3Constructivethinkingofgrammarteaching　　3.1Rationales　　Designersshouldnotforgetthefindingsinlanguagelearningthatlearners,adultsorchildren,shareasimilarlanguageacquisitionsequence.Teachersshouldworkwithsuchaprocessratherthanagainstit.Thus,thetheoreticalbasisofthedesignofagrammarclassissupposedtoincludethefollowingelements.　　3.2Teachingmethodology——traditionalandcommunicative　　approach　　Teachingmethodsinfluencetheresultthatproducesinclassroomteaching.TraditionalwaysinChineseclassroomteachinghavebeenquestionedandnewapproachesarebeingtried.Grammarshouldbetaughtinacontext,notrulesandstructuresalone.PennyUr(1988)suggeststhat:“Whenweteachgrammar,weare——orshouldbe——gettingthelearnerstolearnquiteanumberofdifferent,thoughrelated,bitsofknowledgeandskills:howtorecognizetheexamplesofstructure,howtoproducetheform,howtounderstanditsmeaningincontext,andproducemeaningfulsentencesusingitthemselves.”　　Asdescribedabove,grammarshouldbetaughtandpracticedasameansofcommunication,ratherthanasameansofcorrectingtheaccuracyofindividualsentences.Learnersshouldbetaughthowtoformcorrectstructuresandalsotheirfunctions,asthefirststeptowardsmeaningfulcommunication.Learnersshouldhaveareasontouse6 theinformationgiveninanexercise.Grammarshouldbebestintroducedthroughatraditionalapproach.Then,oncestudentshaveafairlythoroughunderstandingofthegrammarpoint,theyaregentlyledintosomecommunicativeactivitiesthatallowthemtodemonstrateandconsolidatetheirknowledgeofthatgrammarpoint.Inthiswaythecommunicativeapproachisnotintendedasareplacementforthetraditionalone,butasasupplementtoit.　　3.3Psychologicalbasis——Humanisticpsychology　　Thistheoryinitiatesthefulldevelopmentofindividualpotentialandrealizationofself-value.Itproposesthatafriendlyandharmoniousenvironmentisthepremisetosatisfytheneedsofbothteachersandlearners.S.P.Corder,afamousappliedlinguist,haspointedoutthatlanguageteachersactuallycannotteachalanguagetostudents,whattheycandoistocreateaharmoniouslanguage-learningenvironmentforthem.　　3.4Centerofthegrammarclass——Learnersandlearning　　Sincelearnersarethecoresofthelearningandlearningistheprocesstoachievelearners’target,thegrammarclassistofocusprimarilyonboththelearnersandthelearning.Itisbothlearner-centeredandlearning-centeredandthelearners’autonomyistobeemphasized.　　4Theprinciplesandaimsoftheteachingplan　　Ateachershouldpreparehis/herlessonsufficiently,explainclearlyandusevariousteachingaidstostimulatethestudents’interest.Goodclassroomcontrolshouldbemaintainedandtheteachingcontentshouldnotonlybepresentedtheoreticallybutalsoputintopractice.　　Atthesametime,thestudentsshouldbemorerelaxed,increasingtheeffectivenessoftheirstudy.Theyshouldbeencouragedtoparticipateandinteractcloselybothwiththeirclassmatesandtheteacher.Anenvironmentshouldbecreatedwheretheyfeelfreetoexpresstheirideaswithoutinhibition.Sotheaimsare:　　A.Toprovidestudentswithopportunitiestodeveloptheirlanguageuse.　　B.Toraiseawarenessofthecommunicativeapproachtogrammar.　　C.Togetthestudentstostudygrammarusingthecommunicativeapproach.　　4.1Teachingcontent:thebasicusagesofinfinitive　　4.2Theobjectives　　D.Togivethestudentspracticeintheuseofthebasicusagesofinfinitive　　E.Tounderstandtheprinciplesofcommunicativeapproach,deductionandinductiontogrammar.　　4.3TeachingProcedure　　StepOne:Warming-upActivities(2minutes)6 　　Greetings:Goodmorning,everyone!Howareyoutoday?　　WelearnedAuxiliariesinchapter18lasttime.Thismorningwe’lllearnChapter19——Non-finiteVerb.Didyoupreviewthischapterbeforeclass?Didyoufindanydifferencefromwhatyouhadlearnedinthemiddleschool?　　Comments:Somestudentsmaysay“yes”andsomemaysay“no”.Nomatterwhatanswerswillbe,teachersshouldgetsomeinformationaboutthestudents.Asmentionedbefore,therearesomedifferencesbetweenAPracticalEnglishGrammarwrittenbyprofessorZhangDaozhenandourtextbook——AnEnglishGrammarforGeneralReaderswrittenbyprofessorZhangZhenbang　　Introduction:Finiteverbandnon-finiteverb　　Verbcanbeclassifiedasfinite-verbandnon-finiteverbaccordingtoits　　changesinpersonandnumber.Finite-verbissubjectedtoitssubject’spersonandnumberwhilenon-finiteverbisnot.Non-finiteverbincludesinfinitive,participle(presentandpastparticiple)andgerund.Andnowwe’lllearnthebasicusagesofinfinitiveonpage380ofyourtextbook.　　Steptwo:Thebasicusagesofinfinitive(8minutes)　　Thesentencefunctionsofinfinitivecanbeusedassubject,predicative,object,attributive,adverbial,subjectivecomplementandobjectivecomplementofasentence.Let’sseethefollowingsentences.Pleasepayattentiontotheunderlinedparts.　　A.Hisplanistospendafewdaysinthemountains.　　B.LeiFeng’sonlydesirewastobeusefultothepeopleandthecountry.　　C.Tomakeadecisionwithoutknowingallfactsisdifficult.　　D.It’snecessaryforustomasteraforeignlanguage.　　E.ShebegantolearnFrenchattheageoftwelve.　　F.Whatdoyouplantodotomorrow?　　G.PerhapsthiswouldbeagoodchancetogotoHainan.　　H.Shewastheonlyonetolookafterthechild.　　I.In1918hewenttoJapantostudymedicalscience.　　J.Thegirlsjumpedwithjoytohearthenews.　　L.Heaskedyoutocallhimbackat11o’clock.　　M.Pleaseremindmetotakemymedicinetomorrow.　　Stepthree:Questions(5minutes)　　A.Canyoutellmethesentencefunctionsofinfinitiveintheabovesentences?　　B.Askoneortwostudentstoanswerthequestion.　　C.Commentsonthestudents’answers.　　Stepfour:Summing-up(15minutes)　　A.theinfinitiveinsentencesAandBisusedaspredicative.6 　　B.theinfinitiveinsentencesCandDisusedassubjects.Pleasepayattentiontothedifferentsentencepatterns.　　C.theinfinitiveinsentencesEandFisusedasobjects.Note:Theinfinitiveusedasobjectisoftencitedbehindtransitiveverb.Thefollowingverbsoftenhaveinfinitiveastheirobjects,suchaswant,like,wish,hate,start,forget,pretend,decide,expectetc.　　D.theinfinitiveinsentencesGandHisusedasattributive.Theinfinitiveusedasattributiveisoftencitedbehindthenounorpronounitmodifies.　　E.Theinfinitiveinsentencesisusedasadverbial,expressingpurposeandcauserespectively.Besideswheninfinitiveisusedasadverbial,itcanalsoexpressresultanddegree.　　e.g.Heliftedarockonlytodropitonhisownfeet.　　(result)　　Marywouldn’tbesocarelessastoforgetherkey.　　(degree)　　F.theinfinitiveinsentencesLandMisusedasobjectivecomplement.ButifsentenceLischangedintopassivevoice,itsinfinitiveissubjectivecomplement.　　e.g.Youareaskedtocallhimbackat11o’clock.　　Furthermore,thefollowingverbsmayhaveinfinitiveastheirobjectivecomplement,suchas:tell,order,invite,force,allow,expect,encourage,advise,permit,persuadeetc.Thefollowingverbsmayhaveinfinitivewithout“to”astheircompoundobjects,suchas:make,have,let,see,hear,watch,noticeetc.　　e.g.Didyounoticehimleavethehouse?　　Ioftenhearhersinginherroom.　　Ifthesentencesabovearechangedintopassivevoice,theobjectivecomplementsinoriginalsentenceshavebecomesubjectivecomplement,“to”cannotbeomitted.　　e.g.Washenoticedtoleavethehouse?　　Sheisoftenheardtosinginherroom.　　Stepfive:ClassroomActivity(8minutes)　　Direction:IdentifytheusagesofInfinitiveinthefollowingsentences.　　A.Mrs.BrownmademestayinNewYorkfortwomoreweeks.　　B.Goinquietlysoasnottowakeupthebaby.　　C.Afewyearslatershecamehometofindthatherhometownhadgreatlychanged.　　D.Sheusuallyhasalotofmeetingstoattendintheevenings.　　E.Iliketogoforwalksinthewarmsunshine.　　F.Herwishistomarryanhonestman.　　G.It’simportanttomakeaplanforourfuture.　　H.Theoldmansatdowntohavearest.6 　　(Walkaroundtofindoutifthestudentshaveanyquestionstoaskandbereadytoanswerorexplain)　　Stepsix:Homework(2minutes)　　A.Reviewwhatwehavelearnedinthisperiodafterclass.　　B.Discussthebasicusagesofinfinitivewithyourclassmates.　　C.Dotheexercisesonpage387.　　5Conclusion　　Thelearningactivitiesbasedonthisdesignturnouttobeeffective,butitseemsalittletime-consuming.ManyteachersonlyadoptedapproachesofdeducingandinducingwhenteachingEnglishgrammarinthepastdecades.Itwashelpfulinlanguagelearning.ButIthinkthetraditionalapproachesarenotthemosteffectiveones,especiallyinstimulatingthestudents’interest,motivationandtacticsinlanguagelearning.Comprehensivewaysofgrammarteachingmakesthestudentsmoreactiveinclassandunderstandwhattheylearnmorethoroughly.　　　　References　　1David,N.“Communicativelanguageteaching:Makingitworks”[J].ELTJournal,41/2,1987　　2Jeremy,H.ThepracticeofEnglishlanguageTeaching[M].LongmanLtd,1983　　3LiuLongxi.“DesigningAGrammarWorkshop”[J].TeachingEnglishinChina,Vol.26No.2,2003　　4Susan,H.GrammarMatters[M].CITL,1993　　5XiaJimei.ForeignLanguageCourseDesignModernTheory&Practice[M].Shanghai:ShanghaiForeignLanguageEducationPress,2003　　6ZouXiandao.“PlanningALanguageProgramme”[J].TeachingEnglishinChina,Vol.25No.3,2002　　7ZhangDaozhen.ApracticalEnglishGrammar[M].CommercialPress,1979　　8ZhangZhenbang.AnEnglishGrammarforGeneralReaders[M].ShanghaiForeignLanguageEducationPress,20016