中学英语语法教学.doc 16页

中学英语语法教学[Abstract]ThispaperanalyzesthehistoryofEnglishgrammarteaching,from16centuryto19century.EnglishgrammarteachingmethodchangedfromGrammar-TranslationMethodtoDirectMethod,andtoAudio-lingualMethod.Nowadays,teachersandstudentsareaccustomedto3Pteachingmodel.AccordingtothestatusquoofEnglishgrammarteaching,thispaperdefinestheconceptionsoflanguageandlanguagelearning;introducesthatgrammarlearningmustfollowthesecondlanguageacquisition.Throughtheanalysisoftraditionalgrammarconceptionandteachingmethods,thispaperdiscoverstheproblemofgrammarteaching.Traditionalgrammarteachingwasjustforlearninggrammar.Teacherwasthecenterintheclass.Butnowasthedifferentstudylevelandunsuitabletextbookandinappropriateteachingmethods,Englishteachingqualityislow.Therefore,tofindsuitableteachingmethodsisthebestwaytodevelopgrammarteaching.Atthesametime,thispaperstudiesthreepopularteachingmethodsforgrammarteachinginordertosolvethe“fiverecognition,fiveunderestimate”problemofgrammarteachinginChina.Itadvocatesfosteringstudents’languageusingcompetence;grammarteachingnotonlyfocusesonformsbutalsoonmeaning.[KeyWords]grammarteaching;communicativeability;task-basedapproach;communicativeapproach;situationalapproach.[摘要]本文分析了英语语法教学的历史，对从16世纪到19世纪的语法教学情况作了详细的阐述。语法教学经历了从翻译法到直接法，再到视听法的发展过程。现有语法教学现状是大部分教师及学生习惯了3P教学模式，本文根据了当前的现状,对语言及语言学习的概念进行界定,提出了学习语法应该遵照第二语言习得的意识发展进行。通过分析传统观念对语法的定义以及教学的方法，发现中学英语语法教学的问题及难点。语法教学的目的是培养学生掌握语言规则和运用语言的能力。传统语法教学单纯只是为了学而学，教师是教学活动的中心。但是现在，不同学生不一样的学习水平，不恰当的教学方法，甚至不合适的教科书，造成了英语教学质量的低下。因此，找到适合的教学方法和合适的教科书是发展语法教学最好的途径。同时本文对任务型教学法，交际法，以及情景教学法这三种现在最流行的教学法，提出适合并能解决现在语法教学问题的教学方法。倡导语法教学要注重培养学生运用语言的能力，不仅仅注重语法形式，更要讲求意义，从而提高交际能力。[关键词]语法教学；交际能力；任务型教学法；交际法；情景教学法1.TheHistoryofEnglishGrammarTeachingFrom16thto18thcentury,Europeanmostpopularforeignlanguage16 teachingmethodwascalledtheGrammar-TranslationMethod.Atthattime,inEurope,Latinistheschoolcompulsorycourse;someEnglishelementaryschoolsarecalledsimplyGrammarschool.Studentsstudyanddrillthegrammarruleintheclass.ThetranslationistheLatingrammarclass’simportantcontent.ThiskindofGrammar-TranslationMethodtakesthegrammarasacenterinthestudyforeignlanguage,itfocusesonthestudyandthememorygrammarrule.Intheclassroom,teachersexplainedgrammarinnativelanguage.Studentsdidalotoftranslationspracticetostrengthenthememory.However,theshortcomingofthisteachingmethodwasveryclear.Ithadneglectedthespokenlanguageandthelisteningtraining,student"scommunicativeabilityispoor;itpurelypursuedtheaccuracyofthegrammar,andhadneglectedstudent"slanguagecreationability,andcannotfullyexploitthestudents’subjectiveinitiative.In19thcentury,theEuropeancountriesexchangedalot;theGrammar-TranslationMethodhadbeenchallenged.ThedirectmethodaroseatthatmomentandwaspromotedinEuropeandAmerica.Duringthisteachingmethod,thegrammarstilltooktheleadingposition,butitemphasizedtheactualapplication,thedifferentcontextbecomesthefactor,whichthegrammarteachingmustconsider.Thedirectmethodstartedtoexcludethenativelanguage.Thecharacteristicsofthedirectmethodwerethat,usinginductionmethodtoteachgrammarrules;payingattentiontothespeakingandlisteningpractice;choosingthetalkingmaterialasthetextbook.Itdidnotcontrastwiththenativelanguage.Thismethodcouldfostertheoralcommunicativeability,buthadrevealeditsweaknessintheabilityofreading,writing,andtheabsorptionlanguageinformation.Inthe50"sof20thcentury,asaresultofthestructuralisminAmericandominantposition,thereappearedAudio-lingualmethodintheUSforeignlanguageteaching.TheAmericanlinguistshaveformulatedaplantotrainskillsthatweregoodatoralspeaking.TheDirectMethoddevelopedintoAudio-lingualmethodundertheinfluenceofstructurallinguistics.TheDirectMethod’scharacteristicswerethat,tomasterthegrammarrulesthroughalotoflisteningandspeakingpractice,nottousenativelanguageandtranslationasfaraspossible.Forexample,inFries’sTeachingandLearningEnglishasaForeignLanguage,heconsideredthatthedifficultiesofforeignlanguagelearningaretheresultofdifferentlanguagestructuresystem’sconflict.Audio-lingualMethodandotherteachingmethod,whichbasedonthetheoryofstructurallinguistics,theirteachingpointisonthesentenceconstitutionrules.Afterward,astheuseoftheelectrifiedaids,theaudio-lingualmethoddevelopedintotheAudio—VisualMethod.ThecriticismtotheDirectMethod,Audio-lingualmethodandother16 teachingmethodistheirtoolimitedgrammarconceptionandabstractgrammarteachingthatdivorcedfromthereality.Thosestudentswhowereeducatedundertheseteachingmethodscannotcommunicatewithothersnaturally.ThereisanotherweaknessthattheDirectMethod,Audio-lingualmethodneglectsstudents’acknowledgedabilityandlanguagecreationability.Otherwise,Hymesadvancedhisfamousviewabout“communicativeability”.Inhisopinion,peopleshouldhavetheabilityoflanguageandcommunication,sotheycancommunicatewithothersatanytime,anywhere,withanyone,inanyway.AdvocatedbyHymesandLabov,thesociallinguisticsflourishedinUSA.Theforeignlanguageteachersbegantorealizethatit’spositivetopracticegrammarrulesinthemeaningfulcontext;however,contextwaslimited,mechanicalpracticecannotfosterstudents’communicationflexibility.Therefore,thereappearedtheCommunicativeApproach.Ittookthecultivationofcommunicativeabilityastheirteachingaim;itemphasizedonthemeaningbutnottheaccuracyofthesentencepattern.Grammarteachingmustfollowthecommunicativeapproach;somegrammarrulesareevencompletelyneglected.Inthelate70’s,Krashendistinguishtheconceptionbetween“acquisition“and“study“.Heproposedthatstudywastolearnlanguagerules,butitisuselesstomasterlanguage.Therefore,inKrashen’theory,grammarlostitsposition.Tilllate80’s,Krashenstartedpubliclytorejectthegrammarteaching’simportantpositionintheforeignlanguageteaching.During80’s,grammarteachinghadoncedisappearedinclass.Nowadays,manyforeignlanguageteachersconsideredthatgrammarteachingcouldmakelanguagelearningmoreeasily.Theyemphasizeontheimportanceofthegrammarteachingintheclass.Afterthedevelopmentofteachingmethod,peopleallfocusonthegrammarawareness,theydisagreetolearngrammarrulesthroughmechanicalpractice,theirresearchstressistofindabestwaytomastergrammar.So,howtoteachgrammareffectivelyisanimportanttask.[1]p1-32.TheStatusQuoofEnglishGrammarTeachingFrom1980’s,task–basedgrammarteachingheldtheviewofcommunication,andtookthemeaningasitstask.Althoughthelearnersayswordssmoothly,buttheyarelackofaccuracy;thelearnerscompletethetaskwithenhancement,butthelanguageusageandthepatternneedmoreactuallyexercises.Underthedevelopmentofthetask–basedgrammarteaching,thecommunicativeabilitythatincludingthegrammarabilityisdiscussedbyalllinguists.So,toexpressmeaning,completelanguagetask,peoplemustbetaughtgrammar.Thegrammarteachingcannotbegivenupatanytime,anystage,inany16 situation.Theforeignlinguistsalsoconsiderthatishelpfulfortheaccuracyofpeople’sexpression.Student"sstudyeffectmustdependonthehumanrelations-likestudyeffect.Regardinglacksofenoughsignificance,theforeignlanguagecannotonlydependontheacquisition,butalsodependuponthestudy.Thegrammarteaching’sessenceistousethelanguageknowledgetohelpstudentswiththeircommunicationinthereallife.[2]P31Thedutyofgrammarteachingistofosterpeople’srealcommunicativeability.ByJanewills’flexiblemodalfortasked-basedlearning,thealignmentbetweenformandmeaningapplyarealenvironmentforstudents,andcausethestudentstostudylanguageeasily,tolearnthelanguageknowledgeatsametime.Inthepre-taskperiod,theteacherintroducesthetopicandthedutytothestudents;popsoutthekeypoint,andhelpthestudentstounderstandandpreparesfortheirtask.Inthewhiletaskperiod,studentsdeveloptheirtaskinpairsoringroupsfirst,teacherisjustamonitoraroundtheclass.Theteachershouldjustencouragestudentstocommunicateinvariousways,andnottointerrupttheminordertomakestudentsfeelrelaxed.However,inthisperiod,thecommunicativetaskdoesn’tpaytoomuchattentiontothelanguageform.Inthepost-taskperiod,eachgroupmustshowthetasktheyhavefinishedtothewholeclass.Afterthepreparationforthetask,studentsmustgiveareportandhaveadiscussionabouttheirtask,andlistentoothers’representation,sotheycanhaveacomparisonwithothers’task.Inthisperiod,theteachershouldplayaroleasanassessor,hemustdotwothings,thatis,correctingmistakesandorganizingfeedback.[3]P38Andinthepost-taskperiod,theteachercangiveexamplestotellstudentshowtolearnforeignlanguageinordertocausestudentstoreflect.Afterthesetaskperiodsofsensation,suspicion,supposition,attempt,studentscouldunderstandthelanguagepointclearly.Atthismoment,theteachercandesignsomeactivitiesinordertoconsolidatestudents’masteryoflanguageknowledge.Tothelearnerwhoisaccustomedtothetraditional3Pmodel,task-basedgrammarteachingisanattractiveandcreativemodelforthem.Thiskindofteachingmethodachievestheaimofmakingthetask-basedteachingideasandgrammarteachingintoconformity.Itaffordsstudentschancestofostercommunicativeability.[4]3.DefiningLanguage3.1Definitionoflanguagefromtheliterature1.Languageisameansofculturaltransmission.2.Languageiswhatpeopleusetotalkaboutthethingsthatareimportanttothem,forexample,occurrenceintheireverydaylives.3.Languageisasetofrulesthroughwhichhumanscancreateand16 understandnovelutterances,onesthattheyhaveneverbeforearticulatedorencountered.4.Languageisameansofinteractionbetweenandamongpeople.5.Languageisthemeansfordoingsomething-accomplishingsomepurpose,forexample,agreeingonaplanofactionforhandlingaconflict.6.Languageisavehicleforcommunicationmeaningandmessage.7.Languageisamediumthroughwhichonecanlearnotherthings.[5]P13.2ThelinkbetweendefinitionoflanguageandtheoriesoflearningAlthoughthereisnotauniqueconnectionbetweenaparticularviewoflanguageandaparticulartheoryoflearning,sometheoriesoflearningfitmorenaturallywithcertaindefinitionsoflanguagethanothers.Consistentwiththoseconceptionsoflanguagewasthehabit-formationviewoflanguagelearning,inwhichitwasessencetobetheresponsibilityoftheteachertohelpstudentsovercomethehabitsofthenativelanguageandreplacethemwiththehabitsofthesecondlanguage.[6]P34.ViewsonLanguageLearning4.1BehavioristtheoryBehavioralpsychologistSkinnerinitiatedthebehavioristtheoryoflanguagelearning.Basedonlinguists’experiments,behavioristlinguistsformulatedastimulus-responsetheoryofpsychology.Inthistheoryallcomplexformsofbehavior—motions,habits,andsuchareseenascomposedofsimplemuscularandglandularelementsthatcanbeobservedandmeasured.Theyclaimedthatemotionalreactionsarelearnedinmuchthesamewayasotherskills.Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanything(withreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”(Harmer,1983:30)[7]P54.2CognitivetheoryThetermcognitivnismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobelargelytheresultofNoamChomskyreactiontoSkinner’sbehavioristtheory,whichledtotherevivalofstructurallinguistics.ThekeypointofChomsky’stheoryisrelectedinhismostfamousquestion:ifalllanguageisalearnedbehavior,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?[8]P5AccordingtoChomsky,languageisnotaformofbehavior;itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareanumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquires16 languagecompetencethatenableshimtoproducelanguage.5.TheProblemoftheGrammarTeaching5.1The“InertKnowledge”ProblemAstheimportantpartoftheforeignlanguageteaching,grammarteachinghastwocommonproblemsforalongtime.Oneisthatunsatisfactoryeffect.Intheclass,itseemsthattheteacherhasexplainedthegrammarrulesclearly,andstudentshasunderstoodtherulesdistinctly,andtheycandoallexercises;however,theycannotpreventfrommakingmanymistakeswhentheyaretalkingorwriting.Thisphenomenonofthatlearnerscannotmakefulluseoftheknowledgeintheclassintheirreallife,itwascalled“inertknowledge”.Moreover,theotherproblemofgrammarteachingisthat,alotofstudentsfeeldullwhentheylearngrammarrules.[9]Pf4Fewstudentssustaintheirenthusiasmforlearningwhenthelessonfocusesonthepartsoflanguage.Indeed,whenstudentsareaskedtoshiftfromacommunicativeactivity,tosay,agrammarexercise,thereisoftenanaudibleresponseofdispleasure.5.2TheproblemofChina’sgrammarteachingAfterthepublicationofTheNewStandardofEnglishLesson,peoplehavefoundthedemeritsofChina’sEnglishgrammarteaching.AsforChinese,thegrammarteachingisinclinedto“fiverecognition,fiveunderestimate”.Itisthat,mindknowledgeteaching,underestimateskill;mindclearexplanation,underestimaterepetitivepractice;mindwrittenpractice,underestimateoralpractice;mindgrammaranalysis,underestimategrammarusage.[10]p1895.3ThereasonoftheproblemInChina,students’dutyistopasstheuniversityentranceexamination.Whatdeterminestheirdestinyisthemarkoftheirwrittenexamination.So,intheEnglishexamination,studentswholearngrammarruleswellcangetthehighmark.Therefore,foralongtime,teachersjustpayallattentiontothegrammarrulesandgrammarpattern.Lotsofteachersusetranslationmethodanddeductivemethodingrammarteaching.Butthesekindofmethodsareoftencriticizedbecause,1)Itteachesgrammarinanisolatedway;2)Littleattentionispaidtomeaning;3)Thepracticeisoftenmechanical.[11]p63Althoughthesetwokindofmethodsmayhelptoincreasestudents’confidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess,itneglectsstudents’communicativeability.Duringtheteachingprocedure,teachersconsidereachgrammarpatternasaunitanddonotfocusonwhosesentence’steaching.Itbringstheresultthatstudentshatethedullgrammarlearning.AllthesebringsomanyproblemsofChina’sEnglishgrammarteaching.[12]P9516 6.TraditionalStatementsofGrammarAndItsLearningAndTeaching6.1Traditionalconceptionsofgrammar(1)Grammarisanareaofknowledge:Knowledgeaboutthelanguagesystemandknowledgeofhowtousethelanguage.(2)Whenpeoplesaysomethingisgrammatical,theymeanthatitisaccurate.(3)Grammarhastodowithrules.“Grammarandrules”,theyoftenprovidestudentswithsecurity,somethingtoholdonto.Theyprovideusefulguidanceabouthowalanguageisstructured.(4)Grammarisarbitrary.Speakersusetheirknowledgeofgrammarforparticularreasons.Grammaticalresourcesarelimitedandprecious.Theyaredistributedinanonarbitrarymanner.(5)Onegoodthingaboutgrammaristhatthereisalwaysonerightanswer.Teachersknowthistobetrue,eitherintuitivelyorbecausetheyrecollectthetimeswhenastudenthasaskedifaparticularwayofsayingsomethingiscorrectandtheyhavefeltcompelledtoanswer.(6)Grammarhastodowithwordendingsandwordorderwithinasentenceandstructures,suchaswordendingsormorphology.Grammardoeshavetodowiththesentenceandsubsentencelevels.Grammarisaboutwordorderinthesentence(syntax)andwordformationprocesses(morphology);itisalsoaboutusingthecorrectfunctionwords.[13]P136.2Thestatementsapplytothelearningofgrammar(1)Grammarisacquirednaturally;itdoesn’thavetobetaught.(2)Grammarstructuresareacquiredinasetorder,oneafteranother.(3)Allaspectsofgrammararelearnedinthesameway.6.3Thestatementsrelatetotheteachingofgrammar(1)Learnerswilleventuallybringtheirperformanceintoalignmentwiththetargetlanguage;errorcorrectionorfeedbackisunnecessary.(2)Grammar(teachingand/orlearning)isboring.(3)Notallstudentsneedtobetaughtgrammar.Children,forinstance,donotbenefitfromformalgrammarinstruction.7.LearningGrammar:insightfromSlAresearchandconsciousness-raisingItisamyththatgrammarcanbelearnedonitsown,thatitneednotbetaught.Thepointofeducationistoacceleratethelanguageacquisitionprocess,notbesatisfiedwithortrytoemulatewhatlearnerscandoontheirown.7.1TheprocessofgrammaracquisitioningeneralbasedonSLAresearchOverall,mostlanguageacquisitionresearchersoperateundertheassumptionthatgrammaticaldevelopmentbeginswhenlearnershave16 hypothesesaboutfeaturesofthetargetlanguage.Iftheresearchers’theoreticalcommitmentistoChomsky’suniversalgrammar(UG),thenthe“hypotheses”wouldbeseentoarisefromaninnateUG,consistingofasetofcoreprinciplescommontoalllanguages,andparameters,whichvaryamongtheworld’slanguages.Inferenceisalsothecognitiveprocessusedbyresearcherastheyattempttounderstandlanguagelearners’behavior.Whensuchbehaviorincludesovergeneralizationofrules.7.2SLAofgrammaralwaysamatteroffiguringouttherulesAnewerapproach,calledconnectionism,alsoreliesoninductiveinferencingtomodellearners’performance,butitrejectsanaccountthatclaimsthatitisrulesthatarebeinginduced.Connectionistshavedevelopedcomputermodelsofnetworks,whichareheldtobeanalogoustotheneuralnetworksinthebrain.Thenetworksconsistofinterconnectednodes.Thenodesaretakentorepresentneurons,whichareconnectedwithoneanotherthroughsynapses.Thecomputermodelsare“trained”byreceivingmassiveamountsoftargetlanguageinput.7.3Patternedsequencesorlexicogrammaticalunits?Connectionsistmodelingmaybeveryusefulinaccountingfortheacquisitionofmultiwordstringsorlexicogrammaricalpatterns.Inotherword,grammaracquisitionmaybefirstcharacterizedasaperiodoflexicalization,inwhichlearnersuseprefabricatedsequencesorchunksoflanguage,followedbyaperiodofsyntacticization,inwhichlearnersareabletoinferacreativerule-governedsystem.7.4Fluctuationofstudents’languagelearningAcommonobservationinSLAresearchisthatthelanguagethatlearnersproduce,theirinterlanguagechangesrapidly.Besidesitsvariabilityanditssystematictity,anotherstrikingfeatureoflearners’interlanguageisitsnonlinearity.Furthermore,evenwhenlearnersappeartohavemasteredaparticularaspectofthetargetlanguage,andevenwhentheysustainthesamedegreeofeffort,itisnotuncommontofindbackslidingoccurringwhennewformsareintroduced.[14]P788.HowToTeachGrammar8.1Traditonalgrammarteachingmethod8.1.1DeductivemethodThedeductivemethodreliesonreasoning,analyzingandcomparing.First,theteacherwritesanexampleontheboardordrawsattentiontoanexampleinthetextbook.Thenteacherexplaintheunderlyingrulesregardingtheformsandpositionsofcertainstructuralwords.Theexplanationareoftendoneinthestudents’nativelanguageandusinggrammaticalterms.Sometimes,comparisonsaremadebetweenthenative16 languageandtargetlanguageorbetweenthenewlypresentedstructureandpreviouslylearnedstructures.8.1.2InductivemethodTheinductivemethod,teacherinducesthelearnerstorealizegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.Forexample,inordertopresentthetwoforms“thisis”and“theseare”,theteacherwillfirstholdupabook,saying,“Thisisabook.”Hewilldothesameshowingotherobjects.Thentheteacherholdsupseveralbooksandsays,“Thesearebooks.”Afterseveralsimilarexamples,itishopedstudentswillunderstand“Theseare”isusedwithpluralformsofnouns.[15]p628.2Howtosolvethe“InertKnowledge”problem8.2.1Introductionoftask-basedgrammarteachingOneapproachtoteachinglanguagethathasattractedalotofattentionoverthepasttwenty-fiveyearswastask-basedapproachforlearningandteaching.Intask-basedapproaches,thefocusofclassroomactivitiesisonthetask,andatlastonmeaning.InJaneWillis’flexiblemodelfortask-basedlearning,learnersbeginbycarryingoutacommunicativetask,withoutspecificfocusonform.Aftertheyhavedonethetask,theyreportanddiscusshowtheyaccomplishedthis,perhapslisteningtoafluentspeakerdoingthesametask.Onlyattheendisthereaspecificfocusonfeaturesoflanguageform.Theadvantageofthetask-basedapproach,accordingtoitsadvocates,isthatduringthetaskthelearnersareallowedtousewhateverlanguagetheywant,freeingthemtofocusentirelyonthemeaningoftheirmessage.Thismakesitclosertoareal-lifecommunicativesituation.Onedangeroftask-basedapproachesisthatfocusonmeaningcouldcomeattheexpenseoffocusonform.Learnersbecomequitefluent,buttheirutterancesarenotoftenaccurate.Inaddition,theydevelopstrategiestocompletethetasksquitequickly,cuttingcornersintheirlanguageuseandform.Nevertheless,thetask-basedmodelisanattractiveandliberatingone,especiallyiflearnershavebeenaccustomedtoaPresentation–Practice–Productionmodel.[16]“InertProblem”isthat,alotofstudentsfeeldullwhentheylearngrammars,fewofthemcouldsustaintheirenthusiasmforlearningwhenthelessonfocusedonthepartsoflanguage.Ifteacherusetask-basedapproachtoteachgrammar,givestudentssomeinterestingtaskandcreatefreeenvironment,studentswilllearngrammarrulesina16 specialway,andsustaintheirenthusiasmindullgrammarlearning.8.2.2WhyinChina,teachersshouldtaketask-basedgrammarteachingnowInordertomeetourcountry’thesneedforreformandopeningtotheoutsideworld,theundertheleadofCountry’thesBureauofEducation,newcriterionofEnglishispublished;studentsaregivennewtextbooks.Thissetoftextbookiscompliedaccordingtothestructurefunctionlaw.Itattachesimportancetothecultivationoflisteningandspeaking,andtheadvancementofwriting,sothatstudentscandeveloptheircommunicativeandself-studyability.Inthatnewsetoftextbook,languagepatterncancarrythroughtheframeofcommunicativefunction;therefore,grammarisitscenter.ToComparedwiththetraditionaltextbook,inthenewcriterionofEnglishlesson,thegrammarexplanationisconsciousandclear,theitemphasizesonthegrammar"susageintherealcommunicativeassociation;makebaldgrammarrulesembodimentandinteresting,sothatstudentscanmastergrammarrulesinthelanguageusingpractice.Grammarteachingalwaysplaysanimportantroleinthenewtextbook,itisthemajorteachingcontextofthenewtextbook.Becauselanguagecommunicativeability.Becauselanguageabilityistheprecondition.Thecultivationofcommunicativeabilitybasesonthecultivationoflanguageability.Languageabilitymeanstheabilitytousethegrammarstructure;nolanguageability,nocommunication.[17]8.2.3Howtocarryontask-basedgrammarteachingunderthelanguagecommunicativelawIntask-basedlanguageteaching,theteachermustcreateanenvironmentthatisconducivetocollaborativelearning.Inthisfreeenvironment,studentsperformtheirbest,assesstheirowngrowth,andfeelthattheiropinions,ideas,andresponsescarryweight.Thisallowstheteachertoseeamoreauthenticperformanceandprovidestheteacherwithamorerealisticpictureofthestudents"capabilities(Glazer&Brown,1993).Soitistheteacher"sresponsibilitytoprovideanappropriatesettinginwhichtaskscanbedemonstratedeffectively.Theestablishmentoflanguagesceneisthebestwaytoembodythecommunicationlaw.Grammarknowledgeandlanguagesituation,theclassroomrealsceneorganicallyunifiesinparticular,thegrammarruleswouldnotarbitraryandvague.Sostudentscangraspthegrammarknowledgeeasilyinarelaxedsituation,andpracticegrammaratthesametime.e.g.Ifteacherwantstoexplain,“havesomebodydosomething.”“havesomethingdone.”“havesomebodydoingsomething.”,hemustattractstudents’attentiontothatpattern,andthengivethemsomeexamples:(1)Thenursehasseveralpatients.(Lookafter)16 (2)Theyhadthepatient(take)tothehospital.(3)Thebosshadthem(work)alldaylong.(4)Shehadhim(wait)atthegate.Atlast,studentswouldmakemanymistakes,butteachershouldnotcorrecttheirmistakesfirst,hejustsays,“Attention,please!Ihavesomethingtosaytoyou.”andsaystoanotherstudents“openthedoor,please“,andthenaskthewholeclass“whatdidIaskhimtodo?”Studentswouldanswer,“Youaskedhimtoopenthedoor.”“Yes,Ihadhimopenthedoor,Ihadthedooropen.”Inthisway,studentscanunderstandhowthegrammarwasusedinarealsituation.[18]p75-76Fromtheexampleabove,creatingalanguageenvironmentisusefulforstudents’understandingonthegrammarpattern.Itisnecessarytopresentacommunicationtasktypology,whichcanbeusedtodifferenttasksaccordingtotheircontributionstolanguagelearning.Thetypologyconsistsofseventypesoftasks,eachwithadifferentstructureofactivityandgoal.Examplesoftasks,whichhavealreadybeenusedinteachingandresearch,areprovidedforeachtasktype,togetherwithacriticaldiscussionontheireffectivenessinthesecontexts,suchas(1)Real-worldortargettask:Acommunicativeactweachievethroughlanguageintheworldoutsidetheclassroom.(2)Pedagogicaltasks:Apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthelanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanforms.Theyhaveanon-linguisticoutcome,andcanbedividedintorehearsaltasksoractivationtasks.(3)Rehearsaltask:Piecesofclassroomworkinwhichlearnersrehearse,inclass,acommunicativeacttheywillcarryoutoutsideoftheclass.(4)Activationtask:Apieceofclassroomworkinvolvingcommunicativeinteraction,butNOToneinwhichlearnerswillberehearsingforsomeout-of-classcommunication.Rathertheyaredesignedtoactivatetheacquisitionprocess.(5)Enablingskills:Masteryoflanguagesystemsgrammar,pronunciation,vocabularyetc.whichenablelearnerstotakepartincommunicativetasks.(6)Languageexercise:Apieceofclassroomworkfocusinglearnerson,andinvolvinglearnersinmanipulatingsomeaspectofthelinguisticsystem(7)Communicationactivity:Apieceofclassroomworkinvolvingafocusonaparticularlinguisticfeaturebutalsoinvolvingthegenuineexchangeofmeaning.[19]Aftertheseactivitiesaresuitableforstudents’acquisitionandlearningpattern;accordingtothesecondlanguageacquisitiontheory,16 asasecondlanguagelearner,especiallyanovice,itisverydifficultforthemtogiveattentiontobothmeaningandform,sotheyoftengiveuppatterntomakesurethecorrectmeaning.Butduringtheperiodofthetaskteaching,itwouldcomeintohotandcreativeatmospherefortheirtask.Althoughsomestudentswouldfeeldifficultbecauseoftheirlackofbasicgrammarknowledge,groupactivitywouldnotgivethemtoomuchstress,sotheywillpaymuchattentiontotheirdiscussionofthetask,andlearnmuchgrammarknowledgefromtheprocessofdiscussion.8.3Carryingoncommunicativeapproach8.3.1ThedefinitionofcommunicativeapproachCommunicativeLanguageTeachingmakesuseofreal-lifesituations.Theteachersetsupasituation,whicharelikelytoencounterinreallife.Situationschangefromdaytoday.Students"motivationtolearncomesfromtheirdesiretocommunicateinmeaningfulwaysaboutmeaningfultopics.MargieS.Bern,anexpertinthefieldofcommunicativelanguageteaching,writesthat“languageisinteraction;itisinterpersonalactivityandhasaclearrelationshipwithsociety.Inthislight,languagestudyhastolookatuseoflanguageincontext,bothitslinguisticcontext.Wilkins,aBritishlinguistproposedacommunicationdefinitionoflanguageservesasabasisfordevelopingcommunicativesyllabusesforlanguageteaching.Insteadofdescribingthecorelanguagethroughtraditionalconceptsofgrammarandvocabulary,Wilkinsdemonstratedthesystemsofmeaningthatlaybehindthecommunicativeusesoflanguage.BothAmericansandBritishproponentsnowtreatcommunicativelanguageteachingasanapproachthatnotonlytomakecommunicativecompetencethegoaloflanguageteachingbutalsotodevelopproceduresforthefourgrammarknowledgesystemicallycandeveloptheircommunicativeability.Sogrammarlearningisessentialpartoflanguagestudy;however,teachercannotteachgrammarjustforgrammar.Grammarisresourceoftheunderstandingandcreationofspeakingandwriting.Grammarteaching’sgoalistofosterstudents’communicativeability.Thisteachingmodelbasedonthecommunicationfocusesonthegrammarpattern,andnotneglectslanguagemeaning.8.3.2HowtoteachgrammarundercommunicativeapproachTeachersintheclasstakethecommunicativepracticeshouldpayattentiontothesepoints:(i)Buildarealcommunicativeenvironment.Peoplemustexchangeideasandgetinformationinaparticularsituation.Nocontext,nocommunicationactivity.Basedonthetextbook,itisusefulforstudents’languageusingabilityandcommunicativeability.(ii)Grammarteachingmustintegratewithotherlanguageskill16 learning.Grammarlessonmustcombinewithlistening,speaking,reading,andwriting.(iii)Choosebothdeductivemethodandinductivemethod.Somegrammarrulesadapttodeductivemethodthatreliesonthereasoning,analyzing,andcomparing.Andsomegrammarrulessuitforinductivemethodthatinducesthelearnerstorealizegrammarruleswithoutanyformofexplicitexplanation.[20]P63(iv)Makethestudentsasthecenter;alltheactivitiesarearoundthestudents’desire.Studentsarethemainbody.(v)Organizemanyactivities.Throughtasksandactivities,studentsnotonlygraspthegrammarknowledgebutalsogetmorechancestopractice.Thetasksintheclassmusthaveinformationgap,sothatitcanarousestudent’scuriosityandinterestinordertomakeagoodfoundationfortheircommunicativeability.(vi)Inthepracticeofcommunication,focusmustpaidonthemeaningfulcommunication,butnotjusttheform.Teachersshouldencouragestudentstousethenewgrammarpatternintheircommunication.[21]Throughcommunicativetasks,studentswouldmastergrammarrulesinalanguageenvironment..Sothe“fiverecognition,fiveunderestimate”problemcouldbesolved.Communicativetaskcanpracticestudents’skill,writtenEnglish,oralspeaking,andgrammarusage.8.4TeachinggrammarinthecontextundersituationalapproachGrammarisaformoflanguage.Contextisacombinationthatconcludingsomeparticularlanguagetype:asamewordwouldhavedifferentmeaningindifferentcontextandsentences.Somewordsandphrasescanjustbeunderstoodintheparticularsentenceofthecontext,andknowtheusageclearly.Forexample,Thelambistoohottoeat.InChinese,thissentencemeans“羊感到太热,不能吃东西”,“羊肉太热,不能吃”andmanydifferentmeaningsindifferentsituations.AsthesamewithChinese,Englishgrammarpatterncanbecomprehendedfordifferentmeaning.Iflearnershavecontextorparticularsituation,grammarproblemcouldbesolvedeasily.Learnersneednotunderstandeachword’smeaningsentencebysentence.Grammarknowledgemustplayintoparticularcontext,sothatitcouldhaverealmeaning;divorcewithcontext,grammarknowledgewouldbecomedullanduninteresting.Asateacher,whentheyareteachinggrammar,theymustpayattentiontosubjectiveinitiative,makegrammarintocontextinordertoenablestudentshavedeepapperception.Actuallygrammarjustplaysanassistantroleinthediscourse.AnEnglishteacherofForeignLanguageMiddleSchool,inhisclasshewantedtoteachpassivevoice.Hedidn’texplainthegrammarrule,patternandusagetohisstudents.Hesupposedasituationthatsomebody’spursewasstolen,accordingtothesituation,askstudentstodesigncommunicationtaskingroups.Asa16 result,studentsnotonlycouldmasterthepassivetense’susagehardandfast,butalsocommunicatesmoothly.Indeed,thisapproachmakescommunicativelawandstructurallawintoagoodcombinationthatstressesthecharacteristicofthecontext,andmakesgrammarhavemoreinterestingandactualcommunicativemeaning.[22]p27Peoplecanseefromtheabovediscussionsofthedifferentprinciplesunderlyingtheabovetwolanguageapproaches.Theprinciplescanbeappliedtoteachavarietyoflanguagecontents.However,differentapproachesmaybeusedpreferablytoteachdifferentskills.Bothofthetwoapproachesfocusonmeaninginsteadofonunattachedgrammaritems.Comparatively,situationalapproachismorefullydeveloped.Thereareseriesoftextbooksthatareusedtoteachallkindsoflanguagecontentstostudentsfromtheveryprimaryleveltoadvancedlevel.However,communicativeapproachesareinterpretedindifferentwaysbydifferentlinguistsandteachers,andhavenofixedsyllabusmodelorprocedure.Usingsituationalapproach,ateachercansystematicallyteachstudentsgradedvocabularyandgrammarbyputtingthemintoconcretesituations,whichfacilitatesthestudentsinlearningthelanguageknowledgebyheart.Forexample,theteachermayteachtheword“punctual”bytellingthestudentsaninterestingstoryofwhathappenedwhensomeonewaslateforanappointment.StudentsarenotlikelytolosetheirinterestinlearninggrammarasithappensintheGrammar-TranslationMethodwhentheteacherjustmakesupsomeunrelatedsentencesusingthisword,butthestudentsmaylackthepracticeofapplyingwhattheyhavelearnedintorealcommunicativesituationsbecausetheteacheris,formostofthetime,thecenteroftheclass.SotheymaybeatalosstocommunicativeinthecultureofthelanguagestudiedasJohnsonandMorrow(1981)pointoutthatalargenumbersofstudentsintraditionalgrammar-basedcoursesarestructurallycompetedbutcommunicativelyincompetent.[23]Communicativeapproachfocusesonthecommunicativecompetences,usingreal-lifecommunicationinthetargetlanguagebetweenstudentstohelpthestudentslearntheusageofwordsandgrammar.ThelearnerworksallthetimeinEnglishandtheactivitiesrequirethemtospeakandlistentoEnglishfromthefirstday,notonlywritingandreading.Forexample,theteachermaymanageadiscussiononthetopicwhyweshouldlearnaforeignlanguage.Inthisdiscussion,studentsmayencounterthesubjunctivemoodasinthesentence“IfIhadn’tlearnedEnglish,Iwouldnothavebeenabletotelltheforeignerthewaytothestation.”Inacommunicativeclass,studentsmayhavemorechangestoputthetargetlanguageintopractice,buttheyaremorelikelytomakemistakessincetheprimarygoalistoachievefluencyinsteadofaccuracy.Studentsmayalsogetconfusedatsomegrammarpointsbecausegrammarisnotthefocusofthisapproach.16 9.ConclusionThenewEnglishlessoncriterion’sdutyistoinspireandcultivatestudents’learninginterest,builduptheirconfidence,raisegoodlearninghabit,formeffectivestudystrategy,developtheirself-studyabilityandcooperativespirit;fosterstudentsobservation,memory,imagination,andcreationspirit;helpstudentstoknowmuchabouttheworld.Afterresearchandpractice,peopleconcludethat,intheEnglishgrammarteaching,task-basedapproach,communicativeapproach,andsituationalapproachisthemostcreativeandchallengeablegrammarteachingmethodinthisnewenvironment.Theseteachingmethodswouldhavemoreinfluenceinashortperiod;theyareallusefultotheadvancementofstudents’Englishlevelandtoactivateclassroomdynamics.[24]P214Bibliography[1]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,P1-3[2]许燕.英语语法教学新策略[J].江西教育2005,5.P31[3]王蔷.英语教学法教程[M].北京:高等教育出版社，,2000,7.P38[4]同[2][5]DianeLarsen-FreemanFromGrammartoGrammaring[M].北京:外语教学与研究出版社,2005,4.P1[6]同[5]P3[7]同[3]P5[8]英语专业毕业论文网[9]同[5]Pf4[10]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.p189[11]同[3]P62[12]宋能祥.中学英语语法教学新思路[J].基础教育研究,2003,6.p95[13]同[5]P13[14]同[5]P78[15]同[3]P62[16]http://www.onestopenglish.com/grammar/Teaching/task-based1.htm[17]马福康.关于当前中学英语语法教学[J].外语界,1998,1.P74[18]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.P75-76[19]http://www.seasite.niu.edu[20]同[3]P63[21]洪梅.交际性英语语法教学初探[J].商丘职业技术学院学报,2005,３[22]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.P27[23]http://fld.dlut.edu.cn16 [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.P21416