高职高专英语语法教学构想 16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llntroductionRecentdevelopmentsinlanguageteachinghaveleftmanydoubtingabouthowtoteachgrammar.Howtoteachiteffectivelyandmeaningfullyistheproblemweface.Thetraditionalwaysofgrammarteachinghasbeenbeatenbythecommunicativeapproaches.Buttheysti11havesomeinstructivemeanings.Indesigningalanguageclass,oneofthefirstthingsistoidentifytheinfluentialfactorsthathavetobetakenaccount.Atleastthedesignershouldconsiderthefeaturesuniquetothelearningofalanguage.Learningalanguagewella.1waysmeanstheuseofears,mouth,hands,brain, etc.aswellantadjustmotofcontenctivities.ernlanguagtive,withvience,thewysofgrammauctionarestryacomprer.Thispapeeapproachoastheeyes.entofaleartsincludinAndthisisoeclassesareryrareexcriterfindsrteachingstillinstruhensivewayrtriestoinfteachingEThiswillmeningclassigthematerineofthereaeusuallyaleptions.Frthatthetrauchasdeducctive.ThustoteachEngtroduceaconglishrammansignificnvolvingalalsandtheasonswhymodlcommunicaomhisexperditionalwationandind,hewantstolishgrammamprehensivarincontextinsteadofinisolation.2Thestudents^backgroundofstudentsinvocationalcollegeIfalanguageclassiscommunicativbasicallylftheinfluechaclasswiearner-cenntialfactollbeverymutered.Therrsinthedeschrelatedte,itistheneforemostoigningofsuoordecidedbythenatureandneedofthelearnersinquestion.Alanguage—teachingplanmaybeviewedastheteachers’mainguidelines,butitisthestud entswhoaresettobenefit.Thereforewhenpla.nningaclass，firstonehastolearnaboutthelearners，whothelearnersareandwhattheydo.Researchhasshownthedifferencesbetweencollegestudentsandchildlanguagelearners,whichmustbeconsideredintheplanningofalanguageclass.SomeexpertssummarieslOcharacteristicsofcollegelanguagelearners,whichmayserveasaguidefortheclassplanning.Collegestudents,forinstance,aremorelikelytobelearningratherthanacquiringanewlanguage,andthisfeatureshouldexcludesomepopularmaterialsandactivitiesasunsuitabletothem.Yetcollegestudentscanlearnmoreefficiently,becausetheyhaveagreateremorystoragecapacity,agreatercapacityforanalyticreasoningandca.ndevelopastronginstrumentalmotivation.Tothem,thesubjectmatterinvolvedinthelearningcanbemoreabstract,serious,lessplayfulbutmoreformal，and,sofarastheinputiscomprehensible,andattheappropriatelevel,theyca. nbequiteefficientclassroomlearners.Allth esedifferfromchildlearners’needs,creatingwhollydifferentteachingplan."needsMostofthestudentshavelearnedEnglishformorethansixyearswithavocabularyofabout2500wordsandsuperficialknowledgeofgrammarforma.nyreasons.SomeofthemhavejobsandevenhavequittedlearningEnglishformanyyears.Englishismostlytaughtatmiddleschoolsusingthetraditionalgrammar-translationmethod,becauseoftheexam一centerededucationsystem.Thisemphasisonexaminationsisduetotheperceptionthatresultsaresuperiortootherqualificationsinevaluatingateacher’swork.Inordertocopewiththedemandsoftheseexams,lessonsareusuallyteacher-oriented,withteacherspredominantlyusingChinesetoteachEnglish.Therefore,studentshadlittleopportunitiestoacceptanewteachingmethod.Theywanttoobtainmoreknowledgeofgrammarinordertounderstandandusethetargetlanguagecorrectlyandeffectively. 3ConstructivethinkingofgrammarteachingDesignersshouldnotforgetthefindingsinlanguagelearningthatlearners,adultsorchildren,shareasimilarlanguageacquisitionsequenee.Teachersshouldworkwithsuchaprocessra.therthanagainstit.Thus,thetheoreticalbasisofthedesignofagrammarclassissupposedtoincludethefollowingelements.methodologytraditionalandcommunicativeapproachTeachingmethodsinfluencetheresultthatproducesinclassroomteaching.TraditionalwaysinChineseclassroomteachinghavebeenquestionedandnewapproachesarebeingtried.Grammarshouldbetaughtinacontext,notrulesandstructuresalone.PennyUr(1988)suggeststhat:“Whenweteachgrammar,weareorshouldbegettingthelearnerstolearnquiteanumberofdifferent,thoughrelated，bitsofknowledgeandskills:howtorecognizetheexamplesofstructure,howtoproducetheform,howtounderstandit smeaningincontext,andproducemeaningfulsentencesusingitthemseIves.Asdescribedabove，grammarshouldbetaughtandpracticedasameansofcommunication,ratherthanasameansofcorrectingtheaccuracyofindividualsentences.Learnersshouldbetaughthowtoformcorrectstructuresandalsotheirfunctions,asthefirststeptowardsmeaningfulcommunication.Learnersshouldhaveareasontousetheinformationgiveninanexercise.Grammarshouldbebestintroducedthroughatraditiona.1approach.Then,oncestudentshaveafairlythoroughunderstandingofthegrammarpoint,theyaregentlyledintosomecommunicativeactivitiesthatallowthemtodemonstrateandconsolidatetheirknowledgeofthatgrammarpoint.Inthiswaythecommunicativeapproachisnotintendedasareplacementforthetraditionalone,butasasupplementtoit.basisHumanisticpsychologyThistheoryinitiatesthefulldevelopmentofindividualpotentialandrealizationofself-value.Itproposesthatafriendlyandharmonious environmentisthepremisetosatisfytheneedsofbothteachersandlearners.S.P.Corder,afamousappliedlinguist,haspointedoutthatlanguageteachersactuallycannotteachalanguagetostudents,whattheycandoistocreateaharmoniouslanguage-learningenvironmentforthem.ofthegrammarclassLearnersandlearningSincelearnersarethecoresofthelearningandlearningistheprocesstoachievelearnerstarget,thegrammarclassistofocusprimarilyonboththelearnersandthelearning.Itisbothlearner-centeredandlearning-centeredandthelearnersautonomyistobeemphasized.4TheprinciplesandaimsoftheteachingplanAteachershouldpreparehis/herlessonsufficiently,explainclearlyandusevariousteachingaidstostimulatethestudents’interest.Goodclassroomcontrolshouldbemaintainedandtheteachingcontentshouldnotonlybepresentedtheoreticallybutalsoputintopractice.Atthesametime,thestudentsshouldbemorerelaxed,increasingtheeffectivenessoftheirstudy.Theyshouldbeencouragedtoparticipateandinteractcloselybothwiththeirclassmatesa ndtheteacher.Anenvironmentshouldbecreatedwheretheyfeelfreetoexpresstheirideaswithoutinhibition.Sotheaimsare:providestudentswithopportunitiestodeveloptheirlanguageuse.raiseawarenessofthecommunicativeapproachtogrammar.getthestudentstostudygrammarusingthecommunicativeapproach.content:thebasicusagesofinfinitiveobjectivesgivethestudentspracticeintheuseofthebasicusagesofinfinitiveunderstandtheprinciplesofcommunicativeapproach,deductionandinductiontogrammar.ProcedureStepOne:Warming-upActivities(2minutes)Greetings:Goodmorning,everyone!Howareyoutoday?WelearnedAuxiliariesinchapterl81asttime.ThismorningwelllearnChapterl9Non-finiteVerb.Didyoupreviewthischapterbeforeclass?Didyoufindanydifferencefromwhatyouhadlearnedinthemiddleschool? Comments:Somestudentsmaysay‘‘yes’，andsomemaysay‘‘no.Nomatterwhatanswerswillbe,teachersshouldgetsomeinformationaboutthestudents.Asmentionedbefore,therearesomedifferencesbetweenAPracticalEnglishGrammarwrittenbyprofessorZhangDaozhenandourtextbookAnEnglishGrammarforGeneralReaderswrittenbyprofessorZhangZhenbangIntroduction:Finiteverbandnon-finiteverbVerbcanbeclassifiedasfinite-verbandnon-finiteverbaccordingtoitschangesinpersonandnumber.Finite一verbissubjectedtoitssubjectspersonandnumberwhilenon-finiteverbisnot.Non-finiteverbincludesinfinitive,participie(presentandpastparticiple)andgerund.Andnowwe’11learnthebasicusagesofinfinitiveonpage380ofyourtextbook.Steptwo:Thebasicusagesofinfinitive(8minutes)Thesentencefunctionsofinfinitivecanbeusedassubject，predicative，object,attributive,adverbial，subjectivecomplementandobjectivecomplementofasentence.Let’sseethefollowings entences.Pleasepayattentiontotheunderlinedparts.planistospendafewdaysinthemountains.Feng"sonlydesirewastobeusefultothepeopleandthecountry.makeadecisionwithoutknowingallfactsisdifficult.snecessaryforustomasteraforeignlanguage.begantolearnFrenchattheageoftwelve.doyouplantodotomorrow?thiswouldbeagoodchancetogotoHainan.wastheonlyonetolookafterthechild.1918hewenttojapantostudymedicalscience,girlsjumpedwithjoytohearthenews.askedyoutocallhimbackatlloclock,remindmetotakemymedicinetomorrow.Stepthree:Questions(5minutes)youtellmethesentencefunctionsofinfinitiveintheabovesentences?oneortwostudentstoanswerthequestion.onthestudents"answers. Stepfour:Summing-叩(15minutes)infinitiveinsentencesAandBisusedaspredicative.infinitiveinsentencesCandDisusedassubjects.Pleasepayattentiontothedifferentsentencepatterns.infinitiveinsentencesEandFisusedasobjects.Note:Theinfinitiveusedasobjectisoftencitedbehindtransitiveverb.Thefollowingverbsoftenhaveinfinitiveastheirobjects,suchaswant，like,wish，hate,start，forget,pretend，decide,expectetc.infinitiveinsentencesGandHisusedasattributive.Theinfinitiveusedasattributiveisoftencitedbehindthenounorpronounitmodifies.infinitiveinsentencesisusedasadverbial，expressingpurposeandcauserespectively.Besideswheninfinitiveisusedasadverbial，itcanalsoexpressresultanddegree.Heliftedarockonlytodropitonhisownfeet.(resuit)Marywouldn"tbesocarelessastoforgetherkey. (degree)infinitiveinsentencesLandMisusedasobjectivecomplement.ButifsentenceLischangedintopassivevoice,itsinfinitiveissubjectivecomplement.Youareaskedtocallhimbackatllo"clock.Furthermore,thefollowingverbsmayhaveinfinitiveastheirobjectivecomplement，suchas:te11,order,invite，foree,allow,expect，encourage,advise,permit,persuadeetc.Thefollowingverbsmayhaveinfinitivewithout“to’’astheircompoundobjects，suchas:make，have,let,see,hear,watch,noticeetc.Didyounoticehimleavethehouse?Ioftenhearhersinginherroom.Ifthesentencesabovearechangedintopassivevoice,theobjectivecomplementsinoriginalsentenceshavebecomesubjectivecomplement,“to’’cannotbeomitted.Washenoticedtoleavethehouse?Sheisoftenheardtosinginherroom.Stepfive:ClassroomActivity(8minutes)Direction:IdentifytheusagesofInfinitivein thefollowingsentences.BrownmademestayinNewYorkfortwomoreweeks.inquietlysoasnottowakeupthebaby.fewyearslatershecamehometofindthatherhometownhadgreatlychanged.usuallyhasalotofmeetingstoattendintheevenings.liketogoforwalksinthewarmsunshine.wishistomarryanhonestman.?simportanttomakeaplanforourfuture.oldmansatdowntohavearest.(Walkaroundtofindoutifthestudentshaveanyquestionstoaskandbereadytoanswerorexplain)Stepsix:Homework(2minutes)whatwehavelearnedinthisperiodafterclass.thebasicusagesofinfinitivewithyourclassmates.theexercisesonpage387.5ConclusionThelearningactivitiesbasedonthisdesignturnouttobeeffective，butitseemsalittletime-consuming.Manyteachersonlyadoptedapproaches ofdeducinggrammarintnguagelearproachesariallyinstiotivationamprehensivstudentsmoandinducinhepastdecaning.Butltenotthemosmulatingthndtacticsiewaysofgrareactiveingwhenteachdes.Itwashhinkthetrateffectiveestudents’nlanguagelmmarteachiclassanduningEnglishelpfulinladitionalapones,especinterest,mearning.Congmakesthederstandwhattheylearnmorethoroughly.ReferencesIDavid,N.“Communicativelanguageteaching:Makingitworks”[J].ELTJournal,41/2,19872Jeremy,H.ThepracticeofEnglishlanguageTeaching[M].LongmanLtd,19833LiuLongxi.“DesigningAGrammarWorkshop”[J].TeachingEnglishinChina,,XX4Susan,H.GrammarMatters[M].CITL,19935XiaJimei.ForeignLanguageCourseDesignModernTheoryPractice[M].Shanghai:ShanghaiForeignLanguageEducationPress,XX 6ZouXiandao.“PlanningALanguageProgramme[J].TeachingEnglishinChina，，XX7ZhangDaozhen.ApracticalEnglishGrammar[M].CommercialPress，19798ZhangZhenbang.AnEnglishGrammarforGeneralReaders[M].ShanghaiForeignLanguageEducationPress,XX