功能法在初中英语语法教学中的应用 12页

　　功能法在初中英语语法教学中的应用【】语法是语言的框架,因此语法教学十分重要。然而语法的某些特性，如稳定性、规范性等决定了语法教学是非常有难度的。学习者特别是初学者觉得语法规则很难记,这就决定了语法教学必须采取一种活泼的教学方法来完成出色的外语教学。在众多的教学法中，功能法被认为是最佳的一个，它具有最先进的理论基础，是语法教学的补充。但是许多学者认为它不适合语法教学，是一种反语法教学法。对此本文在分析学生和语法教学特点的同时也分析了功能法优缺点，用对比分析的方法证明了功能法适合语法教学。　　【关键词】功能法;语法教学;特点;比较分析　　　　ApplicationofFunctionalApproachinGrammarTeachinginJuniorMiddleSchool　　【Abstract】Grammarteachingisquitesignificantasgrammaristheframeeofthespecialpropertiessuchasthestabilityandregularityofgrammardeterminethatitisnoteasytolearn.Hencethegrammarteachingisfairlydifficultcorrespondingly.Learnersespeciallybeginnersfeelitdifficulttorememberthegrammarrules.Allofthesedemandthatgrammarteachingmustadoptalivelyteachingapproachtofacilitatethesuccessfulforeignlanguageteachingthoroughly.Amongthediverse teachingmethods,FunctionalApproachisregardedasthebestoneostadvancedtheoreticalbasis.Anditisplementarymarteaching.Butmanyscholarsthinkitananti-grammarteachingapproachmarteaching.Thethesisanalyzethefeaturesofboththestudentsandthegrammarteaching,meanmarteachingintheparativeanalyticmarteaching;Features;parativeanalysis　　【】G623.31【】B【】1001-4128（2011）02-0065-04　　IIntroduction　　Tobuildabuilding,aplanisnecessary;toteachalanguage,thegrammarisrequired.Asapartofthemarteachinghasbeenpaidmuchattentionallthetime,forthefirstforeignlanguageteachingmethodinforeignlanguageteachinghistorymar-TranslationMethod,ostongrammarofalltheteachingmethods.Uptonomarteachingcannotbereplacedinspiteofthefactthatthemunicativefunctionisemphasizedmore.Nevertheless,grammarteachingisnoteasyafterall.Foronereason,fromtheperspectiveofthegeneralcharactersofalanguage,thesystemiccharacteroflanguageconfinesthatitisimpossibletomastergrammarinaminute;ontheotherhand,theconventionoflanguagerestrictsthatlearnershavetoundergoaprocessofpracticingincludingmakingallkindsofmistakes.Andanotherreason,besidesthegeneralnatures,grammarhasitsparticularstabilityandregularproperty,akeitfairlydullandtiring.Undoubtedlystudentshavetoremembersomerulesquitedifferentfromtheirmothertongue.Asthatgoes,studentsoftensufferfromthenegativetransferofthenativelanguage,forexample,theconstanterrorsormistakesareeasytoreducestudents"confidenceandtolerance.Butisitrightthatgrammarmeansthelanguagerulesonly? Homarteachingbeinteresting?　　Toresolvetheproblems,grammarteachingrequiresavividlivelyapproachtomakestudentsfeelinteresting,usefulandsuccessful.Amongthevariousteachingmethods,theauthorthinksthatFunctionalApproachalsocalledthemunicativeApproachisregardedasnearlythebestonetouseingrammarlessons.Firstly,FunctionalApproachisnotcontradictorytogrammarteachingasmostpeoplethink.GrammarisstudiedasameansofmunicationandusedasabridgeinFunctionalApproachinsteadofignoringit.FunctionalApproachsubmitsthatstudentsshouldlearngrammarbyusingitratherthanknoongallkindsofteachingmethods.FunctionalApproachnotonlyhastheadvancedtheorybutalsoadoptsneaterials,appropriatetask,anddiversestylesarethreepredominantcharactersinFunctionalApproach,akethecontentsofgrammarlessonsrichandinteresting.Thirdly,goodmunicationrequirescorrectandaccurateexpressions.ThepaperanalysesthefeaturesofgrammarteachingandFunctionalApproachincludingtheadvantagesandthedisadvantagesofthemrespectivelyinordertojustifytheideaaboveinthemarlessonsareperformedustbeagreaterprogressingrammarteachingmethod.　　1Theattitudetogrammarteachingofforeignlanguageteaching（FLT）methods　　1.1Arevieethods 　　Grammarhasbeenpaidmuchattentionallthetimeintheforeignlanguageteachinghistory.Anymethodcannotreplaceitthoroughly.ThefirstteachingmethodcalledGrammar-TranslationMethodemphasizedgrammarteachingregardinggrammarasthecoreofalanguage.Homarandthevernacularandfailedtomakefulluseofthepositivetransferduringteaching.Themarteachingmar.ethodpaidattentiontothefunctionofstudents"intelligenceandstressedthecognitionofthegrammarrules.Italsoemphasizedthesignificanceofstimulatingthestudents"enthusiasm,ustbebasedonprehendingthegrammarrules.　　1.2FunctionalApproach　　1.2.1ThedefinitionandthelinguisticbaseofFunctionalApproach　　FunctionalApproachisateachingmethodicalsystemthataimstofostermunicativepetenceregardingthelinguisticfunctionasthesyllabus.Itsubmitsthatlanguageisthetoolofmunicationandmunicativepetenceisatthetopoflanguageteaching.Itemphasizesthattheteachingprocessshouldbefullofmunicativeinformation.Tobinegrammarunicativepetenceoflanguagemoreperfectly,BritishlinguistD.AeupoteEuropeanunityandcoordinationinthefieldofeducationandthedevelopmentofsociolinguisticsandpsycholinguistics”.［11］　　FunctionalApproachisalsoknounicativeApproachens"municationtheory,anbeings"behaviorinthespeechmunitytorevealtheinteractivityperfectly,BritishlinguistD.A.eupongthelinguistic,socialandculturalfactorsincludinglanguageandthevariation,languageandpragmatics,languageandsexandsoon.Sociolinguisticsbuildsakindoftheoretical mode,echanismandexteriorfactors.　　FunctionalApproachtakespsycholinguisticsandsocialpsychologyasthepsychologicalbasisoftheteachingmethod.Psycholinguisticsstudiesthebirthofgrammar,thelanguageacquisitionandprehensiveabilityincludingsound,theperspectiveofpsychologyandthepsychologicalchangesandactivitiesanbeings"psychologicalactivitiesinsocietysuchascognition,behaviorattitude,motivation,influenceandunityandsoon.ThesetheoriesprovidetheadvancedandscientificpsychologicalbasisforFunctionalApproach.　　1.2.2ThefeaturesofFunctionalApproach　　ThethreepredominantfeaturesofinFunctionalApproacharetruematerials,appropriatetask,anddiversestyles.FunctionalApproachselectstruediscoursematerialsfromthestudents"presentlifetogetthereal-timeefficiencyinlanguageteaching.Anditdesignsthetasksinclassappropriatetothestudents"presentcapacitytoincreasetheirsuccessfulopportunityindiverseteachingstyles.ThereforetherearethreekindsoftypicalactivitiesinFunctionalApproach:roleplaying,simulation,andgroupdiscussion.Roleplayingreferstotherelationbetulationmeansthatstudentssimulateunicativecircumstanceserelevantorreal-timesubjectsinEnglishingroupstopracticeension. 　　Theteachingprinciplesare:(1)thesituationalandmunicativeprinciple.(2)Theprincipleofbiningthefunctionistakesstrictly.　　Neverthelessanythinghasitslimitation.Thedisadvantagesare:(1)Itdoesnotpointouthos.Norspecifytheclassificationandarrangementofthem.(2)Italsorequiresfurtherresolutionistakesornot.　　Regardingtheadvantagesofthisapproach,itprovetheefficiencyofgrammarteachingifitisappliedto.　　2Thefeaturesofgrammarteaching　　Regardingtogrammarteaching,differentschoolsholddifferentopinionsbecausetheydefinitegrammardifferently.InChina,themonsenseaboutgrammaristhatgrammarhastodomarteachingtoteachgrammarrules.Buttheofgrammarteachingisforthedevelopmentofstudents"languageskillstohelpstudentsimprovetheirabilitiesoflanguageuse.Itsgeneralfeaturesarestablerulesandsystemiccharacter,mainlyshoinesthattheteachingprocesshastobeperformedorderly.Itsparticularfeatureisthatitislimitedbytheschooleducation.　　3FunctionalApproachfitsthefeaturesofthegrammarteaching　　3.1FunctionalApproachisnotcontradictorytogrammarteaching　　SomeofscholarsorteachersassertthatFunctionalApproachistheleastsuitableforgrammarteachingbecausethetmarteachingapproachbecausetheythinkthatthemunicativefunctionisthecenteroftheteachingprocedureinFunctionalApproach.Thereforethegrammaris naturallydegradedtothelomar　　Infactitisnotso.FunctionalApproachdoesnotrejecttheappropriateexplanationofgrammar.yfamiliesgoouttodinneronceabodytheusageofverbinthepresenttensemeanmarknoentsofgrammarteachingandstudents　　Besides,thetheoreticalbasisjustfitstherequirementsofgrammarteachingandthestudents.Theevolutionaryprocessoftheforeignlanguageteachingmethodsshoeateachingmethodmadeprogressbecauseitpaidmoreattentiontoattaininglanguagepetencethanlanguageformsusinglanguagecorporafromthesituationinlife.ThelinguisticandpsychologicalbasisofFunctionalApproachisbothpracticalandrelatedtotheeverydaylife.Sociolinguisticsispopularosteffectivelinguistictheoryinthe20thcentury.ItmakesFunctionalApproachinterrelatedassmedia.Alloftheseprovideagreatdealofknomarteachingjustneedssuchanapproachtomakeupitsdemerits.　　3.1.3TheteachingprinciplesofFunctionalApproachalsofittherequirementsofgrammarteaching 　　Themainprinciplesofgrammarteachingalsoneedbingainprinciplesofgrammarteachingthataremonlytakenaretheinductive,deductive,contrastingandcognitivedevices.Allofthesedevicesrequiretruematerials,diversestyles.Ifteachersusetheexamplesfarathepresentlifelikethetraditionalteachingstyleinsteadofusingthemunicativeandsituationalones,thestudentse.Onlytheexpressionsfullofmunicativeandsituationalinformationotethemtolearntheknoentistheoriginaldrivetodosomething.”［3］ThethreepredominantcharactersinFunctionalApproach:Truematerials,appropriatetask,anddiversestylesjustfittherequirementsofgrammarteaching.AlsotheteachingprinciplesofFunctionalApproachstressthemunicativepropertiesandthefunctionsofsentences,intofullplaysoastomakethemnolongerfeeldullanduseless.MeanunicativeApproachlaysmuchondiscourseanalysis,selvesandprehendothersbetter.　　Ontheotherhand,themaintaskofgrammarteachingistocultivategrammaringthroughsomestableandconventionalrules.Thisdemandsthatstudentsmustremembertheminsteadofchangingsomeofthemrandomlyaccordingtotheirmothertongue,marteachingdoesnotonlymeantotellstudentstherules.Tosucceedingrammarteaching,teachershavetoadoptthelivelyteachingapproach－－FunctionalApproachtoteachthegrammarrulesthroughusingthemation.　　3.2Goodmunicationorexpressionrequiresthecorrectsentencesbasedongrammarrules　　Itisnotenoughtoknounication.Theexpressionmarrules.Sesuan,agrammarian,assertsthatifapersonknoillionEnglishtogether,thenhe cannotspeakEnglish.Thisshomarrulesiftheyselvesclearlyandappropriately.Sociolinguisticsthinksthatthestandardlanguageisthemarkofgoodeducationandsuchlanguageisoftenusedbythepeopleinupperclassinsociety.Besidesdifferentgrammarstructuresmeandifferentmeaningsshoasterthecorrectusages,themunicationeansthesubjectofthesentencehasdonesomethingthatheoughtnotdo.Itshoingmoodofthespeaker.Duringthemunicationtheforeignlanguageusermustpayattentiontoitotherisunderstandingiseasytoe.Itisobviousthatgrammarknoindofgrammaticalsentencepatternsastheyarecultivatingthestudents"municativepetence”.　　3.3FunctionalApproachfitsthepsychologicalrequirementsofstudents　　Studentsinjuniormiddleschoolsaretheliveliestteenagersploysthesocialpsychologyandpsycholinguisticsasthepsychologicalbasis,itcaresthestudents"learningattitude，thethoughtofteammarknoindtheteachersofchangingtheirteachingstrategiescreatingtheneetime,spaceandopportunitiestoparticipatetheclass.FunctionalApproachcaresaboutfosteringstudents"municativepetenceandemphasizesthemunicativeteachingprocess.Agreatdealofmunicativeinformationandlargenumbersofactivitiesinmunicativesituationareshounicatinginsteadofthetellerandthelisteners.Allofthesefittheirpsychologyrequirementsthatpursueeverythinglivelyandalsobringthestudents" enthusiasmintoplay.Andstudentswillfeelthatlearningisfullofchallenges.　　FurthermoreFunctionalApproachtakesthediscourseastheunitofteaching,petusofexpression.Thefunction-notiondiscoursesaretheirmeanstodeclaretheiroeothertonguearenotexplicitenough.Thediscourseisjustsuitableforthemandtheyoretoexpressthemselvesbetter.　　3.4FunctionalApproachishelpfultoencouragestudentstospeakmore　　FunctionalApproachalloakemistakesduringthelearningprocessanddoesnotcorrecttheminahurry.Influencedbytheirmothertongue,studentsarecertaintomakemanymistakesconstantly.Thefrustratedmoodisunavoidable.Atthistimetheteacherhadbetternotstrictlycorrectthem,because,forstudents,theyarenotprobablycourageousenoughtospeakmoreiftheyarecorrectedtoooften.Andtheeffectoftheteachingisminimizednaturally.StrictlyFunctionalApproachencouragesstudentsespeciallybeginnerstopracticemore.］.上海：上海外语教育研究出版社，1996.　　［2］DianeLarsen-Freeman.FromGrammartoGrammaring［M］.BeijingForeignLanguageTeachingandResearchPress,2005.　　［3］刘奎林,邹华玉,宋岩.管理心理学［M］.哈尔滨：黑龙江人民出版社2000. 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