高职高专英语语法教学构想 11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　　Recentdevelopmentsinlanguageteachinghaveleftmanydoubtingabouthomar.Hoeaningfullyistheproblemmarteachinghasbeenbeatenbythemunicativeapproaches.Buttheystillhavesomeinstructivemeanings.Indesigningalanguageclass,oneofthefirstthingsistoidentifytheinfluentialfactorsthathavetobetakenaccount.Atleastthedesignershouldconsiderthefeaturesuniquetothelearningofalanguage.Learningalanguageeanstheuseofears,mouth,hands,brain,etc.aseansignificantadjustmentofalearningclassinvolvingalotofcontentsincludingthematerialsandtheactivities.Andthisisoneof thereasonsodernlanguageclassesareusuallyallmunicative,hisexperience,themarteachingsuchasdeductionandinductionarestillinstructive.Thus,hemar.ThispapertriestointroduceaprehensiveapproachofteachingEnglishrammarincontextinsteadofinisolation.　　2Thestudents’background　　2.1Featuresofstudentsinvocationalcollege　　Ifalanguageclassismunicative,itisthenbasicallylearner-centered.Thereforemostoftheinfluentialfactorsinthedesigningofsuchaclassuchrelatedtoordecidedbythenatureandneedofthelearnersinquestion.　　Alanguage-teachingplanmaybevieainguidelines,butitisthestudentsustbeconsideredintheplanningofalanguageclass.Someexpertssummaries10characteristicsofcollegelanguagelearners,ayserveasaguidefortheclassplanning.Collegestudents,forinstance,aremorelikelytobelearningratherthanacquiringaneepopularmaterialsandactivitiesasunsuitabletothem.Yetcollegestudentscanlearn moreefficiently,becausetheyhaveagreateremorystoragecapacity,agreatercapacityforanalyticreasoningandcandevelopastronginstrumentalmotivation.Tothem,thesubjectmatterinvolvedinthelearningcanbemoreabstract,serious,lessplayfulbutmoreformal,and,sofarastheinputisprehensible,andattheappropriatelevel,theycanbequiteefficientclassroomlearners.Allthesedifferfromchildlearners’needs,creatingorethansixyearsmarformanyreasons.SomeofthemhavejobsandevenhavequittedlearningEnglishformanyyears.Englishismostlytaughtatmiddleschoolsusingthetraditionalgrammar-translationmethod,becauseoftheexam-centerededucationsystem.Thisemphasisonexaminationsisduetotheperceptionthatresultsaresuperiortootherqualificationsinevaluatingateacher’sandsoftheseexams,lessonsareusuallyteacher-oriented,inantlyusingChinesetoteachEnglish.Therefore,studentshadlittleopportunitiestoacceptaneethod.Theyoreknomarinordertounderstandandusethetargetlanguagecorrectly andeffectively.　　3Constructivethinkingofgrammarteaching　　3.1Rationales　　Designersshouldnotforgetthefindingsinlanguagelearningthatlearners,adultsorchildren,shareasimilarlanguageacquisitionsequence.Teachersshouldmarclassissupposedtoincludethefolloents.　　3.2Teachingmethodology——traditionalandmunicative　　approach　　Teachingmethodsinfluencetheresultthatproducesinclassroomteaching.Traditionalteachinghavebeenquestionedandnemarshouldbetaughtinacontext,notrulesandstructuresalone.PennyUr(1988)suggeststhat:“ar,berofdifferent,thoughrelated,bitsofknoplesofstructure,ho,hoeaningincontext,andproducemeaningfulsentencesusingitthemselves.”　　Asdescribedabove,grammarshouldbetaughtandpracticedasameansofmunication,ratherthan asameansofcorrectingtheaccuracyofindividualsentences.Learnersshouldbetaughthocorrectstructuresandalsotheirfunctions,asthefirststeptoeaningfulmunication.Learnersshouldhaveareasontousetheinformationgiveninanexercise.Grammarshouldbebestintroducedthroughatraditionalapproach.Then,oncestudentshaveafairlythoroughunderstandingofthegrammarpoint,theyaregentlyledintosomemunicativeactivitiesthatallotodemonstrateandconsolidatetheirknomarpoint.Inthisunicativeapproachisnotintendedasareplacementforthetraditionalone,butasasupplementtoit.　　3.3Psychologicalbasis——Humanisticpsychology　　Thistheoryinitiatesthefulldevelopmentofindividualpotentialandrealizationofself-value.Itproposesthatafriendlyandharmoniousenvironmentisthepremisetosatisfytheneedsofbothteachersandlearners.S.P.Corder,afamousappliedlinguist,haspointedoutthatlanguageteachersactuallycannotteachalanguageto students,oniouslanguage-learningenvironmentforthem.　　3.4Centerofthegrammarclass——Learnersandlearning　　Sincelearnersarethecoresofthelearningandlearningistheprocesstoachievelearners’target,thegrammarclassistofocusprimarilyonboththelearnersandthelearning.Itisbothlearner-centeredandlearning-centeredandthelearners’autonomyistobeemphasized.　　4Theprinciplesandaimsoftheteachingplan　　Ateachershouldpreparehis/herlessonsufficiently,explainclearlyandusevariousteachingaidstostimulatethestudents’interest.Goodclassroomcontrolshouldbemaintainedandtheteachingcontentshouldnotonlybepresentedtheoreticallybutalsoputintopractice.　　Atthesametime,thestudentsshouldbemorerelaxed,increasingtheeffectivenessoftheirstudy.Theyshouldbeencouragedtoparticipateandinteractcloselybothatesandtheteacher.Anenvironmentshouldbecreatedsare: 　　A.Toprovidestudentsunicativeapproachtogrammar.　　C.Togetthestudentstostudygrammarusingthemunicativeapproach.　　4.1Teachingcontent:thebasicusagesofinfinitive　　4.2Theobjectives　　D.Togivethestudentspracticeintheuseofthebasicusagesofinfinitive　　E.Tounderstandtheprinciplesofmunicativeapproach,deductionandinductiontogrammar.　　4.3TeachingProcedure　　StepOne:ing-upActivities(2minutes)　　Greetings:Goodmorning,everyone!Hoe.Thismorningiddleschool?　　ments:Somestudentsmaysay“yes”andsomemaysay“no”.Nomattereinformationaboutthestudents.Asmentionedbefore,therearesomedifferencesbetmarmarforGeneralReadersber.Finite-verbissubjectedtoitssubject’spersonandnumberinutes)　　Thesentencefunctionsofinfinitivecanbe usedassubject,predicative,object,attributive,adverbial,subjectiveplementandobjectiveplementofasentence.Let’sseethefolloountains.　　B.LeiFeng’sonlydesireakeadecisionasteraforeignlanguage.　　E.ShebegantolearnFrenchattheageoftorroedicalscience.　　J.Thegirlsjumpedbackat11o’clock.　　M.Pleaseremindmetotakemymedicinetomorroinutes)　　A.Canyoutellmethesentencefunctionsofinfinitiveintheabovesentences?　　B.Askoneortentsonthestudents’ansming-up(15minutes)　　A.theinfinitiveinsentencesAandBisusedaspredicative.　　B.theinfinitiveinsentencesCandDisusedassubjects.Pleasepayattentiontothedifferentsentencepatterns.　　C.theinfinitiveinsentencesEandFisusedasobjects.Note:Theinfinitiveusedasobjectisoftencitedbehindtransitiveverb.The folloodifies.　　E.Theinfinitiveinsentencesisusedasadverbial,expressingpurposeandcauserespectively.Besidesent.ButifsentenceLischangedintopassivevoice,itsinfinitiveissubjectiveplement.　　e.g.Youareaskedtocallhimbackat11o’clock.　　Furthermore,thefolloayhaveinfinitiveastheirobjectiveplement,suchas:tell,order,invite,force,alloit,persuadeetc.Thefolloayhaveinfinitiveake,have,let,see,hear,leavethehouse?　　Ioftenhearhersinginherroom.　　Ifthesentencesabovearechangedintopassivevoice,theobjectiveplementsinoriginalsentenceshavebeesubjectiveplement,“to”cannotbeomitted.　　e.g..　　Stepfive:ClassroomActivity(8minutes)　　Direction:IdentifytheusagesofInfinitiveinthefolloademestayinNeoreehometofindthat herhometoeetingstoattendintheevenings.　　E.Iliketogoforsunshine.　　F.Herarryanhonestman.　　G.It’simportanttomakeaplanforourfuture.　　H.Theoldmansatdoeinutes)　　A.Revieates.　　C.Dotheexercisesonpage387.　　5Conclusion　　Thelearningactivitiesbasedonthisdesignturnouttobeeffective,butitseemsalittletime-consuming.Manyteachersonlyadoptedapproachesofdeducingandinducingmarinthepastdecades.Itosteffectiveones,especiallyinstimulatingthestudents’interest,motivationandtacticsinlanguagelearning.prehensivemarteachingmakesthestudentsmoreactiveinclassandunderstandorethoroughly.　　　　References　　1David,N.“municativelanguageteaching:Makingity,H.ThepracticeofEnglishlanguageTeaching[M].LongmanLtd,1983 　　3LiuLongxi.“DesigningAGrammaratters[M].CITL,1993　　5XiaJimei.ForeignLanguageCourseDesignModernTheoryPractice[M].Shanghai:ShanghaiForeignLanguageEducationPress,2003　　6ZouXiandao.“PlanningALanguageProgramme”[J].TeachingEnglishinChina,Vol.25No.3,2002　　7ZhangDaozhen.ApracticalEnglishGrammar[M].mercialPress,1979　　8ZhangZhenbang.AnEnglishGrammarforGeneralReaders[M].ShanghaiForeignLanguageEducationPress,2001