英语毕业论文 英语语法教学 16页

石河子大学毕业论文题目：中学英语语法教学　OntheTeachingMethodsofEnglishGrammarinMiddleSchool Abstract:Thetermpaperisconcernedwiththedebateathomeandabroad,thatis,whetherthestudentsshouldlearnEnglishgrammarandwhatkindsofteachingmethodsteachersshouldadopt.ByanalyzingtheEnglishgrammarviewpointsofforeignEnglishteachingschoolsandpresentsituationsofEnglishgrammarteachinginChina,andconnectingtheUnderstandingSecondLanguageAcquisitiontotheformatoffinalexaminationofEnglish,theauthordrawaconclusionthatlearningEnglishgrammarisofimportance.BydiggingintotheadvantagesanddisadvantagesoftraditionalEnglishgrammarteachingmethods,theauthorpresentsherEnglishgrammarteachingmethods.Keywords:grammar;grammarteaching;Englishinmiddleschool摘要：这篇文章是关于国内外都一直在讨论的话题：学生是否应该学习英语语法以及教师应该用什么方法来教授英语语法。通过分析国外英语教学流派的语法教学观念和我国英语语法教学的现状，结合《二语习得》理论和高考题型来阐述英语语法学习的重要性以及传统英语语法教学方法的利与弊,并提出自己的英语语法教学方法。关键字：语法；语法教学；中学英语 ContentsI.SeveralDefinitionsofGrammar……………….……………1II.TheDebateonEnglishGrammarinPresentSituation………….1III.TheHistoricalDevelopmentofEnglishGrammar……...….…..2Ⅳ.TheTheoreticalandPracticalMeaningforUstoLearnEnglishGrammar………….………..……….…...…….….………….……..3A.ThetheoreticalmeaningforustolearnEnglishgrammar……………..3B.ThepracticalmeaningforustolearnEnglishgrammar……...………..3Ⅴ.TheMethodsWeShouldApplytoEnglishGrammarTeaching...4A.Thehabit-formationtheory……………………………..…….….….4B.ThetraditionalmethodsofEnglishgrammarteaching…………….….4C.OpinionsaboutthemethodsofEnglishgrammarteaching…………..51.Roleplaying…………………….……………………………….…….……52.Usingpicturesorinformationsheets………………...………..…….……73.Usingstories…………………………….……………………..…..….……84.Usingconversations………………………………………………..………95.Recitingpassages…………………………………………….………...…10Ⅵ.Conclusion………………………………………...…………….….11WorksCited………………………………………………………….…11 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchoolI.SeveralDefinitionsofGrammarGrammarmayberoughlydefinedasthewaylanguagemanipulatesandcombineswords(orbitsofwords)inordertoformlongerunitsofmeaning(David2).Grammarisadescriptionofthestructureofalanguageandthewayinwhichunitssuchaswordsandphrasesarecombinestoproducesentencesinthelanguage(David2).Grammaristhewayinwhichwordschangethemselvesandgrouptogethertomakesentences.Thegrammarofalanguageiswhathappenstowordswhentheybecomepluralornegative,orwhatorderisusedwhenwemakequestionsorjointwoclausestomakeonesentences(David2).Inmyopinion,grammarisjustarulewhichattributestocombiningdifferentwordorwordphrasestoameaningfulsentence.Allthesesentencesjoiningtogetherformameaningfuldiscourse.II.TheDebateonEnglishGrammarinPresentSituationWiththedevelopmentofChina,moreandmoreparentsrealizethatmasteringforeignlanguagesisofimportanceforpeoplelivinginChina.Asisknowntoall,eachlanguagehasitsownruleswhichhelppeopletocombinedifferentwordsintodifferentphrases,andthenintoasentenceinorderthatwecancommunicatewitheachother.InEnglish,wecalltheserulesgrammar.Withoutgrammar,wordshangtogetherwithoutanyrealmeaningorsense.Inordertobeabletospeakalanguagetosomedegreeofproficiencyandtobeabletoexpresswhatwereallywhattosay,weneedtohavesomegrammaticalknowledge.Byteachinggrammar,wenotonlygiveourstudentsthemeansofexpressingthemselves,butwealsofulfilltheirexpectationsofwhatlearningaforeignlanguageinvolves.Fromthispointofview,wecouldmakeaconclusionthatlearningthegrammarwellisthewayinwhichisrelatedtoconveyourselves.EventhoughwecouldinterpretmanyevidencesthatweshouldlearnEnglishgrammar,westillneedmoreexamplestoproveit.WhethertheEnglishgrammarshouldbetaughtinmiddleschoolornotandwhattheteachingmethodsweshouldadoptareworthbeingtalkedhere.JustlikewhathasbeenwrittenontheACourseInEnglishLanguageTeaching,“thevalueofgrammarinforeignlanguage第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchoolteachinghasbeenafocusofdebatefordecadesandthefocusofthedebatehasbeen:1)theroleofgrammarinlanguageteaching;2)themethodsinwhichgrammarshouldbepresentedandpracticed”(Wang102).III.TheHistoricalDevelopmentofEnglishGrammarThehistoryofthedebatecanbefoundinajournalwhichcanbeparaphrasedlikethis:issuesonwhethertheteachingofEnglishgrammarshouldbetaughtandeverweredebatedintensely.InthehistoryofEnglishteachinginforeigncountries,mostforeignlanguageteachingschoolsdependedontheirownsystemoftheoriesandcameupwithdifferentadvocatestotheforeignlanguageteachingfromdifferentpointofviewswhichcanbedividedintothreestages.Thefirststage,fromtraditionalforeignlanguageteachingtheoryeverlayingpredominatelyinGrammar-TranslationMethod,spokehighlyofEnglishgrammarandlookedupongrammarasthecenteroftheteachingtask,andthentransferredintoAudio-LingualMethodwhichpreferredtotheabilityoflisteningandspeaking.AlthoughitdidnotworkagainstEnglishGrammarteaching,itmainlyfocusedonteachinglanguageratherthanteachingknowledgeoflanguage.Thesecondstage,alsocalledModernGrammarTranslation,startedfromtheCognitiveApproachtotheDirectMethodwhichdidattributetoteachinggrammarindirectlyandmainlyemphasizedonmakingstudentsdealwithgrammarrulesbymasteringthelearningmaterials.Itwasconsideredthatlanguagewasacontrolledorarrangedsystemwhichmainlydescribedhowcommonpeoplelearnforeignlanguagebylearningtherulesandthenmasteredthegrammarrules.ThethirdwasfromtheNationalApproachposedbyKristenandTerrellwhoproposedthatLanguageTeachingshouldnotinvolveinGrammarTeachingtotheCommunitiesApproach,whichattributedtotheconceptsorfunctionsbeingthecentreofarrangedteaching,however,itdidnotfightagainstTeachingGrammarcompletelyintermsoftheory.GrammarTeachingunderwentupsanddownsinthedevelopmentandhistoryofforeignlanguageteaching.Accordingtotheanalysistoperspectivesofseveralforeignlanguageteachingschools,weareabletodrawaconclusionthattheteachingofgrammarshouldbedonenecessarily(Bai28).第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchoolIV.TheTheoreticalandPracticalMeaningforUstoLearnEnglishGrammarA.ThetheoreticalmeaningforustolearnEnglishgrammarChomskythoughtthathumanbeingsarebornwithalanguageacquisitiondevicewhichconsistsofsetgeneralprinciples.Thecoreofgrammarofanaturallanguageagreeswiththeinbornsetofgeneralprincipleswhiletheperipheralgrammarcannotbegovernedbythelanguageacquisitiondevice.Inresearchesintothesecondlanguageprocess,peoplehavefoundthatsecondlanguagelearnersusuallyacquirethecoregrammaroftheteachinglanguageandthentheperipheralgrammar.Thisissimplybecausethecoregrammaragreeswiththeinborngeneralprinciplesandismucheasiertolearn.Theyalsobelievethatthecoregrammarwillfacilitatethedevelopmentofthelearners’Interlinguaandwillexertapositiveinfluenceontheacquisitionsoftheteachinglanguage.B.ThepracticalmeaningforustolearnEnglishgrammarAsisknowntoall,Englishhasbecomeoneofthemajorsubjectsinthefinalexaminationwhichstudentsshouldtakeinmiddleschooliftheywanttofurthertheireducationincollegesoruniversities.Inanalysesofapieceoffinaltestpaper,wecandrawaconclusionthatthetestpaperusuallyconsistsofmultiplechoices,readingcomprehension,correctingerrorsandwritingwhicharecloselyrelatedtogrammartosomeextent.Forexample,inmultiplechoices,wemainlyfocusonthestructuresofthesentencesorthecollocativeformsbetweentheverbsandprepositionsortheconjunctionsbetweenthesentences.Allthesebelongtooneofthecategoriesofthegrammar.Inthepartofreadingcomprehension,thestudentsarerequiredtohaveabetterunderstandingthewholecontext.Asweknow,thesentencesaremadeupofagroupofwordswhicharecombinedbysomerules(wecallthemgrammar).Incorrectionpart,wemainlyfocusontestingthelearners’abilitiestocorrecttheerrors,whichareintermsofcollocativeformserrorsorconjunctionerrors,thepartofwhichisthebestmanifestosofhowwellyou’vemasteredEnglishgrammar.Inreadingpart,weshouldorganizedifferentwordsinasentence,andthenthesesentencesarejointedtogethertoformacompositionoranarticle.Thatishowweorganizedifferentwordsintoasentencewiththehelpofthegrammarrules.Fromthispointofview,wecanrealizehowimportantthegrammarplaysinourEnglishlearningonstudents’partand第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchoolEnglishteachingonteachers’part.V.TheMethodsWeShouldApplytoEnglishGrammarTeachingA.Thehabit-formationtheoryThehabit-formationtheorycomesfromthebehavioristpsychologyandwasverypopularinthe1950sand1960s.ItwasputforwardbyagroupofbehavioristswithB.S>Skinnerastheirrepresentative.Accordingtobehaviorists,languageisregardedasasetoflinguisticshabitswhichareformedthroughidentifyingandstrengtheningtheassociationsbetweenstimuliandresponses.Basedonit,learningasecondlanguagemeanstheformationofanewsetoflinguistichabits.Therefore,imitationandpracticeplayimportantrolesintheprocessofhabit-formationbecausethebehavioristsmaintainedthatimitationwillhelplearnersidentifytheassociationsbetweenstimuliandresponsewhilepracticewillreinforceassociationsandhelplearnerstoformthenewlinguistichabits(Rod21).Thebehavioraltheoryholdsthatlearningneedsrehearsalandstimuliandisinfluencedbythefrequencyofreinforcement,whilethehabit-formationtheoryholdsthataccuracyisfocusedinlanguagelearning.B.ThetraditionalmethodsofEnglishgrammarteachingIntheoldtimes,whentheEnglishteachertaughtthegrammar,theywouldusetwobasicwaystointroduceanewgrammaritem,eitherdeductivelyorinductively.Inadeductiveapproach,theteacherpresentedthegrammarrulesandthengavestudentsexercisesinwhichtheyapplytherules.Inaninductiveapproach,theteacherpresentedsamplesoflanguage,andthestudentshavetocometoanintuitiveunderstandingoftherules.Thesetwoapproacheshavebeenalternatedthroughtheyears.Thetraditionalgrammar-translationapproachwasbasedondeduction.Thisapproachwasthenchallengedbyaudiolingualism.Abasictenetofaudiolingualismwasthatstudentsshouldlearninductively.“Learningbyanalogy,notanalysis”wasapopularmottoofaudiolingulists.Infact,thedeductiveandinductiveapproachesarenotmutuallyexclusive,andmostteachersprobablydeploybothintheirteaching.Amajordisadvantageofinductivelearningisthatittakeslongerforstudentstoarriveatanunderstandingofarulethathasbeenexplainedtothembytheirteacher.Anotherdisadvantageisthatthestudentsmayinfactcometothewrongconclusionabouta第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchoolparticulargrammaticalprinciple.However,thedisadvantagesofthedeductiveapproacharethatexplanationisseldomasmemorableasotherformsofpresentation,suchasdemonstrationandthatsuchanapproachencouragesthebeliefthatlearningalanguageissimplyacaseofknowingrules(David15-17).C.OpinionsaboutthemethodsofEnglishgrammarteachingAsfarasIamconcerned,grammarissomethingthatisnotadryandboringthing.NowthatwecanseethatEnglishgrammarplayssoimportantaroleinlearningEnglishandteachingEnglish,thereisnodoubtthatweshouldlearnEnglishgrammar.Hence,thenextstepstudentsshouldcareaboutishowtolearnEnglishgrammarwell,soEnglishteachersshouldtrytheirbesttoteachEnglishgrammarwiththebestmethods.Urpointsoutthatitisessentialfortheteacherstoknowhowtopresenttheformandmeaningofastructureinawaythatisclear,simpleandhelpful(Wang115).WiththedevelopmentofEnglishitself,thestudents’textbookshavebeenchangeddifferentlyandwidelysincewesetupthiskindofcourse.Toalltheteachers’surprise,thecontentsinEnglishtextbooksbecomemucheasier,whilethedrillspatternsbecomemuchharder.Someteachersgivethelessonsasareeditedonebyone,butthestudentscan’tanswerquestionswellastheyareexpected.ThereasonwhythiskindofphenomenoncomesintobeingisthattheEnglishteacherscan’tcatchthegrammarhidinginthecontext(Wen8).Theyonlypaymoreattentiontothegrammarexposingclearlyinthetextbooks,althoughthepurposeofteachingistohelpstudentschew,digestandproducenewknowledge.SowhatIamtryingtoemphasizeisthatwhenteachersaregoingtogiveanEnglishlesson,whateverformsoflessonwillbe,suchasreading,warmingupandspeakingetc.,teachersshouldpreparethelessonwell,especiallyshouldhaveaclearmindonsomelanguagepointswhicharedifficulttobenoticed.Onlydoingthingslikethis,withthetimegoing,willstudentshaveabetterfoundationonEnglishgrammarandapplyitwell.Sincedifferentstudentsmayhavedifferentabilityoftakinginknowledge.Inordertosolvethisproblem,teachersshouldadoptdifferentteachingmethods,andinthisresearchpaper,Iwillpresentfivekindsofmethods.1.RoleplayingFromthestudyofthecharacteristicsofstudents,wehaveknownthattheyhavemoreinterestinshowingthemselvesandbeingwinnersthanadolescents.Holdingontotheseadvantagesofstudents,teachersinmiddleschoolsshoulddesigntheEnglish第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchoolclassintheformofperforming.Whenlookingthoughthebooksappliedtothestudents,wecaneasilyfindoutmanypartsoftextbooksrelatedtoourdailylife,forexample,thecontentsofdialogueincludingtheintroductions,thecolorsofdifferentobjects,thetrafficrulesandsoon.Mostteachersthinkthattheaimsofstudentsjustneedtoreadoutandrecitesentences,whiletheeditorscaremoreaboutthecommunicativeaspectsofEnglishstudy,especiallyforbeginners.Soteacherswillreadthesentencesaloud,andletthestudentsreadafterthem.Forthestudentsofrelativelyhigherlevel,thismethodwillprobablyhelpthemrememberthesentencesbyreadingconstantly,whilethestudentsoflowerlevelmayforgetwhattheyhavereadafterafewminuteslater.Suchresultmaybecausedbystudents’interestwhichwillleadtolosingtheirheartonlearningEnglish.Thingsdoinglikethiscanmaketwodifferentresults,goodstudentswilllearnmoreandmore,andtheothersbecomeworse.ThisiswhysomestudentscanreciteaplentyofEnglisharticlesfluentlyandemotively,whileotherscan’t.Itisteachers’responsibilitytoimprovethestudents’interestinlearningEnglish.Whatwecandoistomakethebestuseoftheformofdialogue.Sowhenstudentsprepareforthelessons,weshouldsetupenoughtimeforstudentstoperformthedialogueandmakethestudentstakepartinthelessonsmorethanjustreadafterus.InordertoencouragethestudentswhohavepoorlyspokenEnglishtoopentheirmouthandjoinintheperformingactivities,wecandividethewholeclassintoseveralgroups,eachofwhichwillcontaindifferentlevelsofstudents.Basedontheiradvantagesofshowingoffandbeingwinners,everyonewilltrytheirbesttopracticethedialogue.Themanymoretimestheyperform,themorefluenttheirspokenEnglishwillbe.WecanbesurethattheywillgainmoreconfidenceintheirEnglishstudywhentheyperformtherolesofthedialogue.Sometimestheycanevenspeaksomesimplesentenceswithoutthinkingtwice.Forexample,whenmeetthefollowingquestions;theywillgetthecorrectanswerwithoutdoubt.-How___you?-Fine,thankyou,andyou?-I__fine,too.Thankyou.Formoststudents,thefirstblankwillbe”are”;thesecondblankwillbe“am”.Sometimes,studentsmaynotknowwhytheblankshouldbefilledinthatway,theychoosethewordsonlybecausetheylistenmore,orreadmore.Role-playingisagoodwaytohelpstudents,fortheycanbecomeoneoftheactorsinthedialogue,andtheywillfeelasiftheyweretheoneofthecharacterinthedialogue.What’smore,we第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchoolshouldknowtheatmosphereoftheclasswillbebetterifthewholestudentsjointogetherinthespeakingandperforminginjuniormiddleschools.2.UsingpicturesorinformationsheetsWhenopenanyoneofEnglishbooks,whatevergradestheyprepareforbeingappliedto,wecanfindthereareaplentyofpicturesorlistsorcirclesprintedbelowthosepictureswhichconsistofinformationorsomekeywords.Studentsshouldproducenewknowledgebyusinginformationorkeyphrasesgiven(Wang112-113).Someofthepictures,listsorcirclesaretheuseofpromotingthesceneofstories;othersareusedtopracticesomesentencesstructureswhichcanbecommonlyseenonthebooksbelongingtojuniorschools.IfwelookoverthebooksfromGrade7toGrade9,itwillbeeasyforustofindapartcalled“GrammarFocus”.Beforethispart,thereareseveralpictureswhicharethesymbolofwhattheimportantsentencesstructurewillbeineveryunit.ThosepicturescanbeofgreathelpforEnglishteacherstoteachdifferenttensesorsentencesstructures.Undermostcases,studentsareaskedtoproducetensesbasedonthepicturesprovided.Forexample,whenstudentsareaskedtodescribewhatthepeopleinthepicturesaredoingbyusingthepresentcontinuoustensesclearlyandvividly,wecandrawclocksinpictures,andstudentswillconsiderthemassignstomakesentencesinthepresentcontinuoustense,whichweighsbetterthanteachersjusttelltheconditionofusingthepresentcontinuous.Asteachers,weshouldsetupaconceptthatwetryourbesttohelpthestudentsfindouttherealmeaningsandaccurateusesofdifferenttensesbythemselves.OnlylearningEnglishinthiswaycanstudentsbethemainparticipantsinlearning.Foranotherexample,ifweintendtohelpstudentspracticethesentencesstructures,like“Therebe”,wecandrawseveralpairsofpictures,thepurposeofwhichistomakestudentsanalyzedifferencesbetweenpairsofpictures.Inthisexercise,studentsareexpectedtousetheformof“thereis”and“thereare”.Ifthestudentscaninterpretthedifferencesbyusingtheformsof“therebe”exactly,theyprobablyhaveaclearmindonfiguringouttherightuseof“is”and“are”.wecanalsohelpstudentspracticeothertenseforms,suchaspasttense,futuretense,presentperfecttenseetc.,orsentencesstructureslike“Howmuchbe+noun?”,“Itis+adj+todo…”and“Where+be+noun?”etc..Theseareallimportanttenseformsorsentencestructuresstudentsshouldmasterandpracticeskillfullyinmiddleschool.Whateverformsoftheaidsweuseinclass,likepictures,listsandcircles,etc.,areallofhelpforjuniorstudentstoenhancetheirunderstandingoftensesandsentencestructures.第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchool3.UsingstoriesMoststudentslikereadingstorieswiththecontentsofthestylesofdetective,loveordocumentoryandsoon.WhenweopenanEnglishbookusedbystudentsinhighschool,wecanfindthatstudentsjustlearnonenewgrammarruleineachunit.Ifthenewgrammarhasmanyausage,itwillbeexplainedandpresentedinafewunits.Judgingfromthecharacteristicsofstudentsinhighschool,wefindthatmostofthemhavelessinterestinactivities,suchasrole-playingorpracticinganewkindofgrammarbyusingpictures,andwhat’smore,somegrammarruleslearntinhighschoolarenoteasytobepresentedorenhancedbymainlyusingseveralpictures.Forexample,inSeniorFive,thefirstfewunitsaremainlytalkingaboutpastparticiple.Asisknowntoall,pastparticiplesarewidelyusedindifferentconditions,suchasadverbialofmanner,time,place,reasonorattributives.Howcanteachersexplainpastparticiplestostudentswell?Itisnouseaskingseveralstudentstomakesimplesentencesbyusingpastparticiples.Teachersshouldjointhewholefunctionstogether.Sothebetterwaytorealizethatistomakeupstorieswhichconsistofvariouskindsoffunctionsofpastparticiples.Foroneaspect,whenteachersmakeupstories,theyshouldpaymuchattentiontotheteachinglanguageinthestoriesbecausetheteachinglanguagecanbeusednotonlytoconveyknowledgeandprovidelanguagesampleswhichcanberegardedasawayofadjustingteachingprocess,butalsoarousethethoughtofstudentsandimprovetherelationshipbetweenteachersandstudents（Wen7）.Foranotheraspect,teachersmustposeasceneforthestory,whichoughtnottobetoodifficultandsophisticated,butbeingrelatedtodailylifebetterwiththeuseofpastparticiples.Inaword,teachersshouldmakethebalanceofthesceneandgrammarrules.Ifstudentscanunderstandwhatthemeaningofthestoryandfigureoutsomelanguagepoints,theyaresuretomasternewgrammarrules.ByusingthiswayofteachingEnglish,teachersshouldknowwhatknowledgeandabilitystudentshavealreadyhad.Teachersshouldtrytheirbesttoprovidematerialsorexplanationsusedinstoriesforstudentssoastorecallathreadlineofknowledgelearntbeforetolayafoundationfornewknowledgetoopenstudents’mindaswidelyaspossible.Bylisteningtoastory,studentscanmakeoutthemeaningofastory,findoutthegrammarrulesappliedintheactualcontext,andanalyzethestructuresofthegrammarinthecontext,andfinallymakeaconclusionofwhatthegrammarruleswillbebythemselves.Thus,studentsmayturnintoanactivelearnerorathinkerfrompassiveones(Wen8),whichisalsothepurposeofeducation.第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchool4.UsingconversationsAsisknowntoall,Englishiswidelyspokenallovertheworld.Whentwopersonsfromdifferentcountrieswanttocommunicatewitheachother,theygenerallychooseEnglishasabridge,soEnglishcanberegardedasacommonmeansofcommunication.SometeachersmaybeconfusedbyusingconversationinteachingEnglishgrammarwhentheyarefirstintroducedthismethod.WeknowEnglishcanbedividedintotwoforms.OneisspokenEnglish,andtheotheriswrittenEnglish.Thedifferencesbetweenthesetwoarejustaboutwhetheritisformalornotanddifferentusesinthetenses,tonesoromission,whichcanbecommonlyseeninsomenativespeakersinwesterncountries.Forexample,insomeschool,therewillbeakindofclasscalledoralEnglish,whichgivesstudentsalotchanceofpracticingspokenEnglish.Undermostcases,teacherwillgivesomescenesandsomesentencespatternswhicharerelatedtoourdailylifetoaskstudentstomakeashortdialogueorconversationinpairs.Whenthestudentsthinkhowtotalktoeachotherbyusingthesentencepatternsgivenbyteachers,theywillpaymuchattentiontohowtomakeaperfectsentenceintermsofcorrectgrammarrulesandtenses,whichwilltakethemseveralsecondstochooseabestsentencefromtheirbrain.Asisknowntoall,differentstudentsmayusedifferentsentencesorsentencestructurestoexpressthesamemeaning.Whattheydoistomakeadecisiontopresentamostperfectone.Beforeaconversation,teacherswillsometimesgiveseveralminutestostudentsforpreparingtheconversation,butsometimesnot.Thedifferencesbetweentheformeroneandthelatteroneareconcernedabouttimefortheirinformationprocessing.Whatevertheformwillbe,thereisnodoubtthatstudentsshouldhaveaclearmindonwhattheywilltalkaboutbyusingdifferenttensesorgrammarrules.Ifstudentscanconveythemselvesclearlyandfluently,theyshouldbeencouragedorapplauded,fortheyhavealreadygraspedtheknowledge—grammarrulesandpracticedwell.Inthismethod,thetaskstudentsshouldtakeisthattheyshouldchoosesomewordssubjectivelytoexpresstheiremotionorthoughtsintermsofscene,topicswithothersinaconversation.Duringthisphase,byapplyingthewholeknowledgelearntbeforeonthebookstotheauthenticconversation,studentscanmovetheknowledgefromthebooksintopracticallifeandalsotransfersituationintheclasstothesituationinactualscene,whichwillmaketheapplicationofknowledgecometrue.Inotherwords,inthisphase,thebridgebetween“usage”and“application”canbegotthough(Wen9).第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchool5.RecitingpassagesAsteachers,weshoulddesignadifferentlengthofpassagefordifferentlevelsofstudents’everyday.Doingitisofimportanceandhelpforstudents.Wecanregarditasaprocessofinput.AnumberofdifferentwaysexistforinvestigatingtheeffectsofinputinSecondLanguageAcquisition,withregardtotherateofSecondLanguage.,anumberofstudieshaveinvestigatedtheeffectsofinput,withmixedsuccess.However,therearegroundsforthinkingthatboththequantityandthequalityoftheinputareimportant(Rod162).Werealizethatinputplaysanimportantroleingrammarteaching,andrecitingpassagesisoneofgoodformsofinput,soweshouldsupervisestudentstoaccomplishthetaskwhichissometimesveryboringandtroublesomeforthem.Ifstudentscandoitwell,theywillacquireakindofabilitycalled“senseoflanguage”,withwhichtheycanovercomesomedifficultiesindoingmultiplechoices.Thewaytheygetthecorrectanswerisjusttoreadthechoicesseveraltimesandchoosetheonewhichcanbereadoutfluently.Itistheexposuretothepropernoun—senseoflanguage.However,thereisastrangephenomenoninsomejuniorschools.Teachersjustletthestudentsrecitesomesentencesingrammarfocus,butseldomexplaintheformsofpredicateswhichcanbechangedafterdifferentsubjects.Forexample,studentsknowtheverbusedbehind“she”,”he”and“it”needtobeadded“s”inpresenttense,butwhentheycomeacross“mymother”or“myfather”usedassubjects,theydonotknowthecorrectformoftheverb.Ifteachersconvert“mymother”or“myfather”to“she”,“he”,studentswilleasilygiveanexactanswer.Thereasonwhythesekindsofsituationtakeplaceisthatstudentcan’tunderstandtherealvalueof“my”.Thesetwodifferenteffectsresultedfromreciting,thatis,eventhoughinputisunderstoodbythestudents,itmaynotbeprocessedbythelearner’sinternalmechanisms.ThisiswhatKrashenmeantwhenhestatedthatcomprehensibleinputisnotasufficientconditionforSecondLanguageAcquisition.ItisonlywheninputbecomesintakethatSecondLanguageAcquisitiontakeplace.Inputisthesecondlanguagedatawhichthelearnerhears;intakeisthatportionofthesecondlanguagewhichisassimilatedandintotheInterlinguasystem(Rod159).Thisistherelationshipbetweeninputandintake.Weteachersshouldknowanewpropernoun“intake”andhaveaclearmindabouttheprocessfrominputtointake.Sowhatteachersshoulddoistotrytheirbesttohelpstudentswalkfrominputtointake,whichattributestohelpingstudentsgainmoreEnglishinaspontaneousway(Bai31),Ifthestudentshaveaccumulatedalotofknowledgeindailylife,whateverdifficultiesthey第11页共11页 2010年毕业论文　　　　　　OntheTeachingMethodsofEnglishGrammarinMiddleSchoolcomeacross,theycanovercomethemwell,fortheyhaveformedawayofEnglishthought.VI.ConclusionFromwhatIhavepresented,IcanmakeaconclusionthatEnglishgrammardoesplayanimportantroleinEnglishlearning.Perceptionoflanguage,learningtherulesandapplicationoflanguagewellareindispensableelementsinpursuitofEnglishgrammar.AsEnglishteachers,weneedtolookforvariouskindsofEnglishgrammarteachingmethodstohelpourstudents.Thisisourtaskandobligation.IhopemytermpapercanbehelpfulforsomeEnglishteachers.WorksCitedDavid,Nunan.PracticalEnglishLanguageTeachingGrammar.Beijing:HigherEducationPress,2007,1Rod,Ellis.UnderstandingSecondLanguageAcquisition.England:OxfordUniversityPress,1985Wang,Wei.ACourseinEnglishTeaching.Beijing:HigherEducationPress,2006,5白治堂.中小学外语教学（中学篇）[J].2008.(7):28-31文亚龙.中小学外语教学（中学篇）[J].2008.(4):6-10第11页共11页