中学英语语法教学.docx
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中学英语语法教学.docx
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中学英语语法教学
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.TheHistoryofEnglishGrammarTeaching
From16thto18thcentury,EuropeanmostpopularforeignlanguageteachingmethodwascalledtheGrammar-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-lingualmethodandotherteachingmethodistheirtoolimitedgrammarconceptionandabstractgrammarteachingthatdivorcedfromthereality.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]p1-3
2.TheStatusQuoofEnglishGrammarTeaching
From1980’s,task–basedgrammarteachingheldtheviewofcommunication,andtookthemeaningasitstask.Althoughthelearnersayswordssmoothly,buttheyarelackofaccuracy;thelearnerscompletethetaskwithenhancement,butthelanguageusageandthepatternneedmoreactuallyexercises.Underthedevelopmentofthetask–basedgrammarteaching,thecommunicativeabilitythatincludingthegrammarabilityisdiscussedbyalllinguists.So,toexpressmeaning,completelanguagetask,peoplemustbetaughtgrammar.Thegrammarteachingcannotbegivenupatanytime,anystage,inanysituation.Theforeignlinguistsalsoconsiderthatishelpfulfortheaccuracyofpeople’sexpression.Student‘sstudyeffectmustdependonthehumanrelations-likestudyeffect.Regardinglacksofenoughsignificance,theforeignlanguagecannotonlydependontheacquisition,butalsodependuponthestudy.Thegrammarteaching’sessenceistousethelanguageknowledgetohelpstudentswiththeircommunicationinthereallife. P31
Thedutyofgrammarteachingistofosterpeople’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. P38Andinthepost-taskperiod,theteachercangiveexamplestotellstudentshowtolearnforeignlanguageinordertocausestudentstoreflect.Afterthesetaskperiodsofsensation,suspicion,supposition,attempt,studentscouldunderstandthelanguagepointclearly.Atthismoment,theteachercandesignsomeactivitiesinordertoconsolidatestudents’masteryoflanguageknowledge.Tothelearnerwhoisaccustomedtothetraditional3Pmodel,task-basedgrammarteachingisanattractiveandcreativemodelforthem.Thiskindofteachingmethodachievestheaimofmakingthetask-basedteachingideasandgrammarteachingintoconformity.
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- 中学英语 语法 教学