Grammar Teaching.docx
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Grammar Teaching.docx
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龙源期刊网
GrammarTeaching
作者:
李昌昌
来源:
《校园英语·上旬》2017年第10期
Grammarteachinghasbeendebatedalotintermsof“whethergrammarshouldbetaughtornot”and“howtoteachgrammar”.Manylinguistsandeducatorshavedoneresearchandwrittenpapersonthattopic.Despitetheproductiveresultsofgrammarinsecond-languageresearchandmethodologyovertheyears,thelanguageteacherscognitions(knowledge,attitudes,beliefs,andpractices)anditsrelationtotheteachingofgrammarinclassroomisrarelyexplored.Moreover,thecurrentstudiesconductedinthistopicmostlychoosenativeEnglishteachersastheparticipantsandfewhaveaddressesnon-nativeEnglishteachersincountrieswhereEnglishisaforeignlanguage.
Inresponsetothisgap,thepresentstudyfocusesonanalyzingtheteachingofgrammarinansecond-languageclassroomfromtheperspectiveofthepersonalpedagogicalsystem,ssuchasteachers’beliefs,knowledge,theories,assumptionsandattitudes,whichwouldplayasignificantroleinthedecisionsofchoosingthegrammarteachingmethods.
TherearestillsomeproblemsinEnglishgrammarteachinginChina.Chinesestudentsarereluctanttolearngrammarbecausetheythinkitistoodullandtoodifficulttomaster.Theeffectsofteachingmethodsareveryunsatisfactory,moststudentslacksystematicgrammarknowledge.Somestudentscanpassthegrammarexaminations,yetfailtocommunicateoutsidetheclassroomandalwaysmakevariousoralandwrittenmistakesinapplication.Themostcommonphenomenaof
grammarlearningisthatstudentsspentalottimememorizingthoseabstractgrammaticalrulesandaregoodatgrammartest,however,theydonotknowhowtoconnectthegrammaticalknowledgewiththereallanguageineverydaylifeandtheydonotregardthisprocessasmeaningfu,lchallenginganduseful.WhentheyareaskedtoproduceEnglishorallyorverbally,numerouserrorsaremade.Onereasontoexplainthisphenomenaisthattheineffectiveteachingmethodinclas,sChineseteachers
justintroduceanddescribegrammarrulesonebyonetheoreticallyandallstudentshavetodoisjustrememberanddomanyrelatedexercised.Thisisactuallyrelatedtohowteachersconsidergramma,riftheycannotregardgrammarasabstractrules,butasausefultoolforcommunicationinrealcontext,theymightchangethewayofteachinggrammar.Grammarshouldnotbeisolatedwiththebasicfourskills.Anotherreasonisthatstudents’attitudetowardgrammarteachin,gtheyfeelitisdullandboring,thustheyhavenointerestinlearning.Aseffectivelanguageeducators,itistheirresponsibilitytodevelopstudents’abilitytousegrammarcorrectlyandmeaningfully.
Inrecentyears ,moreandmoreChinesescholarsbegintoexplorethegrammarteachingmethodsthataresuitableforChinaandconsiderthestatusofgrammarteachingincollegeEnglishteaching.Thetraditionalmethod,grammar–translationmethodreferstostudentslearngrammaticalrulesandthenapplythoserulesbytranslatingsentencesbetweenthetargetlanguageandthenativelanguage.Inthisapproach,studentslearngrammarrulesthroughafixedprocedure,andpracticetherulesmostlybytranslatingsentencestoandfromthetargetlanguage.Howeve,rthereisnot
usuallyanylisteningorspeakingexercises,andverylittleattentionispaidoncommunicativeaspects.Themainmethodinthetraditionalgrammarteachingisexplicitgrammarteachin,gwhichaimsonmasteringgrammarbystudyinggrammarrulesandemphasizetheawarenesspurpose.Theadvantageofthismethodisthatstudentscanlearngrammarrulesprofoundlyandsystematicall,yyetthereislittlepracticalapplicationoflanguage.
Implicitgrammarteachingisalsoknownassuggestivemethod ,mainlyadoptingtheinductivethinkingmethod,andinducingthegrammarrulesthroughcommunicativeuseofthelanguage.
UnlikeExplicitgrammarteaching,whichisteacher-centeredteachinginclassroomandstudentspassivelyreceivetheobjects,whileImplicitgrammarteachinghelpstudentsgainabetterunderstandingoftherelationshipbetweentheform,meaningandfunctionbyintegrateabstractrulesintoacommunicativecontext.
References :
[1]Borg ,S.(1999).Teachers’theoriesingrammarteaching.ELTJournal,157-167.
[2]Borg ,S.(2001).Selfperceptionandpracticeinteachinggrammar.ELTJourna,l21-29.
[3]Borg ,S.(2003).Teachercognitioninlanguageteaching:
Areviewofresearchonwhatlanguageteachersthink,know,believeanddo.LanguageTeaching,81-109.
[4]Burgess ,J.E.(2002).Focusongrammaticalform:
Explicitorimplicit?
System,433-458.
[5]Burn ,A.(1996).Startingalloveragain:
Fromteachingadultstoteachingbeginners.Teacherlearninginlanguageteaching,154-177.
[6]Dornyei ,Z.(2009).ThePsychologyofSEcondLanguageacquisition.OxfordUniversityPress.
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