中学英语语法教学.docx
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1、中学英语语法教学Abstract This paper analyzes the history of English grammar teaching, from 16 century to 19century. English grammar teaching method changed from Grammar-Translation Method to Direct Method, and to Audio-lingual Method. Nowadays, teachers and students are accustomed to 3P teaching model. Acco
2、rding to the status quo of English grammar teaching, this paper defines the conceptions of language and language learning; introduces that grammar learning must follow the second language acquisition. Through the analysis of traditional grammar conception and teaching methods, this paper discovers t
3、he problem of grammar teaching.Traditional grammar teaching was just for learning grammar. Teacher was the center in the class. But now as the different study level and unsuitable textbook and inappropriate teaching methods, English teaching quality is low. Therefore, to find suitable teaching metho
4、ds is the best way to develop grammar teaching. At the same time, this paper studies three popular teaching methods for grammar teaching in order to solve the “five recognition, five underestimate” problem of grammar teaching in China. It advocates fostering students language using competence; gramm
5、ar teaching not only focuses on forms but also on meaning.Key Words grammar teaching; communicative ability; task-based approach; communicative approach; situational approach.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,
6、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
7、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. The History of English Grammar TeachingFrom 16th to 18th century, European most popular foreign language teaching method was called the Grammar-Translation Method. At that time, in Europe, Latin is the school compulsory course; some English elementary schools ar
8、e called simply Grammar school. Students study and drill the grammar rule in the class. The translation is the Latin grammar classs important content. This kind of Grammar-Translation Method takes the grammar as a center in the study foreign language, it focuses on the study and the memory grammar r
9、ule. In the classroom, teachers explained grammar in native language. Students did a lot of translations practice to strengthen the memory. However, the shortcoming of this teaching method was very clear. It had neglected the spoken language and the listening training, students communicative ability
10、 is poor; it purely pursued the accuracy of the grammar, and had neglected students language creation ability, and cannot fully exploit the students subjective initiative.In 19th century, the European countries exchanged a lot; the Grammar-Translation Method had been challenged. The direct method ar
11、ose at that moment and was promoted in Europe and America. During this teaching method, the grammar still took the leading position, but it emphasized the actual application, the different context becomes the factor, which the grammar teaching must consider. The direct method started to exclude the
12、native language. The characteristics of the direct method were that, using induction method to teach grammar rules; paying attention to the speaking and listening practice; choosing the talking material as the text book. It did not contrast with the native language. This method could foster the oral
13、 communicative ability, but had revealed its weakness in the ability of reading, writing, and the absorption language information.In the 50s of 20th century, as a result of the structuralism in American dominant position, there appeared Audio-lingual method in the US foreign language teaching. The A
14、merican linguists have formulated a plan to train skills that were good at oral speaking. The Direct Method developed into Audio-lingual method under the influence of structural linguistics. The Direct Methods characteristics were that, to master the grammar rules through a lot of listening and spea
15、king practice, not to use native language and translation as far as possible. For example, in Friess Teaching and Learning English as a Foreign Language, he considered that the difficulties of foreign language learning are the result of different language structure systems conflict.Audio- lingual Me
16、thod and other teaching method, which based on the theory of structural linguistics, their teaching point is on the sentence constitution rules. Afterward, as the use of the electrified aids, the audio-lingual method developed into the AudioVisual Method. The criticism to the Direct Method, Audio-li
17、ngual method and other teaching method is their too limited grammar conception and abstract grammar teaching that divorced from the reality. Those students who were educated under these teaching methods cannot communicate with others naturally. There is another weakness that the Direct Method, Audio
18、-lingual method neglects students acknowledged ability and language creation ability.Otherwise, Hymes advanced his famous view about “communicative ability”. In his opinion, people should have the ability of language and communication, so they can communicate with others at anytime, anywhere, with a
19、nyone, in any way. Advocated by Hymes and Labov, the social linguistics flourished in USA .The foreign language teachers began to realize that its positive to practice grammar rules in the meaningful context; however, context was limited, mechanical practice can not foster students communication fle
20、xibility. Therefore, there appeared the Communicative Approach. It took the cultivation of communicative ability as their teaching aim; it emphasized on the meaning but not the accuracy of the sentence pattern. Grammar teaching must follow the communicative approach; some grammar rules are even comp
21、letely neglected.In the late 70s, Krashen distinguish the conception between “acquisition “ and “study “. He proposed that study was to learn language rules, but it is useless to master language. Therefore, in Krashen theory, grammar lost its position. Till late 80s, Krashen started publicly to reje
22、ct the grammar teachings important position in the foreign language teaching. During 80s, grammar teaching had once disappeared in class.Nowadays, many foreign language teachers considered that grammar teaching could make language learning more easily. They emphasize on the importance of the grammar
23、 teaching in the class. After the development of teaching method, people all focus on the grammar awareness, they disagree to learn grammar rules through mechanical practice, their research stress is to find a best way to master grammar .So, how to teach grammar effectively is an important task. 1 p
24、1-32. The Status Quo of English Grammar TeachingFrom 1980s, task based grammar teaching held the view of communication, and took the meaning as its task. Although the learner says words smoothly, but they are lack of accuracy; the learners complete the task with enhancement, but the language usage a
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