the creation of context in Senoir English Grammar Teaching 初稿.docx

the creation of context in Senoir English Grammar Teaching 初稿.docx

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thecreationofcontextinSenoirEnglishGrammarTeaching初稿

CreatingContextinSeniorEnglishGrammarTeaching

By。

。

。

UndertheSupervisionof

ProfessorWangLizhong

SubmittedinPartialFulfillmentoftheRequirements

FortheDegreeofBachelorofArts

ForeignLanguageDepartment

NanchangUniversity

March15,2013

ABSTRACT

Grammarplaysanessentialroleinalanguage,especiallyinlanguageteaching.Whethergrammarshouldbetaught,howtoteachgrammar,andhowtoenablestudenttoabsorbbetterandtoadaptgrammartoreallifehavebeenacontroversialtopicingrammarteachingarea.

ThisthesisexpoundshowtoenablestudentstolearnandadaptEnglishGrammarinitiativelyandhappilybycreatingcontextingrammarteaching,whichistoaccomplishthetaskofteachingsituations,totrulyunderstandthegrammarinordertouseinreallife.Thismethodishelpfultochangethetraditionalcramminggrammarteaching,whichcanachievethecomprehensivegoalofthecurrentnewEnglishcurriculum.

摘要

语法不仅在语言中占着重要地位，而且在英语语言教育中也起着不可忽视的作用。

中学语法教不教、如何教语法、怎么样才能让学生更好地吸收并运用于实际生活成为了中学语法教学界一直以来争论的话题。

本文章探讨了如何在语法教学中通过设置情景，让学生们主动地愉快地参与情景中完成教学任务，达到真正学懂语法，运用语法到现实生活的目的，这有助于改变传统的填鸭式语法教学，真正地达到现行教学大纲的综合目标。

CONTENTS

ABSTRACT2

摘要3

ChapterOneINTRODUCTION6

1.1PurposeandSignificanceoftheThesis6

1.2Structureofthethesis9

ChapterTwoLiteratureReview10

2.1Grammarteaching10

2.2TheCreationofContext11

2.3TheCreationofContextinGrammarteaching11

2.3.1Definition11

2.3.2Goalofthecreationofcontextingrammarteaching12

ChapterThreeThestatusquoofPresentSeniorEnglishGrammarTeaching13

3.1Monotonousteachingmethods15

3.2Fewinteractionsbetweenstudentsandtheteacher16

3.3Fewrelationofgrammarteachingandculture16

ChapterFour

THEWAYSOFCREATINGCONTEXTINSENIORENGLISHGRAMMARTEACHING18

4.1Theteacher’srole18

4.2TheStudents’role20

4.3TheWaysofCreatingContextinSeniorEnglishGrammarTeaching21

4.3.1Usinglanguage21

4.3.2Linkingthereallifetothegrammar24

4.3.3Usingmulti-media26

4.3.4UsingTask-basedLanguageTeaching27

ChapterFiveConclusion32

BIBLIOGRAPHY33

Acknowledgement34

ChapterOne

INTRODUCTION

1.1PurposeandSignificanceoftheThesis

Afiercedebatehasarisingwhosefocushasbeenontheroleofgrammarinlanguageteachingandthemethodsinwhichgrammarshouldbepresentedandpracticed.Someholdtheviewthatstudentsneedtobegivendetailedgrammarrulesiftheyaretolearnaforeignlanguagesuccessfully,andsomethinkoneofgrammarteachingistomakestudentsawareofgrammaticalinformation.Intermofmethods,grammarshouldbetaughtandpracticedincontext.

Theteachingofcontextisthecombinationofteachingbackground,teachingsceneandtheteachingactivitieswhicharesuitableforthelearnerstoachievetheteachinggoals.JustlikeaGermanscholaroncesaid:

”youcan’teatup15gsaltifitisjustsalt.Butifitismixedupinabowlofdelicioussoup,youcaneasilygetitintheprocessofenjoyingthemeal”（Pachelbel’Johann,1991）.Thecontextingrammarteachingisaccordancewithmanytheories.

1.BehavioralPsychologyconsidersalanguageasabehavior,whichisaseriesofstimulusandresponses:

S1-R1,S2-R2…S1istherealstimulus,R1isresponse.WhiletheS1isequivalenttowhatiscalledthecontextinlanguageteaching,S2isequivalenttothecontextcreatedbytheteacher’slanguage.IncombinationofS1andS2,thevirtualcontextcanbetransferredbylanguageandlearnersfinishthewholeprocessoflearningunderthetwostimulus.

2.TheConstructivistlearningtheoryfocusesonthecreationofteachingatmosphere,andcriticizesthetraditionalteachingmethodwhichhasnoteachingcontext.Itadvocatesthatweshouldlearnknowledgeincertainkindsofcontext.Thecontextlearningmeansthatlearnersshouldgraspknowledgeintheprocessofrelatedteachingcontextunderthedirectionoftheteachingobjectives.Accordingtotheconstructivistlearningtheory,knowledgeisnotabsorbedthroughteachers’analysis,butwiththehelpofteachersandclassmates.

3.SituatedCognitionholdstheviewthatthedevelopmentofknowledgeandcompetenceislikethedevelopmentoflanguage,whichoccursundertheactivitiesthatpracticetheknowledge.White—head，A.N．pointsoutthatdullknowledgecanonlybeenacceptedbutnotadoptedorexamined.Therefore,SituatedCognitionsurpassesthetraditionaltheoryoflearningandfocusesonthesituational,real,exercisable,andsocialknowledge.

AccordingtothenewEnglishcurriculumstandards,thefocusofitistochangethemethodwhichoveremphasesinitiationofgrammarandnewwordsandignoresthedevelopmentofstudents’competenceofspeaking,listeningandwriting.Itdoesnotmeanthatwedonotneedgrammarteachinganymore.Itmeansthatgrammarteachingshouldbeimprovedandintegratedwithcommunicativecompetencewhichincludeslistening,speaking,reading,andwriting.Grammarteachingshouldbeclosertoreallife,arousestudents’interestsanddeveloptheirthinkingandcommunicativecompetence.

Itiswellknownthattheknowledgecomesfromthepractice,anditalsoreflectstheobjectivethings.Theknowledgeismadeupofplentifullifelikecontents,whilethewordsandtextbooksareabstractandbrief,andtherestjobisfortheteacherandstudents.Theteachingcontextistoregeneratetherealobjectsandtherelatedknowledgebackgroundintextbooks.

Weshouldapplyanewkindofteachingmethodinordertochangethetraditionalgrammarteachingmethodandimprovestudents’communicativeability.WeshouldcreateteachingcontextsinseniorEnglishgrammarteaching.

1.2Structureofthethesis

Thisthesisconsistsoffiveindispensibleparts.ThefirstpartservesasanintroductiontoidentifythepurposeandsignificanceofcontextinGrammarteachingasthestructureofthisthesis.

ChapterTwomainlyexpoundstheDefinitionofGrammarandthemethodoftheCreationofContextinGrammarTeaching.Aconceptualframeworkwhichincludesdefinitionofgrammar,context,andgoaloftheCreationofContextinGrammarTeachingpresents.

ChapterThreepresentsthestatusquoofpresentseniorEnglishgrammarteaching.Somedisadvantagesarediscussedinthischapter.

ChapterFouristhemostimportantpartwhichdealswiththewaysofCreatingContextinSeniorEnglishGrammarTeaching.Inthispart,thosewaysareputforwardtoenhancetheabilityofadoptingthecreatingContextinGrammarTeachingpresents.

ChapterFiveservesastheconclusionforthethesis.

ChapterTwo

LiteratureReview

2.1Grammarteaching

AccordingtotheLongmanDictionaryofContemporaryEnglish（Longman,1995）,Grammaristhestudyandpracticeoftherulesbywhichwordschangetheirformsandarecombinedintosentences.Therearetwobasicelementsinthisdefinition:

therulesofgrammarandthestudyandpracticeoftherules.

Despitemanydifferentviewsabouttheroleofgrammarinlanguagelearning,theimportanceofgrammarcannotbedenied.Itisbelievedthatteachinggrammarislessimportantforchildrenthanforadults,anditislessimportantinlisteningthaninwriting.Theanswerstowhethergrammarshouldbetaughtornotandtowhatextentgrammarshouldbetaughtarebeinganswered.

2.2TheCreationofContext

Whatisthecontext?

Tosimplelevel,contextistheenvironmentoflanguage.Indeepterms,contextisdiscoursesthatsurroundsalanguageunitandhelpstodetermineitsinterpretation.Contextisthesetoffactsorcircumstancesthatsurroundasituationorevent.

Contextisanarrowlyusedsourceofinformationinourcomputingenvironments.Asaresult,wehaveapoorunderstandingofwhatcontextisandhowitcanbeused.

2.3TheCreationofContextinGrammarteaching

2.3.1Definition

Grammarisaformoflanguage.Contextisoneoftheelementsthatdecidethemeaningofthelanguage:

asamewordwouldhavedifferentmeaningsindifferentcontexts（Maynard,1998）.Iflearnershavecontextsorparticularsituations,grammardifficultiescouldbesolvedeasily.Asteachers,whenweareteachinggrammar,wemustpayattentiontosubjectiveinitiatives,andmakegrammaranalysisunderakindofteachingcontextinordertoenablestudentstohaveadeepperception.Ingrammaticalclassroomteaching,teachersshouldcreateteachingcontextsasrealisticaspossible.

Astheprofessionalknow,therearedifferentwaysofpresentinggrammarintheclassroom.Amongthem,therearemostfrequentlyusedanddiscussed;theyaredeductivemethod,theinductivemethod,andguideddiscoverymethod.Intheinductivemethod,theteacherprovideslearnerswithauthenticlanguagedataandinduceslearnertorealizegrammarruleswithoutanyformofexplicitexplanation,whichthedifferenceinguideddiscoverymethodistheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.Whentheinductivemethodandguideddiscoverymethodareused,contextingrammarteachingareoftenused.Forexample,inordertopresentthetwoforms‘thisis’and‘theseare’,theteacherwillfirstholdupabook,saying‘Thisisabook.’He/Shewilldothesameshowingotherobjects.Thentheteacherholdsupseveralbooksandsays‘thesearebooks.’Afterseveralsimilarexamples,itishopedstudentswillunderstandthat‘theseare’isusedwithpluralformsofnouns.Thenstudentsareinvitedtoapplythenewlypresentedstructuretoproducesentenceswithgivenvisualaidsorverbalprompts.

2.3.2Goalofthecreationofcontextingrammarteaching

Therearevariousformsofcreatingcontext,whichcombinesauthenticityandvirtual,indiv