A Study on the Application of Communicative Approach in English Grammar Teaching.docx

A Study on the Application of Communicative Approach in English Grammar Teaching.docx

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AStudyontheApplicationofCommunicativeApproachinEnglishGrammarTeaching

交际教学法在英语语法教学中的应用

AStudyontheApplicationofCommunicativeApproachinEnglishGrammarTeaching

TableofContents

Abstract

AsChinaenteredWTO,Chinesehavemoreandmoreopportunitiestocommunicatewithforeigners.NowadaysEnglishteachinghasbecomeanimportanttask,CommunicativeApproachhasbeenthemainstreaminEnglishLanguageTeachinginChina.Theapproachwhichhelpsrealizesthegoaloflearninglanguagesisusingthenew-learnedlanguagetocommunicatewithotherpeopleinreallife.Inthispaper,theauthortriestoanalyzethepresentconditionofEnglishgrammarteaching,andthengivesageneralintroductionoftheCommunicativeApproachsoastodiscusstheapplicationofthiskindofmethodintheEnglishgrammarteaching.ThispaperemphasizesthattheapplicationofCommunicativeApproachwillimprovestudents’interestsofEnglishlearningefficientlyandhelpthemcommunicatebetter,finallymakethembetherighttalentsneededinthenewcentury.

KeyWords:

Communicativeapproach,Englishgrammar,application

摘要

随着中国加入WTO，同外国人交流的机会大大增加了，这使得英语教学成为一项重要的研究课题。

在中国的许多外语教学法中，交际法已成为主流。

它体现了学习语言的目的，即能在现实生活中用所学语言和别人进行交流。

本文首先分析了英语教学的现状，然后对交际法做了综述，以此为理论依据来论述交际教学法在英语语法教学中的应用，强调交际教学法的应用利于提高学生的学习兴趣，使其能更好地用英语交流，成为新世纪社会真正需要的人才。

关键词：

交际法；英语语法；应用

I.Introduction

Owingtothetraditionalgrammar-focused,teacher-centeredandtask-basedclassesinChina,Englishisthoughttobesomethingdryandabstractorasubjectsimilartoothersubjectthatthestudentarelearning.Whatthestudentneedstodoinclassisjusttoconcentrateonteacher’slecture,whichalwaysfocusesonvocabularyandgrammarexplanation.Asaresult,manystudentscannotopentheirmouthstospeakEnglishdespitetheyhavelearnedEnglishforseveralyears.Underthe“ReformandOpening-uppolicy”andwithChinaentrytoWTO,EnglishisbecomingahitinChina.Inlinewiththenationalpolicyandcurrentsituation,thereformingofeducationalsysteminChinaisprogressingwithtimesandthetendencyofquality-orientededucationistakingtoend.

Atpresent,traditionalmethodsarewidelyusedingrammarteachinginChina,buttheapproachhasalreadyshoweditsshortcomingsandlimitations.Atfirst,thereislittleornoattentiontopronunciation.Theassumptionisthatlanguageconsistsofwrittenwordsandofwordsthatexistinisolation,asthoughtheyareindividualbricksthatcouldbetranslatedonebyoneintotheirforeignequivalentsandthenassessedaccordingtogrammaticalrulesintosentencesintheforeignlanguage.Second,itistext-bouncedandconfinedtoonlytwoskills-readingandwriting;itisnotacommunicativeactivitybecauseitinvolvesnooralinteraction.Third,itisnotsuitableforclassroomworkbecausethestudentsmustdotheirownwork;itisalsotimeconsumingandwasteful.Fourth,itisassociatedwithdifferentlanguage,withliteraryorscientifictexts,andisnotsuitedtothegeneralneedsofthelanguagelearner;andtheuseofmothertongueisrequired,andthisisnotdesirable.Intheword,thetraditionalgrammarteachingmethodistoteachstudentsgrammarruleafterrule.Thestudentshavetorememberthedullrulesinmind,buttheycannotusethemfreely.Whentheyarespeakingaforeignlanguage,theyhavetostopfromtimetotimetothinkofthesentencestructureandthegrammarrulesinordertoanther,perhapsitisunimaginabletostopforamomenttohavesometimetothinkaboutsomethingandthenspeakcontinuously.Whattheyshoulddoistryingtospeakfluentlyandmakethelanguagereceiverunderstandthem.Inthetraditionalteachingofthegrammar,thecenteroftheprocessistheteacher,andtheteachercontrolseverystudent’sactionaspossibleasheorshecan.Thestudentsarethepassivereceivers,becausetheycannotthinkandspeakfreely.Whattheyhavetodoistoremembertherulestheteachertaughtthem.

Communicativeapproachisanapproachtolanguageteachingwhichemphasizesthemeaningandusageratherthattheformoflanguageandaimsatdevelopingthelearner’scommunicativecompetenceinforeignlanguageteachingandlearning.Becauseofthefeaturesofpossibility、feasibilityinforeignlanguageteachingandleaning.Becauseofthefeaturesofpossibility,feasibility,appropriatenessandperformanceandtheadvantagesofcommunicativeapproach,itisarecommendableapproachtobringaboutsuccessinEnglishgrammarteaching.

.TheTraditionalEnglishGrammarTeachingMethods

1.Theinductivemethod

Intheinductivemethod,theteacherinducesthelearnerstorealizegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.Forexample,inordertopresentthetwoforms“thisis“and“theseare”,theteacherwillfirstholdupabook,saying”Thisisabook.”Hewilldothesameshoeingotherobjects.Thentheteacherholdsupseveralbooksandsays”Thesearebooks.”Afterseveralsimilarexamples,itishopedstudentswillunderstand”thesesare”isusedwithpluralformsofnouns.Thenstudentsareinvitedtoapplythenewlylearnedstructuretoproducesentenceswithgivenvisualaidsofverbalprompts.Theteachertriestosaynothingexcepttocorrectwhennecessary.Finally,butoptionally,theteachermayelicitthegrammarrulefromthestudents.

2.Thedeductivemethod

Thedeductivemethodreliesonreasoning,analyzingandcomparing.First,theteacherwritesanexampleontheboardordrawsattentiontoanexampleinthetextbook.Thenteacherexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralwords.Theexplanationsareoftendoneinthestudent’snativelanguageandusinggrammaticalterms.Sometimes,comparisonsaremadebetweenthenativelanguageandthetargetlanguageorbetweenthenewlypresentedstructureandpreviouslylearnedstructures.Finallythestudentspractiseapplyingtheruletoproducesentenceswithgivenprompts.

Thedeductivemethodisoftencriticizedbecause:

1）itteachesgrammarinanisolatedway;2）littleattentionispaidtomeaning;3）thepracticeisoftenmechanical.However,thismethodisnotwithoutmerits.First,itcouldbeverysuccessfulwithselectedandmotivatedstudents.Second,itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.Third,Imayhelptoincreasestudents’confidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess.

3.Thecombinationofinductiveanddeductivemethod

Pennington（2002:

92-93）proposesasynthesisapproachtogrammaticalpedagogy.Sheemphasizedthatgrammarteachingshouldbe“collocational,constructive,contextualandcontrastive”,whichcanserveasusefulguidelinesforteachinggrammar.

Bycollocational,itmeansthatthegrammarshouldbebuiltoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories.Therefore,moreteachingtimeshouldbedevotedtosemanticstructureofthelexiconandoftheconnecteddiscourseratherthanhigherordergrammaticalrules.Byconstructive,itmeansthatone’sknowledgeofgrammarisbuiltbitbybit,whichcloselymodelthewaylanguageisleanedandused.Aconstructivegrammarwouldofferlearnersawaytobuildelementsthatcanbecontinuallyaddedinsequence.Languageusewouldbeinstructedasaproblem-solvingactivitycarriedoutintime,withcommunicativedecisionsatonemomentlinkedtothosethatprecedeandfollow.Bycontextual,itmeansthatelementsandstructuresaretaughtinrelationtotheircontext.Syntacticandlexicalchoicesareexplicitlyrelatedtopragmaticones,andtosocialandculturalcontexts.Thefocusisonhowthespeakerandhearercreateandnegotiatemeaninginthatsocialandculturalcontext.Finally,bycontrastive,itmeansthatgrammarinvolvesdrawingthelearner’sattentiontocontrastthedifferencesbetweenthetargetlanguageandotherlanguages,andbetweensetsofsimilarfeaturesanditemsofthetargetlanguage（i.e.simplepastandpresentperfecttensesinEnglishorsetsoflexicalitemswithoverlappingmeaning,suchas“watch,look,see”,whichhavedifferentcollocationalrelations）.Inthisway,learnerscanbeintroducedtotheminimaldifferencesbetweenlanguages,asastartingpointforconsideringthemoreextensivedifferencesthatstemfromindividuallexiconsandthemeaningofindividualwords.

.TheCommunicativeApproach

1.DefinitionofCommunicativeApproach

Communicativeapproachcameintobeinginthe1970’sinthewest.InChina,itisfirstintroducedin1980’s.Itisanapproachtolanguageteachingemphasizingthemeaningandusage,ratherthantheformoflanguage,whichaimsatdevelopingthelearner’scommunicativecompetenceinforeignlanguageteachingandlearning.Hymens（Hymes,D.1972.）,definesthatthecommunicativecompetenceconsistsoffourcomponents:

Possibility-theabilitytoproducegrammaticalsentences,Feasibility-theabilitytoproducesentencesthatcanbedecodedbythehumanbrain,Appropriateness-theabilitytousecorrectformsoflanguageinaspecificsocial-culturalcontext,Performance-thefactthattheutteranceiscompleted.InHymens’view,thelearnersneedacquirenotonlygrammaticalknowledgebutalsoabilitytousethelanguageappropriately.Theaimoflanguagelearningistoacquiretheabilitytoperformarepertoireofspeechactssoastotakepartinspeechevents.Thatis,learninglanguageislearningtoperformcertainfunctions.

2.SomeFeaturesofCommunicativeApproach

2.1Communicativeapproachstudiesandconsiderslanguagefromasocio-culturalpointofview.

Inthisviewlanguageis