Grammar TeachingWord格式.docx
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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.
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