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

1、the creation of context in Senoir English Grammar Teaching 初稿Creating Context in Senior English Grammar TeachingBy 。Under the Supervision of Professor Wang LizhongSubmitted in Partial Fulfillment of the RequirementsFor the Degree of Bachelor of ArtsForeign Language DepartmentNanchang UniversityMarch

2、 15, 2013ABSTRACT Grammar plays an essential role in a language, especially in language teaching. Whether grammar should be taught, how to teach grammar, and how to enable student to absorb better and to adapt grammar to real life have been a controversial topic in grammar teaching area.This thesis

3、expounds how to enable students to learn and adapt English Grammar initiatively and happily by creating context in grammar teaching, which is to accomplish the task of teaching situations, to truly understand the grammar in order to use in real life. This method is helpful to change the traditional

4、cramming grammar teaching, which can achieve the comprehensive goal of the current new English curriculum. 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

5、。CONTENTSABSTRACT 2摘 要 3Chapter One INTRODUCTION 61.1 Purpose and Significance of the Thesis 61.2 Structure of the thesis 9Chapter Two Literature Review 102.1 Grammar teaching 102.2 The Creation of Context 112.3 The Creation of Context in Grammar teaching 112.3.1 Definition 112.3.2 Goal of the creat

6、ion of context in grammar teaching 12Chapter Three The status quo of Present Senior English Grammar Teaching 133.1 Monotonous teaching methods 153.2 Few interactions between students and the teacher 163.3 Few relation of grammar teaching and culture 16Chapter FourTHE WAYS OF CREATING CONTEXT IN SENI

7、OR ENGLISH GRAMMAR TEACHING 184.1 The teachers role 184.2 The Students role 204.3 The Ways of Creating Context in Senior English Grammar Teaching 214.3.1 Using language 214.3.2 Linking the real life to the grammar 244.3.3 Using multi-media 264.3.4 Using Task-based Language Teaching 27Chapter Five Co

8、nclusion 32BIBLIOGRAPHY 33Acknowledgement 34Chapter OneINTRODUCTION1.1 Purpose and Significance of the ThesisA fierce debate has arising whose focus has been on the role of grammar in language teaching and the methods in which grammar should be presented and practiced. Some hold the view that studen

9、ts need to be given detailed grammar rules if they are to learn a foreign language successfully, and some think one of grammar teaching is to make students aware of grammatical information. In term of methods, grammar should be taught and practiced in context. The teaching of context is the combinat

10、ion of teaching background, teaching scene and the teaching activities which are suitable for the learners to achieve the teaching goals. Just like a German scholar once said:” you cant eat up 15g salt if it is just salt. But if it is mixed up in a bowl of delicious soup, you can easily get it in th

11、e process of enjoying the meal” (Pachelbel Johann, 1991). The context in grammar teaching is accordance with many theories.1. Behavioral Psychology considers a language as a behavior, which is a series of stimulus and responses: S1-R1, S2-R2 S1 is the real stimulus, R1 is response. While the S1 is e

12、quivalent to what is called the context in language teaching, S2 is equivalent to the context created by the teachers language. In combination of S1 and S2, the virtual context can be transferred by language and learners finish the whole process of learning under the two stimulus. 2. The Constructiv

13、ist learning theory focuses on the creation of teaching atmosphere, and criticizes the traditional teaching method which has no teaching context. It advocates that we should learn knowledge in certain kinds of context. The context learning means that learners should grasp knowledge in the process of

14、 related teaching context under the direction of the teaching objectives. According to the constructivist learning theory, knowledge is not absorbed through teachers analysis, but with the help of teachers and classmates.3. Situated Cognition holds the view that the development of knowledge and comp

15、etence is like the development of language, which occurs under the activities that practice the knowledge. Whitehead，A.Npoints out that dull knowledge can only been accepted but not adopted or examined. Therefore, Situated Cognition surpasses the traditional theory of learning and focuses on the sit

16、uational, real, exercisable, and social knowledge. According to the new English curriculum standards, the focus of it is to change the method which over emphases initiation of grammar and new words and ignores the development of students competence of speaking, listening and writing. It does not mea

17、n that we do not need grammar teaching any more. It means that grammar teaching should be improved and integrated with communicative competence which includes listening, speaking, reading, and writing. Grammar teaching should be closer to real life, arouse students interests and develop their thinki

18、ng and communicative competence.It is well known that the knowledge comes from the practice, and it also reflects the objective things. The knowledge is made up of plentiful lifelike contents, while the words and textbooks are abstract and brief, and the rest job is for the teacher and students. The

19、 teaching context is to regenerate the real objects and the related knowledge background in textbooks. We should apply a new kind of teaching method in order to change the traditional grammar teaching method and improve students communicative ability. We should create teaching contexts in senior Eng

20、lish grammar teaching.1.2 Structure of the thesisThis thesis consists of five indispensible parts. The first part serves as an introduction to identify the purpose and significance of context in Grammar teaching as the structure of this thesis.Chapter Two mainly expounds the Definition of Grammar an

21、d the method of the Creation of Context in Grammar Teaching. A conceptual framework which includes definition of grammar, context, and goal of the Creation of Context in Grammar Teaching presents.Chapter Three presents the status quo of present senior English grammar teaching. Some disadvantages are

22、 discussed in this chapter. Chapter Four is the most important part which deals with the ways of Creating Context in Senior English Grammar Teaching. In this part, those ways are put forward to enhance the ability of adopting the creating Context in Grammar Teaching presents.Chapter Five serves as t

23、he conclusion for the thesis. Chapter TwoLiterature Review2.1 Grammar teachingAccording to the Longman Dictionary of Contemporary English (Longman, 1995), Grammar is the study and practice of the rules by which words change their forms and are combined into sentences. There are two basic elements in

24、 this definition: the rules of grammar and the study and practice of the rules.Despite many different views about the role of grammar in language learning, the importance of grammar can not be denied. It is believed that teaching grammar is less important for children than for adults, and it is less

25、 important in listening than in writing. The answers to whether grammar should be taught or not and to what extent grammar should be taught are being answered.2.2 The Creation of Context What is the context? To simple level, context is the environment of language. In deep terms, context is discourse

26、s that surrounds a language unit and helps to determine its interpretation. Context is the set of facts or circumstances that surround a situation or event. Context is a narrowly used source of information in our computing environments. As a result, we have a poor understanding of what context is an

27、d how it can be used. 2.3 The Creation of Context in Grammar teaching2.3.1 Definition Grammar is a form of language. Context is one of the elements that decide the meaning of the language: a same word would have different meanings in different contexts (Maynard, 1998). If learners have contexts or p

28、articular situations, grammar difficulties could be solved easily. As teachers, when we are teaching grammar, we must pay attention to subjective initiatives, and make grammar analysis under a kind of teaching context in order to enable students to have a deep perception. In grammatical classroom te

29、aching, teachers should create teaching contexts as realistic as possible.As the professional know, there are different ways of presenting grammar in the classroom. Among them, there are most frequently used and discussed; they are deductive method, the inductive method, and guided discovery method.

30、 In the inductive method, the teacher provides learners with authentic language data and induces learner to realize grammar rules without any form of explicit explanation, which the difference in guided discovery method is the process of the discovery is carefully guided and assisted by the teacher

31、and the rules are then elicited and taught explicitly. When the inductive method and guided discovery method are used, context in grammar teaching are often used. For example, in order to present the two forms this is and these are, the teacher will first hold up a book, saying This is a book. He/Sh

32、e will do the same showing other objects. Then the teacher holds up several books and says these are books. After several similar examples, it is hoped students will understand that these are is used with plural forms of nouns. Then students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts.2.3.2 Goal of the creation of context in grammar teachingThere are various forms of creating context, which combines authenticity and virtual, indiv