论文终稿赖春凤文档格式.docx

论文终稿赖春凤文档格式.docx

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Astheintegrationofworldeconomy,countriescommunicatewitheachothermoreafter.English,theInternationallanguage,becomesmoreandmoreimportantinthecourseofschool.AndEnglishgrammar,ansignificantroleinEnglishteaching,alsobecomesahottopicintheresearchofEnglishteachinginschool.Since1940s,inordertoimprovethequalityofEnglishtalent,ChinahasattachedimportancetoEnglishteaching.However,Englishgrammarteachinghasn’tbeenvalueduntil1980s.IntheNewCurriculum,itpointsoutthattheaimofEnglishteachingistocultivatethecomprehensivelanguagecompetence,whichbasedonstudents’languageskills,languageknowledge,emotionalattitudes,learningstrategiesandculturalawarenessandsoon.Therefore,bytheguidanceoftheNewCurriculum,itbecomesincreasinglynecessarytofindoutsuitableandusefulmethodsofEnglishgrammarteaching.

ChinabegantoimplementtheNewCurriculumreformsin2001,sounderthisnewcriteria,Englishgrammarteachinginjuniorhighschoolisstillinearlystageandtoidentifythestatusquoofitsdevelopmentisconducivetoanalysethecurrentproblemsingrammarteaching.Sofar,Englishgrammarteachinginjuniorhighschoolhasmadesomeachievements,buttherearestillsomeproblems,suchastheknowledgeofgrammarinthetextbook-GoforitoftheNewCurriculumistoobroad,theconceptofteachershasn’tbeenstrengthenedontime,peoplepayinsufficientattentiontogrammarteachingandsoon.Acknowledgedtheseproblems,it’snecessarytofindappropriatesolutionssoastoenhancethequalityofEnglishgrammarteachingandthenpromotethedevelopmentofEnglisheducationinChina.

ThisthesiswillsumuptheachievementsofEnglishgrammarteachinginjuniorhighschool,analysetheproblemsandfindoutsomeeffectivesolutionstoit.AnditwillstudytheresearchofEnglishgrammarteachingathomeandabroad,treatthetextbookundertheNewCurriculumasastartingpointandfindoutsolutionsaccordingtothesituationinourcountry.It’ssignificanttodothisstudyanditwilldoitwell.

Thisthesisstudiesmainlyinthewayoftheoryandexamplesofanalysis,supplementingliteraturemethodandmaterialanalysisandsoon.ThispaperwillsearchforthefamousresearchesofEnglishgrammarteachingabroad,andrecenttypicalexamplesofitsteachingundertheNewCurriculuminChinaandthenfindoutsomeeffectivemethodsforEnglishgrammarteaching.Thewholethesisismadeupofsixchapters.ChapterOnegivesbackground,significance,contents,aimsandmethodsofthisthesis.ChapterTwoisabouttheliteraturereview.ChapterThreeissomethingaboutEnglishgrammarteaching,suchasitsrequirements,characters,principles,functionandgoalsandsoon.ChapterFourpointsoutEnglishgrammarteachingproblemsandtheircausesinjuniorhighschool.ChapterFivegivesthestrategiesofitsteachinginjuniorhighschoolthroughclassobservation.Atlast,aconclusionisdrawnnaturallyinChapterSix.

2.LiteratureReview

2.1Definition

ThisthesisexploresthewaysandmeansoftheEnglishgrammarteachinginjuniorhighschool,themainrelevantconceptsaregrammarandgrammarteachinginthefollowing.

“Themeaningofgrammaristhestudyoftherulesgoverningtheuseofagivennaturallanguageandassuch,isafieldoflinguistics.Traditionally,grammarincludedmorphologyandsyntax;

inmodernlinguisticsthesesubfieldarecomplementedbyphonetics,phonology,semantics,andpragmatic.”Inaword,grammaristhedescriptionoflinguisticinthewayofexplainingtheorganizationofsentence.Grammarteachinghastraditionallyconsistedofgivinglearnersopportunitiestoproducespecificgrammaticalstructures.Itbasesoninterpretinginput.Anditemphasizeshelpinglearnerstonoticegrammaticalfeaturesintheinput,comprehendtheirmeaning,andcomparetheformspresentintheinputwiththoseoccurringinlearneroutput.

2.2TheResearchofEnglishGrammarTeachingAbroad

In1970s,thecommunicativeapproachaboutEnglishteachingprevailedinabroad,butitweakenedgrammarteaching.Intheendof1970sandthebeginningof1980s,KrashenandTerellputforwardnaturalapproach.Itprotestedtoobtaintheknowledgethroughpracticeandopposedgrammarteaching.BecauseofthepsychologicalperspectiveofKrashen,grammarteachingdisappearedintheclassroomsothatitdeeplyinfluencedtheoveralldevelopmentofstudents’learningability.AsMariannaCelce-Marciasaid,withoutgrammarteaching,itwasn’tcomprehensiveEnglishteaching.Afterreflection,peopleappreciatedgrammarteachingagain.AndSpadafoundthatitwaseasyforstudentstolearngrammarbycommunicativeapproach.What’smore,N.Ellissuggestedtoteachgrammartimelyincommunicativetask-basedlanguageteaching.

Accordingtothisresearch,ifwewanttoteachEnglishwell,grammarteachingisindispensable.Inordertoimprovegrammarteaching,P.Balcomsuggestedthreeideas,

（1）Makeitsinputeasy,thatistomakelanguagesystematic.

（2）Letlearnerchangeteacher’sexplanationintosystematicgrammarknowledgeeasily.（3）Approveordisapprovelearners’unconsciousassumptionofaim.Therefore,EnglishgrammarteachingisgoodforstudentstomasterthebasiclawsofEnglishandtolearnmoreandefficiently.Englishgrammarteaching,afterregarded,suspectedandnegated,nowisregardedagain.ThischangedeservesourEnglishteachers’reflection.Aboveall,tochangegrammarconceptionisalsoveryimportantforEnglishgrammarteaching.What’smore,inordertoreformEnglishgrammarteaching,weneedtodrawlessonsfromancienttomodernandfromChinatoabroadandsearchforbetterteachingmethods.

2.3StudyofEnglishGrammarTeachinginChina

UndertheNewCurriculum,manyexpertsandfamousteachershavesearchedforlotsofusefulmethodsinteachingEnglishgrammar.OneofthemosttypicalmethodsisthetenstrategiesofWangDule.Therearemini-situation,visualcase,picnicplanning,findingtheowner,imaginedtour,ifIwere--,mimeguessing,reasonexploreandpicturestory.Hefindoutthemaccordingtothecharacteristicsofthegrammarinjuniorhighschool.Inrecenttwoyears,therearealsomanyscholarscontinuetodothisresearch,suchasZhangXin（2008）,ChenQiong（2009）,YuMin（2009）andsoon.ZhangXinresearchedaccordingtothetextbook—Goforit!

andhisteachingexperience.ChenQiongfoundthemethodsofscene,music,readingandplaysbystudents’interest.YuMinresearchedthemethodsbythegrammarprinciplesofmotivation,communicationandthecenterofstudents’development,thengavesomeexamplesforhowtoteach.SuDingfang（1996）pointedoutthattheproblemofgrammarinEnglishteachingisnotwhethertoteachitornotbutwhatandhowtoteachaboutit.

Tosumup,intheNewCurriculum,grammarteachingisawayofEnglishteachingbutnotpurpose,anditshouldn’tdisappearinEnglishteachingofmiddleschool.AfterresearchingtheEnglishgrammarteachingathomeandabroad,itisfoundthatrecentlyitbecomesmoreandmoreimportanttomakegrammarinteresting,contextualizationandsoonbygatheringthethoughtofcommunicativeapproachandtask-basedteaching.Butatpresent,manyteachersarestillweakinteachingmethodsandteachingphilosophy,thisthesiswillsearchforbetterwaysofteachingEnglishgrammar,accordingtotherequirementoftheNewCurriculum.AnditwillfindoutreasonsandstrategiesthenprovetheirfeasibilitybyusingteachingexamplesinordertodobetterinEnglishgrammarteaching.

3.ASurveyofEnglishGrammarTeachinginjuniorhighschoolundertheNewCurriculum

3.1TheRequirementsofEnglishGrammarTeaching

AccordingtotheEnglishCourseStandardundertheNewCurriculum,atthestageofbasiceducation,objectivesatalllevelsofEnglishcoursesgivesacomprehensivedescriptionofstudents’overallbehaviouronthebasisoflanguageskill,languageknowledge,affectiveattitude,learningstrategiesandculturalawarenessofstudents.AndthespecificobjectivesofLevel5aboutEnglishgrammarareasfollow:

（1）Tounderstandthebasicstructureofcommonlanguageandcommonformofideographicfunction.

（2）Tounderstandandgrasptheideographicfunctionoflanguageforminpractice.

（3）Tounderstandandgrasphowtodescribepeopleandthings.

（4）Tounderstandandgrasphowtodescribeconcretethingsandtheonsetandprogressionofspecifiedaction.

（5）Tohavearudimentarygraspabouthowtodescribetime,placesanddirections.

（6）Tounderstandandgrasphowtocomparepeople,objectsandthings.

3.2ItsCharacters

Asgrammaritselfisverybaldness,itisachallengeforteacherstoteachitintheEnglishcourse,especiallythetextbookofjuniorhighschoolissoirregular.InthehistoryofEnglishteaching,ithaveappearedmanytheoriesofgrammarteachingandmanyschoolsofgrammarteaching.Thesetheoriesandschoolscontainacertainteachingphilosophy,andtheyholddifferentviewstothestatusandfunctionofEnglishgrammarteaching.Grammar-translationapproach,audiolingualismandcognitiveapproachvaluegrammarteachingandemphasizeonmasteringitregularly.Inopposite,naturalapproachandcommunicativeapproachneglectoropposeitandclaimtomasterlanguagerulesinnature.It’ssaidthatitisverynecessarytoanalysecertaincommonteachingmethodsabouthowtoteachgrammar.SomeEnglishteachingmethodsusedinthebasiceducationstagearemainlyasfollowsintimeorder：

（1）Grammar-translationapproach，itsmainmethodistotranslateEnglishintoChineseandteachinginChineseintheclassandthesentencesarethecenterofteaching.ThisapproachemphasizesEnglishgrammar