Grammar TeachingWord格式文档下载.docx

Grammar TeachingWord格式文档下载.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.

References ：

[1]Borg ，S.（1999）.Teachers’theoriesingrammarteaching.ELTJournal，157-167.

[2]Borg ，S.（2001）.Selfperceptionandpracticeinteachinggrammar.ELTJourna，l21-29.

[3]Borg ，S.（2003）.Teachercognitioninlanguageteaching：

Areviewofresearchonwhatlanguageteachersthink，know，believeanddo.LanguageTeaching，81-109.

[4]Burgess ，J.E.（2002）.Focusongrammaticalform：

Explicitorimplicit？

System，433-458.

[5]Burn ，A.（1996）.Startingalloveragain：

Fromteachingadultstoteachingbeginners.Teacherlearninginlanguageteaching，154-177.

[6]Dornyei ，Z.（2009）.ThePsychologyofSEcondLanguageacquisition.OxfordUniversityPress.