融合交际法和策略指导的综合语法教学
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摘要
随着对语言学、心理学、教育学的不断深入研究和探索,人们对于语法的地位及其所起的作用有了新的认识。这种新的观念注意到语言不仅仅上是一种知识体系或规则,它更是一种交际的工具。这就必然导致对传统语法教学的彻底改革,交际教学法揭示了语言的社会功能和外语教学的本质和目标,始终把交际能力的培养作为外语教学的核心,而这恰恰是传统语法教学的不足之处。同时,笔者亦从学习者的角度出发,采用学习策略培训的方式,帮助学习者掌握有效的学习策略,从而在教和学的两方面共同促进语言的掌握。
本文首先分析、阐述了语法教学的概念、地位、语法学习的过程,影响因素和交际教学法的特点以及学习策略指导的具体做法,并通过设计问卷、访谈和前后测验成绩的对比等实验办法,做到既注重语言形式和语言功能,同时又兼顾有效的学习策略运用,以达到让学生能够主动、愉快地参与有意义的语言交际活动,并且在运用语言的过程中,通过策略指导,更加有效的掌握语法的教学目的。
With the development of linguistics, psychology and pedagogy, people are taking a new look at the status of grammar. Grammar is endowed with a new meaning, which reflects on a new conception, which regards language not merely as a system of rules, but a tool for human communication. So that the traditional methods of teaching grammar should be reformed, and the communicative approach is advocated, which revealed the language's social function and the goal and nature of foreign language teaching. Fostering the communicative competence is its central goal. At the same time, this thesis tries to help language learner's master effective learning strategies through strategy instruction in order to contribute to language learning from both teaching and learning.
As the first step, this thesis analyses the definition and the role of grammar, the advantages of communicative grammar teaching and role of strategy instruction, and then tries to explore how to successfully conduct grammar teaching by integration of communicative grammar teaching and learning strategy instruction, with the help of questionnaire, interview and comparison between pre-test and post-test. So that students can take an active part in the meaningful communicative activities, and acquire grammar in the use of language with the help of learning strategy.
本文首先分析、阐述了语法教学的概念、地位、语法学习的过程,影响因素和交际教学法的特点以及学习策略指导的具体做法,并通过设计问卷、访谈和前后测验成绩的对比等实验办法,做到既注重语言形式和语言功能,同时又兼顾有效的学习策略运用,以达到让学生能够主动、愉快地参与有意义的语言交际活动,并且在运用语言的过程中,通过策略指导,更加有效的掌握语法的教学目的。
With the development of linguistics, psychology and pedagogy, people are taking a new look at the status of grammar. Grammar is endowed with a new meaning, which reflects on a new conception, which regards language not merely as a system of rules, but a tool for human communication. So that the traditional methods of teaching grammar should be reformed, and the communicative approach is advocated, which revealed the language's social function and the goal and nature of foreign language teaching. Fostering the communicative competence is its central goal. At the same time, this thesis tries to help language learner's master effective learning strategies through strategy instruction in order to contribute to language learning from both teaching and learning.
As the first step, this thesis analyses the definition and the role of grammar, the advantages of communicative grammar teaching and role of strategy instruction, and then tries to explore how to successfully conduct grammar teaching by integration of communicative grammar teaching and learning strategy instruction, with the help of questionnaire, interview and comparison between pre-test and post-test. So that students can take an active part in the meaningful communicative activities, and acquire grammar in the use of language with the help of learning strategy.
引文
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Brumfit,C.J.1984.Communicative Methodology in Language Teaching;The Role of Fluency and Accuracy.Cambridge University Press.
Brumfit,C.J.2000.The communicative Approach to Language Teaching.Shanghai;Shanghai foreign Language Education Press.
Brown,H.D.1994.Teaching by Principle;An Interactive Approach to Language Pedagogy.New Jersey;Prentice Hall Regents.
Bachman,LF &Palmer,A.1996.Language Testing in Practice.Oxford;Oxford University Press.
Cohen,A.1998.Strategies in Learning and using a second language.NY;Addison Wesley Longman Limited.
Chamot,A.U &O'Malley,J.M.1994.The CALLA handbook;Implementing the cognitive academic language learning approach.NY;Addison Wesley Longman Limited.
Canale,M.1983.From Communicative Competence to Communicative Language Pedagogy.In Richards,J.C and Schmidt,R.W.eds;Language and communication.NY;Longman 7-11.
Canale,M.and Swain,M.1980.Theoretical Bases of Communicative Approaches to Second Language Teaching and Learning.Applied Linguistics.
Ellis,R.1994.The Study of Second Language Acquisition.Oxford;Oxford University Press.
Ellis,R.1990.Instructed second language learning.Oxford;Basil Blackwell.
Ellis,R.1997.SLA Research and Language Teaching.Oxford;Oxford University Press.
Ellis,R.2004.Becoming Grammatical.Foreign Language Teaching & Research in Basic Education 4,9;42-43.
Hymes,D.1971.Competence in linguistic theory.In;Huxley,R and Ingrain,E eds.Language Acquisition;Models and Methods.New York;Academic Press.23-25.
Higgs,T.V.1984.Teaching for Proficiency,the Organizing Principle.Lincolnwood.IL;National textbook.
Harmer,J.2001.The Practice of English Language Teaching(3rd edn).Harlow;Longman.
Krashen,S.1981.Second Language acquisition and second Language learning.Pergamon.
Krashen,S.1982.Principles and practice in Second language acquisition.Pergamon.
Krashen,S.1999.Seeking a role for grammar.A review of some recent studies.Foreign Language Annals 32,2;245-257
Larsen-Freeman,D.1986.Techniques and principles in language teaching.Oxford;Oxford University Press.
Larsen-Freeman,D & Long,M.1991.An Introduction to Second Language Acquisition Research.Longman Group UK Limited.
Larsen-Freeman,D.1993.Introduction to Teacher's Manual.Grammar Dimensions;Form,Meaning,Use.Boston;Heinle and Heinle.
Littlewood,W.1990.Foreign and Second Language Learning.Cambridge;Cambridge University Press.
Musumci,D.1997.Breaking the Tradition;An Exploration of the Historical Relationship between Theory and practice in Second Language Teaching.New York;Mc Graw-Hill.
Nunan,D.1998.The Learner-centered Curriculum;A Study in Second Language Teaching.Cambridge;Cambridge University Press.
O'Malley,J.M and Chamot,A.U.1990.Learning Strategies in second Language Acquisition.Cambridge;Cambridge University Press.
Oxford,R.1990.Language Learning strategies.What Every Teacher should know.Rowley,Mass;Newbruy house.
Prabhu,N.S.1987.Second Language Pedagogy.Oxford;Oxford University Press.
PengMei.2004.An Experiment Study of the Training of Autonomous Learning Ability of Pre-junior Students. Unpublished MA dissertation,Shanghai International studies University.
Richard,Veit.1986.Discovering English grammar.Boston;Houghton Mifflin Company.
Richards,J.C.& Rodgers,T.S.2001.Approaches and Methods in Language Teaching.Cambridge;Cambridge University.Press.
Stern,H.1983.Fundamental concepts of Language Teaching.Oxford;Oxford University Press.
Schmidt,R.W.1990.The Role of Consciousness in Second Language Learning.Applied Linguistics 11,2;129-158
Tricia hedge.2002.Teaching and Learning in the language Classroom.Shanghai;Shanghai Foreign Language Education Press.
Thombury,S.2003.How to Teach Grammar.Beijing;Pearson Education North Asian Limited and-World Affairs Press.
Victoria Fromkin.2004.An instruction to Language.Peking;Peking University Press.
Wilkins,S.A.1972.Linguistics in Language Teaching.Oxford;Arnold.
Wilkins,S.A.1976.Notional Syllabuses.Oxford;Oxford University Press.
White,L.1987.Against comprehensible input.Applied Linguistics 8,2;95-110.
Widdowson,H.G.1999.Teaching Language as Communication.Shanghai;Shanghai Foreign Language Education Press.
Xia Zhanghong.2005.The effectiveness of difference grammar instructions.CELEA Journal 28,1;23。
Li Guangyi[李观仪],1989,“传统教学法与交际教学法相结合行乎?”,《外语界》,1;1-9。
Wen Qiufang[文秋芳],1996,《英语学习策略论》。上海;上海外语教育出版社。
Zhang Zhengdong,Du Peifeng[张正东,杜培俸],1999,《外语立体化教学法的原理与模式》。北京;科学出版社。
Zhang Zhengdong[张正东],2004,解析语法教学的困惑,《中小学外语教学》,12;5-8。
Brumfit,C.J.1984.Communicative Methodology in Language Teaching;The Role of Fluency and Accuracy.Cambridge University Press.
Brumfit,C.J.2000.The communicative Approach to Language Teaching.Shanghai;Shanghai foreign Language Education Press.
Brown,H.D.1994.Teaching by Principle;An Interactive Approach to Language Pedagogy.New Jersey;Prentice Hall Regents.
Bachman,LF &Palmer,A.1996.Language Testing in Practice.Oxford;Oxford University Press.
Cohen,A.1998.Strategies in Learning and using a second language.NY;Addison Wesley Longman Limited.
Chamot,A.U &O'Malley,J.M.1994.The CALLA handbook;Implementing the cognitive academic language learning approach.NY;Addison Wesley Longman Limited.
Canale,M.1983.From Communicative Competence to Communicative Language Pedagogy.In Richards,J.C and Schmidt,R.W.eds;Language and communication.NY;Longman 7-11.
Canale,M.and Swain,M.1980.Theoretical Bases of Communicative Approaches to Second Language Teaching and Learning.Applied Linguistics.
Ellis,R.1994.The Study of Second Language Acquisition.Oxford;Oxford University Press.
Ellis,R.1990.Instructed second language learning.Oxford;Basil Blackwell.
Ellis,R.1997.SLA Research and Language Teaching.Oxford;Oxford University Press.
Ellis,R.2004.Becoming Grammatical.Foreign Language Teaching & Research in Basic Education 4,9;42-43.
Hymes,D.1971.Competence in linguistic theory.In;Huxley,R and Ingrain,E eds.Language Acquisition;Models and Methods.New York;Academic Press.23-25.
Higgs,T.V.1984.Teaching for Proficiency,the Organizing Principle.Lincolnwood.IL;National textbook.
Harmer,J.2001.The Practice of English Language Teaching(3rd edn).Harlow;Longman.
Krashen,S.1981.Second Language acquisition and second Language learning.Pergamon.
Krashen,S.1982.Principles and practice in Second language acquisition.Pergamon.
Krashen,S.1999.Seeking a role for grammar.A review of some recent studies.Foreign Language Annals 32,2;245-257
Larsen-Freeman,D.1986.Techniques and principles in language teaching.Oxford;Oxford University Press.
Larsen-Freeman,D & Long,M.1991.An Introduction to Second Language Acquisition Research.Longman Group UK Limited.
Larsen-Freeman,D.1993.Introduction to Teacher's Manual.Grammar Dimensions;Form,Meaning,Use.Boston;Heinle and Heinle.
Littlewood,W.1990.Foreign and Second Language Learning.Cambridge;Cambridge University Press.
Musumci,D.1997.Breaking the Tradition;An Exploration of the Historical Relationship between Theory and practice in Second Language Teaching.New York;Mc Graw-Hill.
Nunan,D.1998.The Learner-centered Curriculum;A Study in Second Language Teaching.Cambridge;Cambridge University Press.
O'Malley,J.M and Chamot,A.U.1990.Learning Strategies in second Language Acquisition.Cambridge;Cambridge University Press.
Oxford,R.1990.Language Learning strategies.What Every Teacher should know.Rowley,Mass;Newbruy house.
Prabhu,N.S.1987.Second Language Pedagogy.Oxford;Oxford University Press.
PengMei.2004.An Experiment Study of the Training of Autonomous Learning Ability of Pre-junior Students. Unpublished MA dissertation,Shanghai International studies University.
Richard,Veit.1986.Discovering English grammar.Boston;Houghton Mifflin Company.
Richards,J.C.& Rodgers,T.S.2001.Approaches and Methods in Language Teaching.Cambridge;Cambridge University.Press.
Stern,H.1983.Fundamental concepts of Language Teaching.Oxford;Oxford University Press.
Schmidt,R.W.1990.The Role of Consciousness in Second Language Learning.Applied Linguistics 11,2;129-158
Tricia hedge.2002.Teaching and Learning in the language Classroom.Shanghai;Shanghai Foreign Language Education Press.
Thombury,S.2003.How to Teach Grammar.Beijing;Pearson Education North Asian Limited and-World Affairs Press.
Victoria Fromkin.2004.An instruction to Language.Peking;Peking University Press.
Wilkins,S.A.1972.Linguistics in Language Teaching.Oxford;Arnold.
Wilkins,S.A.1976.Notional Syllabuses.Oxford;Oxford University Press.
White,L.1987.Against comprehensible input.Applied Linguistics 8,2;95-110.
Widdowson,H.G.1999.Teaching Language as Communication.Shanghai;Shanghai Foreign Language Education Press.
Xia Zhanghong.2005.The effectiveness of difference grammar instructions.CELEA Journal 28,1;23。
Li Guangyi[李观仪],1989,“传统教学法与交际教学法相结合行乎?”,《外语界》,1;1-9。
Wen Qiufang[文秋芳],1996,《英语学习策略论》。上海;上海外语教育出版社。
Zhang Zhengdong,Du Peifeng[张正东,杜培俸],1999,《外语立体化教学法的原理与模式》。北京;科学出版社。
Zhang Zhengdong[张正东],2004,解析语法教学的困惑,《中小学外语教学》,12;5-8。