中学英语语法课堂活动四维度分析
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摘要
语法教学是基础阶段英语教学的一项重要内容,但长期以来其地位和方法备受争议;在当前课程改革的背景之下,如何使语法教学适应新课程的要求,最终促进学生综合语言运用能力的发展,有待我们进行深入的研究和探索。本研究是一项基于课堂的描述性研究,在当代二语习得和语言教学的理论指导下,研究者尝试对语法课堂教学进行四个维度的分析,它们是:1)语法课堂的教学活动;2)语法课堂的组织模式;3)语法课堂师生活动的中心转换和教师角色;4)语法教学活动的资源运用。
本研究以五节《牛津英语》示范课为数据来源,对课堂录音的转写文本进行以定性为主的分析并辅以少量的数量化描述。经分析后得到以下发现:1)语法集中教学——语法教学集中安排在一个Grammar and usage板块,集中教学,处于与Reading和vocabulary同等重要的位置;2)提倡“做中学”(do to learn)——语法规则语篇化,教学活动情境化,在语言的交际使用中学语法;3)语法教学体现人文性——以学生为中心设置教与学活动,课堂轻松、融洽,学生在积极参与中知识、能力和心灵共同升华,实现教育的最终发展——人的发展。4)语法教学手段技术化——信息技术、多媒体的运用使语法课堂教学高效率和大容量。
最后作者根据研究结果对基于新课标和新教材的英语课堂教学提出了一些建议。
Grammar teaching is an important part of English language teaching in basic education, but its status and approach have long been controversial. Within the curriculum reform context, how to adjust the grammar teaching to the new curriculum requirements so as to achieve the ultimate goal of students' ability to use English language is a big issue for us to explore . The present study is a descriptive and classroom-based research on grammar teaching .Under the guidance of the contemporary theories of second language acquisition and language teaching, the researcher attempted to describe grammar teaching at classroom level from four dimensions: 1) the activity types of grammar teaching; 2) the organization mode for grammar teaching activities;3) the class center shifing between the teacher and students or their role- relationship in grammar classes; 4) the utilization of resources in grammar teaching activities.
In this study, five "advanced with Oxford English"-based demonstration classes, which were recorded and transcribed, constitute the data sources. The study is mainly based on qualitative analysis but was also supplemented by a small amount of quantitative description. The findings of the analysis is as follow. 1) Concentrated grammarteaching---grammar teaching is specially arranged as a separate sectionin a teaching unit, paralleling other sections such as reading and vocabulary; 2) learning by doing or "do to learn"—rules of grammar are learned in the text and context grammar activities are conducted in meaningful and communicative context. 3) human-oriented grammar teaching_____setting up a student-centred teaching and learning activities, andthe classroom atmosphere was relaxing and harmonious with students' active participation;4) technical means of teaching grammar— information technology and multimedia were used in grammar teaching which raised classroom effectiveness and efficiency .
Based on the results of the study, the author made a number of recommendations to the grammar teaching in the future with the context of the new curriculum standards and the new English teaching materials.
本研究以五节《牛津英语》示范课为数据来源,对课堂录音的转写文本进行以定性为主的分析并辅以少量的数量化描述。经分析后得到以下发现:1)语法集中教学——语法教学集中安排在一个Grammar and usage板块,集中教学,处于与Reading和vocabulary同等重要的位置;2)提倡“做中学”(do to learn)——语法规则语篇化,教学活动情境化,在语言的交际使用中学语法;3)语法教学体现人文性——以学生为中心设置教与学活动,课堂轻松、融洽,学生在积极参与中知识、能力和心灵共同升华,实现教育的最终发展——人的发展。4)语法教学手段技术化——信息技术、多媒体的运用使语法课堂教学高效率和大容量。
最后作者根据研究结果对基于新课标和新教材的英语课堂教学提出了一些建议。
Grammar teaching is an important part of English language teaching in basic education, but its status and approach have long been controversial. Within the curriculum reform context, how to adjust the grammar teaching to the new curriculum requirements so as to achieve the ultimate goal of students' ability to use English language is a big issue for us to explore . The present study is a descriptive and classroom-based research on grammar teaching .Under the guidance of the contemporary theories of second language acquisition and language teaching, the researcher attempted to describe grammar teaching at classroom level from four dimensions: 1) the activity types of grammar teaching; 2) the organization mode for grammar teaching activities;3) the class center shifing between the teacher and students or their role- relationship in grammar classes; 4) the utilization of resources in grammar teaching activities.
In this study, five "advanced with Oxford English"-based demonstration classes, which were recorded and transcribed, constitute the data sources. The study is mainly based on qualitative analysis but was also supplemented by a small amount of quantitative description. The findings of the analysis is as follow. 1) Concentrated grammarteaching---grammar teaching is specially arranged as a separate sectionin a teaching unit, paralleling other sections such as reading and vocabulary; 2) learning by doing or "do to learn"—rules of grammar are learned in the text and context grammar activities are conducted in meaningful and communicative context. 3) human-oriented grammar teaching_____setting up a student-centred teaching and learning activities, andthe classroom atmosphere was relaxing and harmonious with students' active participation;4) technical means of teaching grammar— information technology and multimedia were used in grammar teaching which raised classroom effectiveness and efficiency .
Based on the results of the study, the author made a number of recommendations to the grammar teaching in the future with the context of the new curriculum standards and the new English teaching materials.
引文
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[4] Baker, J, and Westrnp,H.The English Language Teacher's Handbook: How to teach large Classes with Few Resources. Ebbw Vala, U.K.: Creative print and Design,2000
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[6] Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy [M ]. Beijing: Foreign Language Teaching and Research Press, 2001.
[7] Chaudron, C. Second Language Classroom s[M ]. Cambridge: Cambridge University Press, 1988.
[8] Chomsky, N.The Minimalist Program [M] .Mass: MIT Press, 1995.
[9] Doughty, C. & J.Williams, "Pedagogical choices in focus on form". In Doughty, C. & J.Williams. ( eds. ). Focus on Form in Classroom Second Language Acquisition .Cambridge: Cambridge University Press 1998a.
[10] Doughty, C. & J.Williams. "Issues and terminology". In Doughty, C. & J.Williams (eds. ). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press. 1998b.
[11] Ellis, R. Instructed Second Language Acquisition [M ]. Oxford: Basil Blackwell, 1990.
[12] Harmer.J. .The Practice of English Teaching. Longman Group Ltd.1987
[13] Krashen,S. Principles and practice in Second Language Acquisition[M].Oxford:Pergamon 1982
[14]Long,M.,Focus on form:A design feature in language teaching methodology[A].In K.,Debot,R.Ginsberg,& C.Kramsch(Eds.),Foreign Language Research in Cross-cultural Perspective[C].Amsterdam:Benjamins,1991:39-52
[15]Mclaughlin,B.Theories of Second Language Acquisition[M].London:Edward Arnold,1987.
[16]Ng,C.and Tang,E."Teachers' Needs in the Process of cFL Reform in China "a report from Shanghai.Perspectives.Hong Kong:City university of Hong Kong.911.pp.:63-85,1997.
[17]Radford,A.Syntactic Theory and the Structure of English:a Minimalist Approach[M].Peking University Press,2002.
[18]Richards and Rodgers,Approaches and Methods in Language Teaching 1986
[19]Rod Ellis,Understanding Second Language Acquisition,Oxford University Press,1989.Second Language Acquisition and Language Pedagogy,Section 7,1992.
[20]Skehan,P.A Cognitive Approach to Language Learning[M].OUP,1998
[21]State Educaticar Development Commission of China.English Teaching Syllabus Beijing People's Education Press,1992.
[22]Van Lier,L.The Classroom and the Language Learner[M].London:Longman,1988.
[23]Widdowson.H.The Changing Role and Nature of ELT[J].ELT Journal,1992,(4)
[24]Zuo,H,et al.Investigation and Analysis of China's Secondary English Teaching.Shang:East China Normal University Press,1990.
[25]晁宏宴.论二语习得中的活动教学[J]《内江科技》2006年第5期
[26]陈军宏 中学基础阶段英语语法教学问题探析 华中师范大学硕士学位论文 2003
[27]陈钧,廖茂良 如何在语法教学中贯彻交际原则[J]新余高专学报2006-8
[28]陈莉萍 策略培训与外语教学[M]河海大学出版社 2004
[29]陈玉佳 全球化背景下英语教师素质结构论[L],浙江师范大学学报(社会科学版),2003年01期2003
[30]戴炜栋,张雷梅“探索有中国特色的英语教学理论体系[J]”《外语研究》2001,
[31]戴炜栋,周大军 中国的二语习得研究:回顾、现状与前瞻:2005
[32]邓智慧 英语课堂活动要形式多样[J]湖南教育 1999年24期
[33]冯仪民(译)交际语言教学法[J].by J:Richards & T.Rodgers.国外外语教学,1989.(3):8-14.
[34]顾慧萍 语法在中学英语交际教学中的价值及教法研究
[35]何广铿 《英语教学法基础》,[M]暨南大学出版社,1996
[36]黄理平 浅论英语语法教学一从Rose Galley博士的一堂语法课谈起[J]
[37]贾永芳 英语语法教学与交际法教学关系探讨2000
[38]金莺,宋月桂 高中英语课程标准教师读本[M].武汉:华中师范大学出版社,2003.216.
[39]李秉德,李定仁教学论[M]北京:人民教育出版社 1991:213
[40]李德显,杨淑萍:人种志方法与课堂研究,[M]《教育理论与实践》,2002.
[41]李敏 交际法在中学英语语法教学中的应用 2005
[42]李思纯 新课程课堂教学研究的思考,[M]《湖南教育》,2002.
[43]刘红 领会《英语课程标准》新理念,正确处理四对关系[J],中小学英语教学与研究,2005年第1期
[44]刘润清,胡壮麟 外语教学中的科研方法[J]外语教学与研究出版社
[45]刘新国 对高中英语课堂语言交际形式的调查及思考 2007
[46]刘学惠 课堂环境下的二语习得:理论框架和分析单位[J]2005 年第5期
[47]刘学惠 Classroom teaching analytic framework,南京师范大学教育硕士课程讲义(非发表物)2005
[48]卢吉吉,郭超 第二语言习得与英语语法教学[J]高教研究2006年第7期
[49]马丁.韦德尔language Teaching & Learning From Theory To Practice,[M]1996
[50]潘永庄 课堂教学研究是群众性教研活动的永恒课题,[J]《云南教育》,1995年第4期。
[51]史宝辉 交际式语言教学二十五年[J].外语教学与研究1997,(3):66-69.
[52]王建勋 对语法翻译法的再认识 2003
[53]王露 浅谈英语语法教学中的交际法——“知识分类学说”对英语语法教学的启示 2004
[54]王志林 谈课堂研究与中小学研究型教师的成长,[J]《教育与职业》,2006.3.
[55]张正东 外语教学法发展的新趋势—热点问题的冷静思考
[56]张正东 语法教学的再认识.(J)基础教育外语教学研究,2001)
[57]钟寿泉 语法教学中的一些思考与认识 2005
[58]朱纯 外语教育心理学[M],上海:上海外语教育出版社,1994
[59]朱诵玉 变课堂为活动的“场”——浅谈“活动式”教学之教学活动化2005-7
[60]庄恩平,庄恩忠 语一言习得理论与课堂外语教学关系初探「[J].外语界 1990,(2):30-33.
[61]邹青,丁磊 课掌研究的进一步探讨,[J]《教书育人》,2004.5
[2] Allwright, D. Observation in the Language Classroom [M ]. London: Longman, 1988.
[3] Allwright.D and k.Bailey Focus on the language classroom An introduction to Classroom Research for Language Teachers [M]. Cambridge: Cambridge University Press.1991
[4] Baker, J, and Westrnp,H.The English Language Teacher's Handbook: How to teach large Classes with Few Resources. Ebbw Vala, U.K.: Creative print and Design,2000
[5] Brown, H. D. Principles of Language Learning and Teaching(3 rd ed. ) [M ]. Beijing: Foreign Language Teaching and Research Press, 2002.
[6] Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy [M ]. Beijing: Foreign Language Teaching and Research Press, 2001.
[7] Chaudron, C. Second Language Classroom s[M ]. Cambridge: Cambridge University Press, 1988.
[8] Chomsky, N.The Minimalist Program [M] .Mass: MIT Press, 1995.
[9] Doughty, C. & J.Williams, "Pedagogical choices in focus on form". In Doughty, C. & J.Williams. ( eds. ). Focus on Form in Classroom Second Language Acquisition .Cambridge: Cambridge University Press 1998a.
[10] Doughty, C. & J.Williams. "Issues and terminology". In Doughty, C. & J.Williams (eds. ). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press. 1998b.
[11] Ellis, R. Instructed Second Language Acquisition [M ]. Oxford: Basil Blackwell, 1990.
[12] Harmer.J. .The Practice of English Teaching. Longman Group Ltd.1987
[13] Krashen,S. Principles and practice in Second Language Acquisition[M].Oxford:Pergamon 1982
[14]Long,M.,Focus on form:A design feature in language teaching methodology[A].In K.,Debot,R.Ginsberg,& C.Kramsch(Eds.),Foreign Language Research in Cross-cultural Perspective[C].Amsterdam:Benjamins,1991:39-52
[15]Mclaughlin,B.Theories of Second Language Acquisition[M].London:Edward Arnold,1987.
[16]Ng,C.and Tang,E."Teachers' Needs in the Process of cFL Reform in China "a report from Shanghai.Perspectives.Hong Kong:City university of Hong Kong.911.pp.:63-85,1997.
[17]Radford,A.Syntactic Theory and the Structure of English:a Minimalist Approach[M].Peking University Press,2002.
[18]Richards and Rodgers,Approaches and Methods in Language Teaching 1986
[19]Rod Ellis,Understanding Second Language Acquisition,Oxford University Press,1989.Second Language Acquisition and Language Pedagogy,Section 7,1992.
[20]Skehan,P.A Cognitive Approach to Language Learning[M].OUP,1998
[21]State Educaticar Development Commission of China.English Teaching Syllabus Beijing People's Education Press,1992.
[22]Van Lier,L.The Classroom and the Language Learner[M].London:Longman,1988.
[23]Widdowson.H.The Changing Role and Nature of ELT[J].ELT Journal,1992,(4)
[24]Zuo,H,et al.Investigation and Analysis of China's Secondary English Teaching.Shang:East China Normal University Press,1990.
[25]晁宏宴.论二语习得中的活动教学[J]《内江科技》2006年第5期
[26]陈军宏 中学基础阶段英语语法教学问题探析 华中师范大学硕士学位论文 2003
[27]陈钧,廖茂良 如何在语法教学中贯彻交际原则[J]新余高专学报2006-8
[28]陈莉萍 策略培训与外语教学[M]河海大学出版社 2004
[29]陈玉佳 全球化背景下英语教师素质结构论[L],浙江师范大学学报(社会科学版),2003年01期2003
[30]戴炜栋,张雷梅“探索有中国特色的英语教学理论体系[J]”《外语研究》2001,
[31]戴炜栋,周大军 中国的二语习得研究:回顾、现状与前瞻:2005
[32]邓智慧 英语课堂活动要形式多样[J]湖南教育 1999年24期
[33]冯仪民(译)交际语言教学法[J].by J:Richards & T.Rodgers.国外外语教学,1989.(3):8-14.
[34]顾慧萍 语法在中学英语交际教学中的价值及教法研究
[35]何广铿 《英语教学法基础》,[M]暨南大学出版社,1996
[36]黄理平 浅论英语语法教学一从Rose Galley博士的一堂语法课谈起[J]
[37]贾永芳 英语语法教学与交际法教学关系探讨2000
[38]金莺,宋月桂 高中英语课程标准教师读本[M].武汉:华中师范大学出版社,2003.216.
[39]李秉德,李定仁教学论[M]北京:人民教育出版社 1991:213
[40]李德显,杨淑萍:人种志方法与课堂研究,[M]《教育理论与实践》,2002.
[41]李敏 交际法在中学英语语法教学中的应用 2005
[42]李思纯 新课程课堂教学研究的思考,[M]《湖南教育》,2002.
[43]刘红 领会《英语课程标准》新理念,正确处理四对关系[J],中小学英语教学与研究,2005年第1期
[44]刘润清,胡壮麟 外语教学中的科研方法[J]外语教学与研究出版社
[45]刘新国 对高中英语课堂语言交际形式的调查及思考 2007
[46]刘学惠 课堂环境下的二语习得:理论框架和分析单位[J]2005 年第5期
[47]刘学惠 Classroom teaching analytic framework,南京师范大学教育硕士课程讲义(非发表物)2005
[48]卢吉吉,郭超 第二语言习得与英语语法教学[J]高教研究2006年第7期
[49]马丁.韦德尔language Teaching & Learning From Theory To Practice,[M]1996
[50]潘永庄 课堂教学研究是群众性教研活动的永恒课题,[J]《云南教育》,1995年第4期。
[51]史宝辉 交际式语言教学二十五年[J].外语教学与研究1997,(3):66-69.
[52]王建勋 对语法翻译法的再认识 2003
[53]王露 浅谈英语语法教学中的交际法——“知识分类学说”对英语语法教学的启示 2004
[54]王志林 谈课堂研究与中小学研究型教师的成长,[J]《教育与职业》,2006.3.
[55]张正东 外语教学法发展的新趋势—热点问题的冷静思考
[56]张正东 语法教学的再认识.(J)基础教育外语教学研究,2001)
[57]钟寿泉 语法教学中的一些思考与认识 2005
[58]朱纯 外语教育心理学[M],上海:上海外语教育出版社,1994
[59]朱诵玉 变课堂为活动的“场”——浅谈“活动式”教学之教学活动化2005-7
[60]庄恩平,庄恩忠 语一言习得理论与课堂外语教学关系初探「[J].外语界 1990,(2):30-33.
[61]邹青,丁磊 课掌研究的进一步探讨,[J]《教书育人》,2004.5