高职高专英语交际语法教学法的实验研究
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摘要
传统观念强调语法知识为英语教学中最重要的因素，以至把知识教学作为英语教学目的，而完全忽视了学生能力的培养。随着语言学、心理学和教育学的发展，人们对外语教学有了新的认识，语法的定义也赋予了新的涵义。这种新的涵义实际上反映了一种新的语言观念。这种新观念并不把语言仅仅解释为一种知识体系或规则，而更加强调语言作为交际工具的本质意义。从而必然要求对传统的语法教学进行改革，提倡运用交际法教学。
本文探讨了语言形式教学在运用交际教学法时的必要性和作用，教师应具有的认识和教学方法与技巧。提出了运用交际教学方法来处理语言形式教学，融语言形式和语言功能教学为一体。因此有助于改变传统、低效的以语言知识为目的的英语教学状况，从而转变到教语言、教交际的教学目标之上。本文还探讨了一些以交际为目的的语法教学活动与形式。通过这些教学活动，让学生循序渐进地获得语言知识能力，更主要的是综合使用语言的能力。使学生更清楚地意识到语言的交际功能，从而增强学习动机和提高学习效果。
另外，本文还通过一个实验来测试交际教学能否和语法教学整合，对交际法语法教学和传统的语法教学进行了对比，研究和探讨了在英语语法教学中运用交际法能否收到效果，交际法模式下的语法教学效果是否优于传统模式下的语法教学效果。作者对实验班和控制班进行了前测和后测，在为期六周的教学实验中对控制班实行传统的语法翻译法，实验班则采用交际法。文章还就实验结果对两种教学法在课堂上所反映出来的主要差异以及对我们教学的启示做了分析和归纳。研究结果表明交际法比传统的语法翻译法有更多的优势。
Grammatical knowledge is traditionally viewed as the most important so that formal instruction is made the goal of English language teaching and the ability of using the language is totally neglected. With the development of linguistics, psychology and pedagogy, people are taking a new look at foreign language teaching, and grammar is also endowed with a new meaning, which reflects on a new linguistic conception. This new conception regards language not merely as a system of rules, but a tool for human communication. And accordingly, the traditional methods of teaching grammar should be reformed and the communicative approach is advocated.
This thesis aims to explore the necessity and the function of the formal instruction in the adaptation of CLT to ELT in China, some theory and notions which Chinese English teachers should maintain, and then puts forward the possible ways of formal instruction through communicative approaches, integrating language forms into language functions in order to make a change of the inefficiency of ELT in China's situation to a more efficient teaching objective: communicative competence. This thesis also explores some teaching activities of grammatical instruction for a communicative purpose. By doing these activities, the learners can consciously be aware of the communicative function of the language and they can systematically obtain grammatical competence, and the other three competences.
In addition, an experiment was conducted to test whether Communicative Language Teaching (CLT) can be integrated to grammar teaching. The pre- and post-test were conducted to both the experimental class and the control class. During the six-week experiment, the control class was taught in traditional Grammar-Translation Method; however, the experimental class was treated with CLT. Results from the study indicate CLT has more advantages than traditional Grammar-Translation Method.
本文探讨了语言形式教学在运用交际教学法时的必要性和作用，教师应具有的认识和教学方法与技巧。提出了运用交际教学方法来处理语言形式教学，融语言形式和语言功能教学为一体。因此有助于改变传统、低效的以语言知识为目的的英语教学状况，从而转变到教语言、教交际的教学目标之上。本文还探讨了一些以交际为目的的语法教学活动与形式。通过这些教学活动，让学生循序渐进地获得语言知识能力，更主要的是综合使用语言的能力。使学生更清楚地意识到语言的交际功能，从而增强学习动机和提高学习效果。
另外，本文还通过一个实验来测试交际教学能否和语法教学整合，对交际法语法教学和传统的语法教学进行了对比，研究和探讨了在英语语法教学中运用交际法能否收到效果，交际法模式下的语法教学效果是否优于传统模式下的语法教学效果。作者对实验班和控制班进行了前测和后测，在为期六周的教学实验中对控制班实行传统的语法翻译法，实验班则采用交际法。文章还就实验结果对两种教学法在课堂上所反映出来的主要差异以及对我们教学的启示做了分析和归纳。研究结果表明交际法比传统的语法翻译法有更多的优势。
Grammatical knowledge is traditionally viewed as the most important so that formal instruction is made the goal of English language teaching and the ability of using the language is totally neglected. With the development of linguistics, psychology and pedagogy, people are taking a new look at foreign language teaching, and grammar is also endowed with a new meaning, which reflects on a new linguistic conception. This new conception regards language not merely as a system of rules, but a tool for human communication. And accordingly, the traditional methods of teaching grammar should be reformed and the communicative approach is advocated.
This thesis aims to explore the necessity and the function of the formal instruction in the adaptation of CLT to ELT in China, some theory and notions which Chinese English teachers should maintain, and then puts forward the possible ways of formal instruction through communicative approaches, integrating language forms into language functions in order to make a change of the inefficiency of ELT in China's situation to a more efficient teaching objective: communicative competence. This thesis also explores some teaching activities of grammatical instruction for a communicative purpose. By doing these activities, the learners can consciously be aware of the communicative function of the language and they can systematically obtain grammatical competence, and the other three competences.
In addition, an experiment was conducted to test whether Communicative Language Teaching (CLT) can be integrated to grammar teaching. The pre- and post-test were conducted to both the experimental class and the control class. During the six-week experiment, the control class was taught in traditional Grammar-Translation Method; however, the experimental class was treated with CLT. Results from the study indicate CLT has more advantages than traditional Grammar-Translation Method.
引文
Allen, E. D. and R. M. Valelle, Foreign Languages and English as a Second Language. Classroom Techniques. New York: Harcourt Brace Jovanovish, 1977.
Brown, H.D. An Interactive Approach to Language Pedagogy[M]. Teaching by Principle. New Jersey: Prentice Hall Regents, 1994: 349-351.
Breen, J. and D. Candlin. The essentials of a communicative curriculum in language Teaching. Applied Linguistics. 1/2, 1980: 89-112.
Canale, M. From Communicative Competence to Communicative Language Pedagogy. In Richards, J. C., and Schmidt, R.W(eds). Language and Communication [M]. Longman, 1983.
Canale, M. and Swain, M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Learning[J]. Applied Linguistics, 1980.
Celce-Muriea, M. Making Informed Decisions about the Role of Grammar in Language Teaching [J]. TESOI. Newslette, 19/1,1985.
Cook, V. Second Language Learning and Language Teaching. Edward Arnold (Publishers) Limited & Foreign Language Teaching and Research Press, 1996.
Chomsky, N. Aspects of the Theory of Syntax. Cambridge: Mass: MIT Press, 1965.
Ellis, R. Instructed second language learning[M]. Oxford: Basil Blackwell, 1990.
Ellis, R. The Study of Second Language Acquisition. Oxford: Oxford University Press, 1994.
Finocchiaro, M. and Brumfit, C. The Functional-Notional Approach[M]. New York: Oxford University Press, 1983.
Fotos, S. Shifting the focus from forms to form in the EFL classroom. English Language Teaching Journal 52/4, 1998: 301-307.
Halliday, M. A. K. An Introduction to Functional Grammar[M]. London: Arnold, 1985.
Harmer, J. The Practice of English Language Teaching. London: Longman, 1983
Harmer, J. Teaching and Learning Grammar. London: Longman, 1987.
Harmer, J. The Practice of English Language Teaching [M]. London: Longman Group UK Limited, 1991.
Harmer, J. How to Teach English. Addison Wesley: Longrnan, 1998.
Hedge, T. Teaching and Learning in the Language Classroom [M]. London: Oxford University Press, 2000..
Howatt, A. P. R. A History of English language Teaching. Oxford: Oxford University Press, 1984.
Hu, Zhuanglin. Linguistics. A Course Book. Beijing: Beijing University Press, 1988.
Hymes, D. On Communicative Competence. In Pride, J.B.&J. Holmes(eds), Sociolinguistics[M]. Harmondsworth, England: Penguin Books, 1972.
Larsen-Freeman, D. Introduction to Teacher s Manual. Grammar Dimensions: Form, Meaning, Use [M]. Boston: Heinle and Heinle, 1993.
Littlewood, W. Communicative Language Teaching[M]. Cambridge: Cambridge University Press, 1981
Lightbown, P. and N. Spada.1993. How Languages Are Learned. Oxford: Oxford University Press.
Longman Dictionary o/Contemporary English. England: Longman, 1995
Long, M.H and P. A. Porter.. Group Work, lnterlanguage Talk and Second language learning [J]. TESOL Quarterly19,1985:207-228
Musumeci, D. Breaking the Tradition: An Exploration of the Historical Relationship between Theory and Practice in Second Language Teaching[M]. New York: McGraw-Hill, 1997.
Nunan, D. Teaching grammar in context. English Language Teaching Journal. 52/2,1998: 101-109.
Oiler, J. W., Jr., and D. H. Obrecht. Pattern drill and communicative activity, a psycholinguistic experiment. IRAL 6,1968: 165-174.
Richards, J. C. & T. S. Rogers. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 1986, 2001.
Rutherford, W&M. S. Smith. Grammar and Second Language Teaching[M] New York: Newbury House Publishers, a division of Harper &Row, Publishers, Inc., 1988.
Scott, V M., and S. A. Randall. Can Students Apply Grammar Rules After Reading Textbook Explanations? [J] Foreign language Annals 25.4,1992: 357-366.
Spada, N. and P. Lightbown. Instruction and the Development of Questions in the L2 Classroom[J]. Studies in Second language Acquisition 15, 1993: 205-224.
Stern, H. H, edited by Patrick Allen and Birgit Harley. Issues and Options in Language Teaching[M]. Cambridge: Cambridge University Press, 1992.
Thompson, G. Some misconceptions about communicative language teaching. English Language Teaching Journal 51/1, 1996: 9-15.
Thombury, S. How to Teach Grammar[M]. Beijing: Pearson Education North Asian Limited and World Affaixs Press, 2003.
Warschauer, M. and R. Kern. Network-based Language Teaching: Concepts and Practice[M]. Cambridge: Cambridge University Press 2000.
Webster's New World Dictionary of the American Language. The World Publishing Company, 1968.
Widdowson, H.G Teaching Language us Communicative[M]. London: Oxford University Press, 1978.
Widdowson, H.G Exploration in Applied Linguistics[M]. London: Oxford University Press, 1979.
Widdowson, H. G. Aspects of Language Teaching. Oxford: Oxford University Press, 1990.
Wilkins, D. Notional Syllabuses[M]. London: Oxford University Press, 1976.
马振民．谈交际法在大学语法教学中的体现．外语界 第1期，44—46页，1996．
丁书新．谈交际法在英语语法中的运用．教育实践于研究 第10期，39页，2000．
黄斌．刍议交际法与英语语法教学、南城职业大学学报 第4期，99—103页，2001．
李群．论交际教学法下的语法教学．山东师范大学外国语学院学报 第1期，63—65页，2003．
李观仪．传统教学法与交际教学法相结合行乎?．外语界 第1期，1-9页，1989．
刘龙喜．用交际教学法指导英语语法教学的思考．甘肃广播电视大学学报 第3期，47—52页．2003．
Brown, H.D. An Interactive Approach to Language Pedagogy[M]. Teaching by Principle. New Jersey: Prentice Hall Regents, 1994: 349-351.
Breen, J. and D. Candlin. The essentials of a communicative curriculum in language Teaching. Applied Linguistics. 1/2, 1980: 89-112.
Canale, M. From Communicative Competence to Communicative Language Pedagogy. In Richards, J. C., and Schmidt, R.W(eds). Language and Communication [M]. Longman, 1983.
Canale, M. and Swain, M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Learning[J]. Applied Linguistics, 1980.
Celce-Muriea, M. Making Informed Decisions about the Role of Grammar in Language Teaching [J]. TESOI. Newslette, 19/1,1985.
Cook, V. Second Language Learning and Language Teaching. Edward Arnold (Publishers) Limited & Foreign Language Teaching and Research Press, 1996.
Chomsky, N. Aspects of the Theory of Syntax. Cambridge: Mass: MIT Press, 1965.
Ellis, R. Instructed second language learning[M]. Oxford: Basil Blackwell, 1990.
Ellis, R. The Study of Second Language Acquisition. Oxford: Oxford University Press, 1994.
Finocchiaro, M. and Brumfit, C. The Functional-Notional Approach[M]. New York: Oxford University Press, 1983.
Fotos, S. Shifting the focus from forms to form in the EFL classroom. English Language Teaching Journal 52/4, 1998: 301-307.
Halliday, M. A. K. An Introduction to Functional Grammar[M]. London: Arnold, 1985.
Harmer, J. The Practice of English Language Teaching. London: Longman, 1983
Harmer, J. Teaching and Learning Grammar. London: Longman, 1987.
Harmer, J. The Practice of English Language Teaching [M]. London: Longman Group UK Limited, 1991.
Harmer, J. How to Teach English. Addison Wesley: Longrnan, 1998.
Hedge, T. Teaching and Learning in the Language Classroom [M]. London: Oxford University Press, 2000..
Howatt, A. P. R. A History of English language Teaching. Oxford: Oxford University Press, 1984.
Hu, Zhuanglin. Linguistics. A Course Book. Beijing: Beijing University Press, 1988.
Hymes, D. On Communicative Competence. In Pride, J.B.&J. Holmes(eds), Sociolinguistics[M]. Harmondsworth, England: Penguin Books, 1972.
Larsen-Freeman, D. Introduction to Teacher s Manual. Grammar Dimensions: Form, Meaning, Use [M]. Boston: Heinle and Heinle, 1993.
Littlewood, W. Communicative Language Teaching[M]. Cambridge: Cambridge University Press, 1981
Lightbown, P. and N. Spada.1993. How Languages Are Learned. Oxford: Oxford University Press.
Longman Dictionary o/Contemporary English. England: Longman, 1995
Long, M.H and P. A. Porter.. Group Work, lnterlanguage Talk and Second language learning [J]. TESOL Quarterly19,1985:207-228
Musumeci, D. Breaking the Tradition: An Exploration of the Historical Relationship between Theory and Practice in Second Language Teaching[M]. New York: McGraw-Hill, 1997.
Nunan, D. Teaching grammar in context. English Language Teaching Journal. 52/2,1998: 101-109.
Oiler, J. W., Jr., and D. H. Obrecht. Pattern drill and communicative activity, a psycholinguistic experiment. IRAL 6,1968: 165-174.
Richards, J. C. & T. S. Rogers. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 1986, 2001.
Rutherford, W&M. S. Smith. Grammar and Second Language Teaching[M] New York: Newbury House Publishers, a division of Harper &Row, Publishers, Inc., 1988.
Scott, V M., and S. A. Randall. Can Students Apply Grammar Rules After Reading Textbook Explanations? [J] Foreign language Annals 25.4,1992: 357-366.
Spada, N. and P. Lightbown. Instruction and the Development of Questions in the L2 Classroom[J]. Studies in Second language Acquisition 15, 1993: 205-224.
Stern, H. H, edited by Patrick Allen and Birgit Harley. Issues and Options in Language Teaching[M]. Cambridge: Cambridge University Press, 1992.
Thompson, G. Some misconceptions about communicative language teaching. English Language Teaching Journal 51/1, 1996: 9-15.
Thombury, S. How to Teach Grammar[M]. Beijing: Pearson Education North Asian Limited and World Affaixs Press, 2003.
Warschauer, M. and R. Kern. Network-based Language Teaching: Concepts and Practice[M]. Cambridge: Cambridge University Press 2000.
Webster's New World Dictionary of the American Language. The World Publishing Company, 1968.
Widdowson, H.G Teaching Language us Communicative[M]. London: Oxford University Press, 1978.
Widdowson, H.G Exploration in Applied Linguistics[M]. London: Oxford University Press, 1979.
Widdowson, H. G. Aspects of Language Teaching. Oxford: Oxford University Press, 1990.
Wilkins, D. Notional Syllabuses[M]. London: Oxford University Press, 1976.
马振民．谈交际法在大学语法教学中的体现．外语界 第1期，44—46页，1996．
丁书新．谈交际法在英语语法中的运用．教育实践于研究 第10期，39页，2000．
黄斌．刍议交际法与英语语法教学、南城职业大学学报 第4期，99—103页，2001．
李群．论交际教学法下的语法教学．山东师范大学外国语学院学报 第1期，63—65页，2003．
李观仪．传统教学法与交际教学法相结合行乎?．外语界 第1期，1-9页，1989．
刘龙喜．用交际教学法指导英语语法教学的思考．甘肃广播电视大学学报 第3期，47—52页．2003．