语法在阅读中的重要性
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摘要
阅读课程是大学英语教学中的重要组成部分。尤其是在英语通行的今天，大学生毕业后，阅读成为他们获取信息的重要手段，所以，英语教师需要在课堂上进行行之有效的阅读教学以提高学生的英语阅读能力。
近几十年来，国内外学者关于阅读理论的研究可以说是硕果累累。一方面，兴起子十九世纪一些阅读教学法不断传承、演进。另一方面，最新的研究成果又不断出现、发展。阅读理论的研究经历了一个从重视语言因素到重视非语言因素，再到重视语言因素与非语言因素并重的过程。可以看来，人们对语言因素的认识经历了一个曲折的过程。
阅读与听、说、写这几种能力一样，都是语言运用。然而没有语言知识，语言运用就成为空谈。任何涵盖语言形式和规则的语言知识都是语言学习的基础。没有语言知识就谈不上对语言知识的运用。而要掌握语言知识，就必须掌握语法知识。因为语法是语言的一个重要组成部分，也是语言内在结构规律的总结。近几年来，在我国，人们对语法的作用也是认识不一。有人认为语法对培养学生的语言应用能力影响不大，从而忽视或是放弃了语法和语法教学。特别是在阅读教学中，有些教师认为阅读不需要语法。就此，本文对语法和语法教学进行了再认识，并提出了语法在阅读起到了重要作用的观点。文章首先介绍阅读的本质，包括阅读过程，笔者描述了Francoise Grellet提出的有关阅读过程的理论：初览→进行假设+寻找信息证实假设→浏览全文→证实、校对→进一步预测→二次阅读。同时在阅读过程中，有效的阅读者会利用更多而有效的阅读策略来达到阅读目的。教师也要鼓励阅读充分利用这些行之有效的策略。同时还介绍了影响阅读者阅读能力几个因素，如阅读材料的选择、阅读目的、阅读者个体差异和不同的阅读技巧的选择等，最后指出了阅读和语法之间存在着联系。文章第三部分陈述了语法的概念和定义：语法是一种语言的结构系统；语法是把单词组成句子的方法；语法是一定的形式和规则，可以用来传达意义。接着，文章又回顾了关于语法的历史，
然后又介绍了早期的语法教学，例如：语 翻译教学法。在课堂上，教师会
进行语法讲解，解释语法现象，并对文章进行逐句翻译。他们认为学生必须掌
握外语的词汇和语法规则，以便能运用，进行翻译。在早期的语言教学中语法
占据了相当重要的地位，在现代语言课堂中它也起到了重要作用，教师要认识
到语法在课堂教学中是不可或缺的。为了证明这一观点，文章第四部分从时、
体搭配、比较照应与代词照应、替代与省略、平行结构这几种不同的语法纽带
在阅读文章的作用来举例说明，从而阐述语法功能直接影响到对文章的理解。
文章第五部分通过课堂实例调查作出对教与学的启示。调查是以测试的形式进
行。测试材料是三篇文章，文章后附有判断对与错的测试题。学生被分为两组。
第一组在做理解测试前被教授了在文章中出现的时、体搭配，比较照应，和平
行结构三种语法纽带的知识。而另一组却没有。从结果中我们发现，第一组学
生的成绩稍好于第二组学生。并且第一组中有部分学生认为在阅读前，教师对
相关语法知识的传授强化、加深了他们对文章的理解。由此看来，如果不了解
相关语法知识（例如：时态的运用，比较级的用法以及平行结构的应用），就
不能够做到对文章结构，对文章内容及对作者意图进行真正的埋解。既然在阅
读课上需要教授语法，那么，作为教师如何教授语法，作为学生又如何学习语
法呢？作者在此尝试地提出了一些观点。
语法知识可以帮助阅读者在阅读中达到更高的水平。由此得出最后一部分
的结论：语法知识能够直接影响到对阅读文章的理解，语法知识能够影响阅读
者的阅读能力，所以语法在阅读中起到重要作用，阅读教学需要语法教学。
Reading course is very important in college English teaching. When students graduate from university, they often have more chances to read English than to speak English. So reading is considered a means to obtain whatever information they need in their fields. Today, English is so widely used, and thus English teachers should employ effective teaching in their reading lessons to improve students' reading ability.
In recent years, many researchers have developed various and abundant theories and methods on reading. On the one hand, reading methodology arisen from 19th century has been spreading and improving. On the other hand, the latest research productions continuously come out and develop. The research on reading theory have gone through a process from the period of attaching importance to linguistic factors to the period of attaching importance to non-linguistic factors, then to the period of attaching importance both to linguistic factors and non-linguistic factors. So the process of people's acknowledgement on linguistic factors is so complicated.
As well as listening, speaking and writing, reading is the skill of applying language into communication. Without the knowledge of language, people cannot use language. The rules and regularities of a language are the basis of learning this language. If people want to master the knowledge of a language, they must master its grammar. Because grammar is one of the important elements in language and it is also the sum of the rules of the structural system of a language. In recent years, in China, people's attitudes towards grammar are different. Some people think that grammar has little effect on students' ability to use language. Therefore, they ignore or give up grammar and grammar teaching. Some English teachers even believe that students do not need grammar knowledge when they are reading. In this thesis, the author re-recognizes the place of grammar and grammar teaching and put forward the view that grammar plays an important role in reading. The first part of the thesis
introduces the nature of reading, reading process and reading strategies. The author depicts the reading process according to Grellet's idea: study of the layout
→making hypotheses + anticipation of where to look for confirmation→
skimming→ confirmation or revision →further prediction→
second reading. In the reading process, effective readers can use more reading strategies to gain their reading purposes. Teachers also should encourage readers to make best use of those strategies. Some factors may influence readers' reading ability, for example, the selections of reading materials, the reading purposes, the reader factors, the different reading skills. Then a view is stated that the relationship really exists between reading and grammar.The third part of the thesis states the definition and the concept of grammar. Grammar is defined as "the way words are put together to make sentences"; Grammar is the structural system of a language; Grammar is used to convey meaning with the patterns and the regularities. Then the thesis traces back the history of grammar. The previous teaching methods are also introduced. For example, Grammar-Translation Method is used in traditional teaching class. It focuses on grammatical rules as the basis for translating from the second language to the native language or from the native language to the second language. So in the class, teachers interpret the grammar rules and also explain the grammar points. They will translate the passage sentence by sentence, hi then-minds, they believe that it is important for students to master the vocabulary and grammar rules of foreign language, because students can apply them into translation. Grammar once played an important role in previous language teaching and it is still important in modem language teaching. In a word, grammar cannot be replaced in language teaching class, hi order to confirm this view, the author takes different grammatical connectors for example to analyze in the fourth part. Those gramm
近几十年来，国内外学者关于阅读理论的研究可以说是硕果累累。一方面，兴起子十九世纪一些阅读教学法不断传承、演进。另一方面，最新的研究成果又不断出现、发展。阅读理论的研究经历了一个从重视语言因素到重视非语言因素，再到重视语言因素与非语言因素并重的过程。可以看来，人们对语言因素的认识经历了一个曲折的过程。
阅读与听、说、写这几种能力一样，都是语言运用。然而没有语言知识，语言运用就成为空谈。任何涵盖语言形式和规则的语言知识都是语言学习的基础。没有语言知识就谈不上对语言知识的运用。而要掌握语言知识，就必须掌握语法知识。因为语法是语言的一个重要组成部分，也是语言内在结构规律的总结。近几年来，在我国，人们对语法的作用也是认识不一。有人认为语法对培养学生的语言应用能力影响不大，从而忽视或是放弃了语法和语法教学。特别是在阅读教学中，有些教师认为阅读不需要语法。就此，本文对语法和语法教学进行了再认识，并提出了语法在阅读起到了重要作用的观点。文章首先介绍阅读的本质，包括阅读过程，笔者描述了Francoise Grellet提出的有关阅读过程的理论：初览→进行假设+寻找信息证实假设→浏览全文→证实、校对→进一步预测→二次阅读。同时在阅读过程中，有效的阅读者会利用更多而有效的阅读策略来达到阅读目的。教师也要鼓励阅读充分利用这些行之有效的策略。同时还介绍了影响阅读者阅读能力几个因素，如阅读材料的选择、阅读目的、阅读者个体差异和不同的阅读技巧的选择等，最后指出了阅读和语法之间存在着联系。文章第三部分陈述了语法的概念和定义：语法是一种语言的结构系统；语法是把单词组成句子的方法；语法是一定的形式和规则，可以用来传达意义。接着，文章又回顾了关于语法的历史，
然后又介绍了早期的语法教学，例如：语 翻译教学法。在课堂上，教师会
进行语法讲解，解释语法现象，并对文章进行逐句翻译。他们认为学生必须掌
握外语的词汇和语法规则，以便能运用，进行翻译。在早期的语言教学中语法
占据了相当重要的地位，在现代语言课堂中它也起到了重要作用，教师要认识
到语法在课堂教学中是不可或缺的。为了证明这一观点，文章第四部分从时、
体搭配、比较照应与代词照应、替代与省略、平行结构这几种不同的语法纽带
在阅读文章的作用来举例说明，从而阐述语法功能直接影响到对文章的理解。
文章第五部分通过课堂实例调查作出对教与学的启示。调查是以测试的形式进
行。测试材料是三篇文章，文章后附有判断对与错的测试题。学生被分为两组。
第一组在做理解测试前被教授了在文章中出现的时、体搭配，比较照应，和平
行结构三种语法纽带的知识。而另一组却没有。从结果中我们发现，第一组学
生的成绩稍好于第二组学生。并且第一组中有部分学生认为在阅读前，教师对
相关语法知识的传授强化、加深了他们对文章的理解。由此看来，如果不了解
相关语法知识（例如：时态的运用，比较级的用法以及平行结构的应用），就
不能够做到对文章结构，对文章内容及对作者意图进行真正的埋解。既然在阅
读课上需要教授语法，那么，作为教师如何教授语法，作为学生又如何学习语
法呢？作者在此尝试地提出了一些观点。
语法知识可以帮助阅读者在阅读中达到更高的水平。由此得出最后一部分
的结论：语法知识能够直接影响到对阅读文章的理解，语法知识能够影响阅读
者的阅读能力，所以语法在阅读中起到重要作用，阅读教学需要语法教学。
Reading course is very important in college English teaching. When students graduate from university, they often have more chances to read English than to speak English. So reading is considered a means to obtain whatever information they need in their fields. Today, English is so widely used, and thus English teachers should employ effective teaching in their reading lessons to improve students' reading ability.
In recent years, many researchers have developed various and abundant theories and methods on reading. On the one hand, reading methodology arisen from 19th century has been spreading and improving. On the other hand, the latest research productions continuously come out and develop. The research on reading theory have gone through a process from the period of attaching importance to linguistic factors to the period of attaching importance to non-linguistic factors, then to the period of attaching importance both to linguistic factors and non-linguistic factors. So the process of people's acknowledgement on linguistic factors is so complicated.
As well as listening, speaking and writing, reading is the skill of applying language into communication. Without the knowledge of language, people cannot use language. The rules and regularities of a language are the basis of learning this language. If people want to master the knowledge of a language, they must master its grammar. Because grammar is one of the important elements in language and it is also the sum of the rules of the structural system of a language. In recent years, in China, people's attitudes towards grammar are different. Some people think that grammar has little effect on students' ability to use language. Therefore, they ignore or give up grammar and grammar teaching. Some English teachers even believe that students do not need grammar knowledge when they are reading. In this thesis, the author re-recognizes the place of grammar and grammar teaching and put forward the view that grammar plays an important role in reading. The first part of the thesis
introduces the nature of reading, reading process and reading strategies. The author depicts the reading process according to Grellet's idea: study of the layout
→making hypotheses + anticipation of where to look for confirmation→
skimming→ confirmation or revision →further prediction→
second reading. In the reading process, effective readers can use more reading strategies to gain their reading purposes. Teachers also should encourage readers to make best use of those strategies. Some factors may influence readers' reading ability, for example, the selections of reading materials, the reading purposes, the reader factors, the different reading skills. Then a view is stated that the relationship really exists between reading and grammar.The third part of the thesis states the definition and the concept of grammar. Grammar is defined as "the way words are put together to make sentences"; Grammar is the structural system of a language; Grammar is used to convey meaning with the patterns and the regularities. Then the thesis traces back the history of grammar. The previous teaching methods are also introduced. For example, Grammar-Translation Method is used in traditional teaching class. It focuses on grammatical rules as the basis for translating from the second language to the native language or from the native language to the second language. So in the class, teachers interpret the grammar rules and also explain the grammar points. They will translate the passage sentence by sentence, hi then-minds, they believe that it is important for students to master the vocabulary and grammar rules of foreign language, because students can apply them into translation. Grammar once played an important role in previous language teaching and it is still important in modem language teaching. In a word, grammar cannot be replaced in language teaching class, hi order to confirm this view, the author takes different grammatical connectors for example to analyze in the fourth part. Those gramm
引文
(1) Brown,Gillian and George Yule.2000． Discourse Analysis.Beijing: Cambridge University Press
(2) Brown,H.Douglas.1994． Principles of Language Learning and Teaching.Englewood Cliffs: Prentice Hall,Inc.
(3) Canale,Michael and Swain,Merrill.1980． Theoretical Bases of Communicative approaches to Second Language Teaching and Testing.Applied Linguistics.1 :1-47．
(4) Cook,Vivian.1991． Second Language Learning and Language Teaching.Beijing: Edward Arnold (Publishers) Limited.
(5) Corder,S.P.1973． Introducing Applied Linguistics.Harmondsworth: Penguin.
(6) Gee,James Paul.2000． An Introduction to Discourse Analysis: Theory and Method.Beijing: Taylor&Francis Limited.
(7) Goody,J.1977． The Domestication of the Savage Mind.Cambridge: Cambridge University Press.
(8) Grellet,Francoise.1981． Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises.Cambridge: Cambridge University Press.
(9) Halliday,M.A.K.and Hasan,R.1976． Cohesion in English.London: Longman.
(10) Hawkins,E.1984． Awareness of Language.Cambridge: Cambridge University Press.
(11) James,Paul Gee.
(12) Jespersen,Otto.1924． The Philosophy of Grammar.London: Allen and Unwin.
(13) Kallgren,G.1978． 'Can a deep case model be used for text analysis?' in (ed.) K.Gregerson Papers from the Fourth Scandinavian Conference of Lingusitices.Odense University Press.
(14) Lowth,Robert.1762． A Short Introduction to English Grammar,With Critical Notes. London: J.Hughs (Scolar Press 18,1967) .
(15) Lyons,J.1977． Semantics.Cambridge: Cambridge University Press.
(16) Michael,Hoey.2000． Patterns of Lexis in Text.Shanghai: Shanghai Foreign Language Teaching Press.
(17) Munby,John.1978． Communicative Syllabus Design.Cambridge: Cambridge University Press.
(18) Nunan,Davide.1991． Language Teaching Methodology: A Textbook for Teachers. Hertfordshire: Prentice Hall International (UK) Ltd.
(19) Quirk,R.,Greenbaum.1972． A Grammar of Contemporary English.London: Longman.
(20) Richards,Jack,C.and Theodore S.Rodgers.1986． Approaches and Methods in Language Teaching.Cambridge: Cambridge University Press.
(21) Richard,Hudson.1992． Teaching Grammar.Guildford: Biddies Ltd.
(22) Rod,Ellis.2000． Second Language Acquisition.Shanghai: Shanghai Foreign Language Teaching Press.
(23) Savignon,Sandra J.1983． Communicative Competence: Theory and Classroom Practice. Reading,MA: Addison-Wesley Publishing Company
(24) Stern, H.H. 1983． Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
(25) Stern,H.H.1992． Issues and Options in Language Teaching.Oxford: Oxford University Press.
(26) Sweet,Henry.1891． A New English Grammar.Two Volumes.Oxford: Clarendon Press.
(27) Ur,Penny.1996． A Course in Language Teaching: Practice and Theory.Cambridge: Cambridge University Press.
(28) Wallace,Catherine.1992． Reading: A Scheme for Teacher Education.Oxford: Oxford
University Press.
(29) Whitney, William Dwight. 1892. Language and the Study of Language. New York: Scribner.
(30) Widdowson, H.G. 1990. Aspects of Language Teaching. Oxford: Oxford University Press.
(31) 邵志洪，2001，“英汉平行结构对比研究”，《四川外语学院学报》，第5期，58-62页。
(32) 章振邦，1995，《新编英语语法教程》，上海外语教育出版社，上海。
(2) Brown,H.Douglas.1994． Principles of Language Learning and Teaching.Englewood Cliffs: Prentice Hall,Inc.
(3) Canale,Michael and Swain,Merrill.1980． Theoretical Bases of Communicative approaches to Second Language Teaching and Testing.Applied Linguistics.1 :1-47．
(4) Cook,Vivian.1991． Second Language Learning and Language Teaching.Beijing: Edward Arnold (Publishers) Limited.
(5) Corder,S.P.1973． Introducing Applied Linguistics.Harmondsworth: Penguin.
(6) Gee,James Paul.2000． An Introduction to Discourse Analysis: Theory and Method.Beijing: Taylor&Francis Limited.
(7) Goody,J.1977． The Domestication of the Savage Mind.Cambridge: Cambridge University Press.
(8) Grellet,Francoise.1981． Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises.Cambridge: Cambridge University Press.
(9) Halliday,M.A.K.and Hasan,R.1976． Cohesion in English.London: Longman.
(10) Hawkins,E.1984． Awareness of Language.Cambridge: Cambridge University Press.
(11) James,Paul Gee.
(12) Jespersen,Otto.1924． The Philosophy of Grammar.London: Allen and Unwin.
(13) Kallgren,G.1978． 'Can a deep case model be used for text analysis?' in (ed.) K.Gregerson Papers from the Fourth Scandinavian Conference of Lingusitices.Odense University Press.
(14) Lowth,Robert.1762． A Short Introduction to English Grammar,With Critical Notes. London: J.Hughs (Scolar Press 18,1967) .
(15) Lyons,J.1977． Semantics.Cambridge: Cambridge University Press.
(16) Michael,Hoey.2000． Patterns of Lexis in Text.Shanghai: Shanghai Foreign Language Teaching Press.
(17) Munby,John.1978． Communicative Syllabus Design.Cambridge: Cambridge University Press.
(18) Nunan,Davide.1991． Language Teaching Methodology: A Textbook for Teachers. Hertfordshire: Prentice Hall International (UK) Ltd.
(19) Quirk,R.,Greenbaum.1972． A Grammar of Contemporary English.London: Longman.
(20) Richards,Jack,C.and Theodore S.Rodgers.1986． Approaches and Methods in Language Teaching.Cambridge: Cambridge University Press.
(21) Richard,Hudson.1992． Teaching Grammar.Guildford: Biddies Ltd.
(22) Rod,Ellis.2000． Second Language Acquisition.Shanghai: Shanghai Foreign Language Teaching Press.
(23) Savignon,Sandra J.1983． Communicative Competence: Theory and Classroom Practice. Reading,MA: Addison-Wesley Publishing Company
(24) Stern, H.H. 1983． Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
(25) Stern,H.H.1992． Issues and Options in Language Teaching.Oxford: Oxford University Press.
(26) Sweet,Henry.1891． A New English Grammar.Two Volumes.Oxford: Clarendon Press.
(27) Ur,Penny.1996． A Course in Language Teaching: Practice and Theory.Cambridge: Cambridge University Press.
(28) Wallace,Catherine.1992． Reading: A Scheme for Teacher Education.Oxford: Oxford
University Press.
(29) Whitney, William Dwight. 1892. Language and the Study of Language. New York: Scribner.
(30) Widdowson, H.G. 1990. Aspects of Language Teaching. Oxford: Oxford University Press.
(31) 邵志洪，2001，“英汉平行结构对比研究”，《四川外语学院学报》，第5期，58-62页。
(32) 章振邦，1995，《新编英语语法教程》，上海外语教育出版社，上海。