语篇教学在高三复习阶段英语语法教学中的运用
摘要
该论文通过对目前中学英语语法教学中所存在的问题进行分析，介绍了语篇教学的有关理论以及国内外的研究概况，并尝试着把语篇教学运用到语法教学中去，通过实验验证了运用语篇进行语法教学的有效性，旨在探求中学英语语法教学的有效途径。全文分为四个部分：第一部分阐述了语法教学的重要性，揭示了在高三英语语法教学中所存在的问题，并分析了所存在问题的原因。第二部分介绍了语篇教学的定义、特点和国内外的研究概况，以及这种教学方法在语法教学中的作用及其对教材、课堂教学以及外语测试的要求。第三部分为教学实验部分。该部分通过语篇教学在语法教学中的实施以及对学生的实验前后测试结果的分析，从实验上验证了运用语篇进行语法教学的有效性。第四部分为全文的结束部分。该部分对运用语篇进行语法教学进行了总结，并是出了这种教学方法仍存在不足之处，需要进一步改进和完善。
The present paper tries to find a more effective approach to the teaching of grammar in secondary school ciassrccms. it first analyses the existing problems in current grammar reaching in secondary schools. Then it reviews the theory of discourse teacnirg and relevant research in this area both at home and aorcad. In order to verify the effectiveness of teaching grammar in discourse, the author designed and carried out a project research, in which atterncts were made to use a discourse approach to grammar revision.
The paper falls into four parts.
Part One first emphasizes the role which grammar plays in English teaching, and then analyses the existing problems and their causes in grammar teaching to graduating students in senior high schools.
Part Two first gives a definition of the discourse aporoacn, describes its characteristics, and reviews relevant research at home and abroad. It then explains how this approach can be applied to grammar revision and what new demands this approach may make on teaching materials, ciassroom practices, and assessment procedures.
Part Three is a research project, in which the author makes a contrastive study by using a discourse approach and a traditional approach respectively in two graduating classes in the senior high school where the author works. Results of ere- and pest-tests snow
that the discourse approach is more effective than the traditional approach to grammar revision.
The last part, Part Four, summarizes the whole paper and at the same time points out the limitations of this approach, with suggestions for further research and improvements.
The present paper tries to find a more effective approach to the teaching of grammar in secondary school ciassrccms. it first analyses the existing problems in current grammar reaching in secondary schools. Then it reviews the theory of discourse teacnirg and relevant research in this area both at home and aorcad. In order to verify the effectiveness of teaching grammar in discourse, the author designed and carried out a project research, in which atterncts were made to use a discourse approach to grammar revision.
The paper falls into four parts.
Part One first emphasizes the role which grammar plays in English teaching, and then analyses the existing problems and their causes in grammar teaching to graduating students in senior high schools.
Part Two first gives a definition of the discourse aporoacn, describes its characteristics, and reviews relevant research at home and abroad. It then explains how this approach can be applied to grammar revision and what new demands this approach may make on teaching materials, ciassroom practices, and assessment procedures.
Part Three is a research project, in which the author makes a contrastive study by using a discourse approach and a traditional approach respectively in two graduating classes in the senior high school where the author works. Results of ere- and pest-tests snow
that the discourse approach is more effective than the traditional approach to grammar revision.
The last part, Part Four, summarizes the whole paper and at the same time points out the limitations of this approach, with suggestions for further research and improvements.
引文
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Halliday M A K.& Hasan.R 1976.Cohesion in English[M].London:Longman.
Halliday M A K.& Hasan,R.1989.Language,coniext and (?):Aspects of Language in aSocial-Semantic Perspecrive[M].Oxford University Press.
Jobnson.Keith.1982.Communicarive Syllabus Design and Methodology.Oxford:Pergamon.
Newmark.L.1979.The Communicative Approach to Language Teaching.Oxford:Oxford University press.
Penny Ur.1996.A Course in Language Teaching.Pracrice and Theory.Cambridge:Cambridge University Press.
Tnomson A.J,1991.2.A Praenical English Grammar.Oxford:Oxford Universiry Press.
Thomson.G.1996.Introducing Funcrional Grammar.[M]London:(Edward)Arnold.
Widdowson.H.G.The Communicative Approach to Language Teaching.Oxford:Oxford university Press.
Widdowson.H.G.1978.Teaching Language as Communication,Oxford:Oxford Universiry Press.
Yalden.Janice.1983.The Communicative Syllabus:Evolution,Design and Implementation.Oxford:Pergamon
陈运香，1998，语法与阅读．《国外外语教学》第3期。
高利平，2002，以人为本的《高中英语教学大纲》，《中小学英语教学与研究》第1期。
桂诗春，1985，《心理语言学[M]》，上海：上海外语教育出版社。
胡壮麟，1994，《语篇的衔接与连贯》，上海：上海外语教育出版社。
胡壮麟，2001，关于英语语法教学的再认识，《外语论坛》第1期。
贾冠杰，1996，《外语语法教学与心理学》，广西：广西教育出版社。
何其(?)，1992，《英语初级听力[M]》，北京：外语教学与研究出版社。
刘精忠译，Geoffrey Leech著，1993，英语写作与语法知识，《国外外语教学》第4期。
刘辰诞，1999，教学篇章语言学，上海：上海外语教育出版社。
陆锦杯，1992，探求语法教学在外语教学中的恰当位置，《国外外语教学》第1期。
任晓涛，许家金，2002，语篇理论在英语听力教学中的应用，《外语界》第5期。
束定芳，1992，外语语法教学与外语教学语法，《外语界》第1期。
束定芳，庄智象，1996，《现代外语教学——理论、实践与方法》，上海：上海外语教育出版社。
张道真．1995，《实用英语语法》，北京：外语教学与研究出版社。
张国扬，朱亚夫，1996，《外语教育语言学》，广西教育出版社。
周国强译，著，1993，语法教学在第二语言和外语教学中的地位．《国外外语教学》第1期。
祝平．2002，打好语言基础．培养运用能力，《外语界》第1期。
国家教育部“全日制普通高级中学英语教学大纲(实验修订版)，”2001,7，人民教育出版社，
国家教育部．2001，《英语课程标准》，北京：北京师范大学出版社，
Halliday M A K.& Hasan.R 1976.Cohesion in English[M].London:Longman.
Halliday M A K.& Hasan,R.1989.Language,coniext and (?):Aspects of Language in aSocial-Semantic Perspecrive[M].Oxford University Press.
Jobnson.Keith.1982.Communicarive Syllabus Design and Methodology.Oxford:Pergamon.
Newmark.L.1979.The Communicative Approach to Language Teaching.Oxford:Oxford University press.
Penny Ur.1996.A Course in Language Teaching.Pracrice and Theory.Cambridge:Cambridge University Press.
Tnomson A.J,1991.2.A Praenical English Grammar.Oxford:Oxford Universiry Press.
Thomson.G.1996.Introducing Funcrional Grammar.[M]London:(Edward)Arnold.
Widdowson.H.G.The Communicative Approach to Language Teaching.Oxford:Oxford university Press.
Widdowson.H.G.1978.Teaching Language as Communication,Oxford:Oxford Universiry Press.
Yalden.Janice.1983.The Communicative Syllabus:Evolution,Design and Implementation.Oxford:Pergamon
陈运香，1998，语法与阅读．《国外外语教学》第3期。
高利平，2002，以人为本的《高中英语教学大纲》，《中小学英语教学与研究》第1期。
桂诗春，1985，《心理语言学[M]》，上海：上海外语教育出版社。
胡壮麟，1994，《语篇的衔接与连贯》，上海：上海外语教育出版社。
胡壮麟，2001，关于英语语法教学的再认识，《外语论坛》第1期。
贾冠杰，1996，《外语语法教学与心理学》，广西：广西教育出版社。
何其(?)，1992，《英语初级听力[M]》，北京：外语教学与研究出版社。
刘精忠译，Geoffrey Leech著，1993，英语写作与语法知识，《国外外语教学》第4期。
刘辰诞，1999，教学篇章语言学，上海：上海外语教育出版社。
陆锦杯，1992，探求语法教学在外语教学中的恰当位置，《国外外语教学》第1期。
任晓涛，许家金，2002，语篇理论在英语听力教学中的应用，《外语界》第5期。
束定芳，1992，外语语法教学与外语教学语法，《外语界》第1期。
束定芳，庄智象，1996，《现代外语教学——理论、实践与方法》，上海：上海外语教育出版社。
张道真．1995，《实用英语语法》，北京：外语教学与研究出版社。
张国扬，朱亚夫，1996，《外语教育语言学》，广西教育出版社。
周国强译，著，1993，语法教学在第二语言和外语教学中的地位．《国外外语教学》第1期。
祝平．2002，打好语言基础．培养运用能力，《外语界》第1期。
国家教育部“全日制普通高级中学英语教学大纲(实验修订版)，”2001,7，人民教育出版社，
国家教育部．2001，《英语课程标准》，北京：北京师范大学出版社，