高中英语语法教学在交际途径教学中的应用
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摘要
本文试图探讨语法教学的必要性及其重要性,作者尝试着通过多种方式把中学英语语法教学融入交际活动之中,从而使语法教学得到优化。
自从引入交际法教学之后始终有人怀疑中学语法教学的作用,甚至有人质疑语法教学的必要性。作者强调了中学英语语法教学的必要性,系统阐述了以交际为主导的语法教学的重要性。作者从语言本身、交际能力和语法的工具作用三方面论述论诉了高中英语教学中交际法教学和交际式语法教学的差异。
作者通过设计了大量使用交际活动来具体地教学中学英语语法的课堂教学形式,并且通过自己的教学实验,在实验班广泛地使用文中所提及的交际式语法教学来教学高一年级要求的语法项目,而在控制班仍然只使用以前常用的交际法来教授相同的语法内容,通过前测和后测的对比分析,结果证明了运用交际式语法教学可以更有效地进行语法教学,其教学效果优于仅采用课堂交际活动教学。
This paper is an attempt to argue for the necessity and even importance of teaching grammar in Communicative Approach. The author recommends an optimal English grammar teaching method by means of communicative activities in senior middle schools. Communicative Approach has been introduced into China since 1980s. It regards the development of communicative competence as the core of FLT. Communicative Approach has been one of the mainstreams influencing the methods of FLT of our country. Recently, it is necessary to rethink about the role of grammar teaching in the communicative framework. In the view of the author, CA does not involve neglection of the role of grammar teaching but involve integration of communicative activities into grammar teaching to obtain a good knowledge of language form and meaning, and get a balance between accuracy and fluency. It is significant to teach grammar in CA in the middle schools especially in the senior middle school because grammar is an important element of language, a basis of communicative competence and a tool of learning FL.
First, to investigate the current state of adopting CA to the teaching of grammar, a survey of the communicative teaching of grammar in senior schools was conducted from the perspective of designing grammar lessons to motivate students to involve in communicative activities.
Then the author presented a large number of classroom activities to illuminate how to teach grammar in Communicative Approach. These examples integrate sources and techniques such as the use of sentence-pattern-drill with pictures, cards or multi-medium.
At last, the author applied these communicative activities to actual teaching practice, and made an experiment to test whether grammar teaching can be integrated to CA to senior middle school students. The experimental class was treated with CLT activities together with grammar instructions, and the control class was taught with the same CLT activities but without grammar instruction. The pre-test and post-test were conducted to both classes. Results from the experiment indicate that the result of eclectic teaching grammar in Communicative Approach is better than that of communicative activities without grammar instruction because students not only grasp the grammar rules but also know how to use them to communicate. Further implications and suggestions for schoolteachers are included in this thesis.
自从引入交际法教学之后始终有人怀疑中学语法教学的作用,甚至有人质疑语法教学的必要性。作者强调了中学英语语法教学的必要性,系统阐述了以交际为主导的语法教学的重要性。作者从语言本身、交际能力和语法的工具作用三方面论述论诉了高中英语教学中交际法教学和交际式语法教学的差异。
作者通过设计了大量使用交际活动来具体地教学中学英语语法的课堂教学形式,并且通过自己的教学实验,在实验班广泛地使用文中所提及的交际式语法教学来教学高一年级要求的语法项目,而在控制班仍然只使用以前常用的交际法来教授相同的语法内容,通过前测和后测的对比分析,结果证明了运用交际式语法教学可以更有效地进行语法教学,其教学效果优于仅采用课堂交际活动教学。
This paper is an attempt to argue for the necessity and even importance of teaching grammar in Communicative Approach. The author recommends an optimal English grammar teaching method by means of communicative activities in senior middle schools. Communicative Approach has been introduced into China since 1980s. It regards the development of communicative competence as the core of FLT. Communicative Approach has been one of the mainstreams influencing the methods of FLT of our country. Recently, it is necessary to rethink about the role of grammar teaching in the communicative framework. In the view of the author, CA does not involve neglection of the role of grammar teaching but involve integration of communicative activities into grammar teaching to obtain a good knowledge of language form and meaning, and get a balance between accuracy and fluency. It is significant to teach grammar in CA in the middle schools especially in the senior middle school because grammar is an important element of language, a basis of communicative competence and a tool of learning FL.
First, to investigate the current state of adopting CA to the teaching of grammar, a survey of the communicative teaching of grammar in senior schools was conducted from the perspective of designing grammar lessons to motivate students to involve in communicative activities.
Then the author presented a large number of classroom activities to illuminate how to teach grammar in Communicative Approach. These examples integrate sources and techniques such as the use of sentence-pattern-drill with pictures, cards or multi-medium.
At last, the author applied these communicative activities to actual teaching practice, and made an experiment to test whether grammar teaching can be integrated to CA to senior middle school students. The experimental class was treated with CLT activities together with grammar instructions, and the control class was taught with the same CLT activities but without grammar instruction. The pre-test and post-test were conducted to both classes. Results from the experiment indicate that the result of eclectic teaching grammar in Communicative Approach is better than that of communicative activities without grammar instruction because students not only grasp the grammar rules but also know how to use them to communicate. Further implications and suggestions for schoolteachers are included in this thesis.
引文
Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall Regents, 1994:19-21.
Brown, R. A First Language. London: Allen and Unwin, 1973: 21.
Canale, M. and Swain, M. Theoretical Bases of Communicative Approaches to Second Languages Teaching and Testing. Applied Linguistics, 2, (1980): 89-112.
Celce-Murcia, D. and Sharon Hilles. Techniques and Resources in Teaching Grammar. London: Oxford University Press, 1988: 19.
Celce Murcia Ed. Language teaching approaches. London: Oxford University Press, 1991: 33-38.
Chomsky, N. Review of Verbal Behavior by B. F. Skinner. Language, 35, (1959): 26-58.
---. Aspects of the Theory of Syntax. London: Cambridge, Mass: MIT Press, 1965:99.
Cook, V. Second Language Learning and Language Teaching. Edward Arnold (Publishers), Limited & Foreign Language Teaching and Research Press, 1996.
Dulay, H. M Burt and S. Krashen. Language Two. Oxford: Pergamon, 1982.
ELLIS, Rod. Task based Language Learning Teaching. New York: Oxford University Press, 2003:145.
English Syllabus for Full-Time Senior Middle Schools. The people’s Educational Publishing House (Approved Edition), 2002.
English Teaching Syllabus. Beijing: People’s Education Press, 2002.
Finocchiaro, M. and C. Brumfit. The Functional-Notional Approach: From Theory to Practice. New York: Oxford University Press, 1983.
Fotos, S, Shifting. The focus from forms to form in the ELF classroom. ELT Journal Volume. Oxford University Press, 54, 4, (1998):463-486.
Fromkin, V. An Introduction to Language. New York: Holt, Rinehart and Winston Inc, 1988.
---. An Introduction to Language.New York: Holt, Rinehart and Winston Inc, 1990:12.
Halliday. Learning About Language. London: British Council, 1980:106-112.
---. System and Function in Language. Oxford University Press, 1975:185.
- - - . Modes of meaning and modes of expression: types of grammatical structure, and their determination by different semantic functions. London: Allen and Unwin, 1979:46.
---. Functional grammar (2nd ed). London: Edward Arnold, 1994:56-59.
Howatt, A. P. R. A History of English Language Teaching. Oxford: Oxford University Press, 1984: 279-281.
Hutchinson, T. Project EnglishⅠ: Grammar Workbook. London: Oxford University Press, 1991:21-22.
Hymes, D.“On communicative competence.”In J. B.Pride and J. Holmes (Eds.). Sociolinguistics. Harmondsworth: Penguin, 1972: 163.
Jerome K. Jerome. Three men on the Bummel. London: Oxford University Press, 1998.
Johnson, K. & Morrow, K. Communicate. London: Cambridge University Press, 1979:45-56.
---. Communication in the Classroom. England: Longman Group Ltd., 1981.
Johnson, K. & Porter, D. Perspectives in Communicative Language Teaching (Eds.). London: Academic Press, 1983:3-17.
Johnson, K. Making Drills Communicative, Reprinted in Johnson, K. Communicative Syllabus Design and Methodology. Oxford: Pergamon Institute of English, 1998:69-72.
Kind, U. Tune in to English. New York: Regents, 1978.
Krashen, S. Second Language Acquisition and Second Language Learn. Oxford: Pergamon, Oxford University Press, 1981:181-182.
--- . Principles and Practice in Second Language Acquisition . Oxford : Pergamon, 1982:209-211.
Krashcn. Sand T. Terrell. The Natural Approach.Oxford: Pcrgamon, 1983:100-108.
Larsen-Freeman,D. Grammar Dimensions: Form, meaning and Use. Boston:Heinle&Heinle, 1993:24-26.
Lewis, M. The English Verb: An Exploration of Structure and Meaning. UK: Language Teaching Publication, 1986:159.
---. Implementing the Lexical approach: Putting theory into practice. Hove, England: Language Teaching Publications, 1997:200.
Littlewood , W. Communicative Language Teaching. Cambridge: Cambridge University Press, 1981.
---. Communicative Language Teaching. Cambridge: Cambridge University Press, 2000.
Li, X. In Defense or the Communicative Approach. ELT Journal. Oxford University Press, 38, (1984):2-12.
Long, M.“The Effective Instruction of Inter-language Development”. Lecture given at the University of California, Los. Angeles, 1986.
Morrow, K. and K. Johnson.“Principles of Communicative Methodology”. Communication in the classroom. New York and London: Longman, 1981. Newmark, L. and Reibel, D. A. Necessity and sufficiency in Language Learning. International Review of Applied Linguistics, 6, 2(1968):45-64.
Nunan, D. Foreign Language Study: The learner-centered curriculum: a study in second language teaching. Cambridge University Press, 1988:196.
Nunan, D.& Michael-Long. Research Methods in Language Learning. London: Cambridge University Press, 1998:86-89.
Nunan, D. Language Teaching Methodology-A textbook for teachers. Prentice Hall International(UK)Ltd, 1991:151.
Penny. Grammar Practice Activities: a Practice: Guide for Teachers. Cambridge: Cambridge University Press, 1988:288.
Pica, T. Communicative Language Teaching: an Aid to Second Language Acquisition? Some Insights from Classroom Research. English Quarterly, 21, 1(1989):70-80.
Powney, J. and Watts, M. Interview in Education Research. London: Routledge, 1987.
Zhenhui, Rao. Chinese Student’Perceptions of Communicative and Non-communicative Activities in EFL Classroom System. 30, (2002):85-105.
Richards, Jack C. The Context of Language Teaching. Cambridge: Cambridge University Press, 1998:4-5.
Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 1986:85-91.
Richards,J.C. and Roagers,T.S . Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2001:223.
Rogers.T.S. Approaches and Methods in Language Teaching. England: Language Teaching Publications, 2001:10.
Piepho, H.E.E. Objectives in the teaching of English. In C. Candlin(ed.),The Communicative Teaching of English: Principles and an Exercise Typology. London: Longman, 1981.
Rassias, J. A. New Dimension in Language Training: The Dartmouth College Experiment. Methods that Work, edited by J. W. Oller and P. Richard-Amato. Rowley, MA: Newbury House, 1983.
Rinvolucri, Mario. Grammar Games: Cognitive Affective and Drama Activities for EFL Students. Cambridge: Cambridge University Press, 1984.
Rutherford, William E. Second language grammar: learning and teaching. New York: Longman, 1987: 179.
Savignon, S. Communicative Competence: Theory and Classroom Practice. Reading, Mass. Addison-Wesley, 1983:47.
Schmit, R. and S. Frota. Developing basic conversational ability in a second language.Cambridge: Cambridge University Press, 1986.
The Cambridge Encyclopedia of language (second edition). Cambridge: Cambridge University Press, 1977.
The English Curriculum for Senior Middle Schools. Beijing: Beijing Normal University Press, 2003:49-83.
The Longman Dictionary of Contemporary English. Longman: 1995.
The Webster’s New World Dictionary (second college edition). Cambridge: Cambridge University Press, 1968.
Thornbury, S. How to Teach Grammar. Cambridge: Cambridge University Press, 1999.
Widdowson H. C. Teaching Language as communication. Oxford: Oxford University Press, 1978:158-161.
---. Presentation at the TESOL Spain Conference. Oxford: Oxford University Press, 1986. - - - . Aspects of Language Teaching. Oxford: Oxford University Press, 1990:105.
戴炜栋,张霄梅.探索有中国特色的英语教学理论体系〔J〕.外语研究, 2001,(2):1-4.
胡鉴明.论中国西部英语教育的现状与发展—兼论《英语课程标准》在西部的贯彻实施〔D〕.交际法和中国英语教学, 2002.
全日制高级中学英语教学大纲(试验修订版)〔S〕.北京:北京师范大学出版社, 2002:14-16.
全日制高级中学英语教学课程标准(试验修订版)〔S〕.北京:北京师范大学出版社, 2003:49-83.
束定芳,庄智象.现代外语教学:理论、实践与方法〔M〕.上海:上海外语教育出版社,1996.
温伟娟.语法教学中运用任务教学法的实验报告〔J〕.国外外语教学, 2002,(4).
严庄,何自然. Pragmatic failure of the Chinese learners in communication with English native speaker〔D〕.中国英语教学, 1985.
张正东.语法教学的再认识一在“英语‘四位一体’复习教学方法再实验”结题研讨会上的发言. (http://www e4in 1.com/index/call1747.htm), 2002.
---.解析语法教学的困惑〔J〕.中小学外语教学, 2004, (12): 6-9.
Brown, R. A First Language. London: Allen and Unwin, 1973: 21.
Canale, M. and Swain, M. Theoretical Bases of Communicative Approaches to Second Languages Teaching and Testing. Applied Linguistics, 2, (1980): 89-112.
Celce-Murcia, D. and Sharon Hilles. Techniques and Resources in Teaching Grammar. London: Oxford University Press, 1988: 19.
Celce Murcia Ed. Language teaching approaches. London: Oxford University Press, 1991: 33-38.
Chomsky, N. Review of Verbal Behavior by B. F. Skinner. Language, 35, (1959): 26-58.
---. Aspects of the Theory of Syntax. London: Cambridge, Mass: MIT Press, 1965:99.
Cook, V. Second Language Learning and Language Teaching. Edward Arnold (Publishers), Limited & Foreign Language Teaching and Research Press, 1996.
Dulay, H. M Burt and S. Krashen. Language Two. Oxford: Pergamon, 1982.
ELLIS, Rod. Task based Language Learning Teaching. New York: Oxford University Press, 2003:145.
English Syllabus for Full-Time Senior Middle Schools. The people’s Educational Publishing House (Approved Edition), 2002.
English Teaching Syllabus. Beijing: People’s Education Press, 2002.
Finocchiaro, M. and C. Brumfit. The Functional-Notional Approach: From Theory to Practice. New York: Oxford University Press, 1983.
Fotos, S, Shifting. The focus from forms to form in the ELF classroom. ELT Journal Volume. Oxford University Press, 54, 4, (1998):463-486.
Fromkin, V. An Introduction to Language. New York: Holt, Rinehart and Winston Inc, 1988.
---. An Introduction to Language.New York: Holt, Rinehart and Winston Inc, 1990:12.
Halliday. Learning About Language. London: British Council, 1980:106-112.
---. System and Function in Language. Oxford University Press, 1975:185.
- - - . Modes of meaning and modes of expression: types of grammatical structure, and their determination by different semantic functions. London: Allen and Unwin, 1979:46.
---. Functional grammar (2nd ed). London: Edward Arnold, 1994:56-59.
Howatt, A. P. R. A History of English Language Teaching. Oxford: Oxford University Press, 1984: 279-281.
Hutchinson, T. Project EnglishⅠ: Grammar Workbook. London: Oxford University Press, 1991:21-22.
Hymes, D.“On communicative competence.”In J. B.Pride and J. Holmes (Eds.). Sociolinguistics. Harmondsworth: Penguin, 1972: 163.
Jerome K. Jerome. Three men on the Bummel. London: Oxford University Press, 1998.
Johnson, K. & Morrow, K. Communicate. London: Cambridge University Press, 1979:45-56.
---. Communication in the Classroom. England: Longman Group Ltd., 1981.
Johnson, K. & Porter, D. Perspectives in Communicative Language Teaching (Eds.). London: Academic Press, 1983:3-17.
Johnson, K. Making Drills Communicative, Reprinted in Johnson, K. Communicative Syllabus Design and Methodology. Oxford: Pergamon Institute of English, 1998:69-72.
Kind, U. Tune in to English. New York: Regents, 1978.
Krashen, S. Second Language Acquisition and Second Language Learn. Oxford: Pergamon, Oxford University Press, 1981:181-182.
--- . Principles and Practice in Second Language Acquisition . Oxford : Pergamon, 1982:209-211.
Krashcn. Sand T. Terrell. The Natural Approach.Oxford: Pcrgamon, 1983:100-108.
Larsen-Freeman,D. Grammar Dimensions: Form, meaning and Use. Boston:Heinle&Heinle, 1993:24-26.
Lewis, M. The English Verb: An Exploration of Structure and Meaning. UK: Language Teaching Publication, 1986:159.
---. Implementing the Lexical approach: Putting theory into practice. Hove, England: Language Teaching Publications, 1997:200.
Littlewood , W. Communicative Language Teaching. Cambridge: Cambridge University Press, 1981.
---. Communicative Language Teaching. Cambridge: Cambridge University Press, 2000.
Li, X. In Defense or the Communicative Approach. ELT Journal. Oxford University Press, 38, (1984):2-12.
Long, M.“The Effective Instruction of Inter-language Development”. Lecture given at the University of California, Los. Angeles, 1986.
Morrow, K. and K. Johnson.“Principles of Communicative Methodology”. Communication in the classroom. New York and London: Longman, 1981. Newmark, L. and Reibel, D. A. Necessity and sufficiency in Language Learning. International Review of Applied Linguistics, 6, 2(1968):45-64.
Nunan, D. Foreign Language Study: The learner-centered curriculum: a study in second language teaching. Cambridge University Press, 1988:196.
Nunan, D.& Michael-Long. Research Methods in Language Learning. London: Cambridge University Press, 1998:86-89.
Nunan, D. Language Teaching Methodology-A textbook for teachers. Prentice Hall International(UK)Ltd, 1991:151.
Penny. Grammar Practice Activities: a Practice: Guide for Teachers. Cambridge: Cambridge University Press, 1988:288.
Pica, T. Communicative Language Teaching: an Aid to Second Language Acquisition? Some Insights from Classroom Research. English Quarterly, 21, 1(1989):70-80.
Powney, J. and Watts, M. Interview in Education Research. London: Routledge, 1987.
Zhenhui, Rao. Chinese Student’Perceptions of Communicative and Non-communicative Activities in EFL Classroom System. 30, (2002):85-105.
Richards, Jack C. The Context of Language Teaching. Cambridge: Cambridge University Press, 1998:4-5.
Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 1986:85-91.
Richards,J.C. and Roagers,T.S . Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2001:223.
Rogers.T.S. Approaches and Methods in Language Teaching. England: Language Teaching Publications, 2001:10.
Piepho, H.E.E. Objectives in the teaching of English. In C. Candlin(ed.),The Communicative Teaching of English: Principles and an Exercise Typology. London: Longman, 1981.
Rassias, J. A. New Dimension in Language Training: The Dartmouth College Experiment. Methods that Work, edited by J. W. Oller and P. Richard-Amato. Rowley, MA: Newbury House, 1983.
Rinvolucri, Mario. Grammar Games: Cognitive Affective and Drama Activities for EFL Students. Cambridge: Cambridge University Press, 1984.
Rutherford, William E. Second language grammar: learning and teaching. New York: Longman, 1987: 179.
Savignon, S. Communicative Competence: Theory and Classroom Practice. Reading, Mass. Addison-Wesley, 1983:47.
Schmit, R. and S. Frota. Developing basic conversational ability in a second language.Cambridge: Cambridge University Press, 1986.
The Cambridge Encyclopedia of language (second edition). Cambridge: Cambridge University Press, 1977.
The English Curriculum for Senior Middle Schools. Beijing: Beijing Normal University Press, 2003:49-83.
The Longman Dictionary of Contemporary English. Longman: 1995.
The Webster’s New World Dictionary (second college edition). Cambridge: Cambridge University Press, 1968.
Thornbury, S. How to Teach Grammar. Cambridge: Cambridge University Press, 1999.
Widdowson H. C. Teaching Language as communication. Oxford: Oxford University Press, 1978:158-161.
---. Presentation at the TESOL Spain Conference. Oxford: Oxford University Press, 1986. - - - . Aspects of Language Teaching. Oxford: Oxford University Press, 1990:105.
戴炜栋,张霄梅.探索有中国特色的英语教学理论体系〔J〕.外语研究, 2001,(2):1-4.
胡鉴明.论中国西部英语教育的现状与发展—兼论《英语课程标准》在西部的贯彻实施〔D〕.交际法和中国英语教学, 2002.
全日制高级中学英语教学大纲(试验修订版)〔S〕.北京:北京师范大学出版社, 2002:14-16.
全日制高级中学英语教学课程标准(试验修订版)〔S〕.北京:北京师范大学出版社, 2003:49-83.
束定芳,庄智象.现代外语教学:理论、实践与方法〔M〕.上海:上海外语教育出版社,1996.
温伟娟.语法教学中运用任务教学法的实验报告〔J〕.国外外语教学, 2002,(4).
严庄,何自然. Pragmatic failure of the Chinese learners in communication with English native speaker〔D〕.中国英语教学, 1985.
张正东.语法教学的再认识一在“英语‘四位一体’复习教学方法再实验”结题研讨会上的发言. (http://www e4in 1.com/index/call1747.htm), 2002.
---.解析语法教学的困惑〔J〕.中小学外语教学, 2004, (12): 6-9.