教育类英语教学毕业论文 中学英语语法教学 6页

湖南师范大学本科毕业论文考籍号：XXXXXXXXX姓名：XXX专业：教育类英语教学论文题目：中学英语语法教学指导老师：XXX二〇一一年十二月十日 [Abstract]ThispaperanalyzesthehistoryofEnglishgrammarteaching,from16centuryto19century.EnglishgrammarteachingmethodchangedfromGrammar-TranslationMethodtoDirectMethod,andtoAudio-lingualMethod.Nowadays,teachersandstudentsareaccustomedto3Pteachingmodel.AccordingtothestatusquoofEnglishgrammarteaching,thispaperdefinestheconceptionsoflanguageandlanguagelearning;introducesthatgrammarlearningmustfollowthesecondlanguageacquisition.Throughtheanalysisoftraditionalgrammarconceptionandteachingmethods,thispaperdiscoverstheproblemofgrammarteaching.Traditionalgrammarteachingwasjustforlearninggrammar.Teacherwasthecenterintheclass.Butnowasthedifferentstudylevelandunsuitabletextbookandinappropriateteachingmethods,Englishteachingqualityislow.Therefore,tofindsuitableteachingmethodsisthebestwaytodevelopgrammarteaching.Atthesametime,thispaperstudiesthreepopularteachingmethodsforgrammarteachinginordertosolvethe“fiverecognition,fiveunderestimate”problemofgrammarteachinginChina.Itadvocatesfosteringstudents’languageusingcompetence;grammarteachingnotonlyfocusesonformsbutalsoonmeaning.[KeyWords]grammarteaching;communicativeability;task-basedapproach;communicativeapproach;situationalapproach.[摘 要]本文分析了英语语法教学的历史，对从16世纪到19世纪的语法教学情况作了详细的阐述。语法教学经历了从翻译法到直接法，再到视听法的发展过程。现有语法教学现状是大部分教师及学生习惯了3P教学模式，本文根据了当前的现状,对语言及语言学习的概念进行界定,提出了学习语法应该遵照第二语言习得的意识发展进行。通过分析传统观念对语法的定义以及教学的方法，发现中学英语语法教学的问题及难点。语法教学的目的是培养学生掌握语言规则和运用语言的能力。传统语法教学单纯只是为了学而学，教师是教学活动的中心。但是现在，不同学生不一样的学习水平，不恰当的教学方法，甚至不合适的教科书，造成了英语教学质量的低下。因此，找到适合的教学方法和合适的教科书是发展语法教学最好的途径。同时本文对任务型教学法，交际法，以及情景教学法这三种现在最流行的教学法，提出适合并能解决现在语法教学问题的教学方法。倡导语法教学要注重培养学生运用语言的能力，不仅仅注重语法形式，更要讲求意义，从而提高交际能力。[关键词]语法教学；交际能力；任务型教学法；交际法；情景教学法1.TheHistoryofEnglishGrammarTeachingFrom16thto18thcentury,EuropeanmostpopularforeignlanguageteachingmethodwascalledtheGrammar-TranslationMethod.Atthattime,inEurope,Latinistheschoolcompulsorycourse;someEnglishelementaryschoolsarecalledsimplyGrammarschool.Studentsstudyanddrillthegrammarruleintheclass.ThetranslationistheLatingrammarclass’simportantcontent.ThiskindofGrammar-TranslationMethodtakesthegrammarasacenterinthestudyforeignlanguage,itfocusesonthestudyandthememorygrammarrule.Intheclassroom,teachersexplainedgrammarinnativelanguage.Studentsdidalotoftranslationspracticetostrengthenthememory.However,theshortcomingofthisteachingmethodwasveryclear.Ithadneglectedthespokenlanguageandthelisteningtraining, student’scommunicativeabilityispoor;itpurelypursuedtheaccuracyofthegrammar,andhadneglectedstudent’slanguagecreationability,andcannotfullyexploitthestudents’subjectiveinitiative.In19thcentury,theEuropeancountriesexchangedalot;theGrammar-TranslationMethodhadbeenchallenged.ThedirectmethodaroseatthatmomentandwaspromotedinEuropeandAmerica.Duringthisteachingmethod,thegrammarstilltooktheleadingposition,butitemphasizedtheactualapplication,thedifferentcontextbecomesthefactor,whichthegrammarteachingmustconsider.Thedirectmethodstartedtoexcludethenativelanguage.Thecharacteristicsofthedirectmethodwerethat,usinginductionmethodtoteachgrammarrules;payingattentiontothespeakingandlisteningpractice;choosingthetalkingmaterialasthetextbook.Itdidnotcontrastwiththenativelanguage.Thismethodcouldfostertheoralcommunicativeability,buthadrevealeditsweaknessintheabilityofreading,writing,andtheabsorptionlanguageinformation.Inthe50’sof20thcentury,asaresultofthestructuralisminAmericandominantposition,thereappearedAudio-lingualmethodintheUSforeignlanguageteaching.TheAmericanlinguistshaveformulatedaplantotrainskillsthatweregoodatoralspeaking.TheDirectMethoddevelopedintoAudio-lingualmethodundertheinfluenceofstructurallinguistics.TheDirectMethod’scharacteristicswerethat,tomasterthegrammarrulesthroughalotoflisteningandspeakingpractice,nottousenativelanguageandtranslationasfaraspossible.Forexample,inFries’sTeachingandLearningEnglishasaForeignLanguage,heconsideredthatthedifficultiesof foreignlanguagelearningaretheresultofdifferentlanguagestructuresystem’sconflict.Audio-lingualMethodandotherteachingmethod,whichbasedonthetheoryofstructurallinguistics,theirteachingpointisonthesentenceconstitutionrules.Afterward,astheuseoftheelectrifiedaids,theaudio-lingualmethoddevelopedintotheAudio—VisualMethod.ThecriticismtotheDirectMethod,Audio-lingualmethodandotherteachingmethodistheirtoolimitedgrammarconceptionandabstractgrammarteachingthatdivorcedfromthereality.Thosestudentswhowereeducatedundertheseteachingmethodscannotcommunicatewithothersnaturally.ThereisanotherweaknessthattheDirectMethod,Audio-lingualmethodneglectsstudents’acknowledgedabilityandlanguagecreationability.Otherwise,Hymesadvancedhisfamousviewabout“communicativeability”.Inhisopinion,peopleshouldhavetheabilityoflanguageandcommunication,sotheycancommunicatewithothersatanytime,anywhere,withanyone,inanyway.AdvocatedbyHymesandLabov,thesociallinguisticsflourishedinUSA.Theforeignlanguageteachersbegantorealizethatit’spositivetopracticegrammarrulesinthemeaningfulcontext;however,contextwaslimited,mechanicalpracticecannotfosterstudents’communicationflexibility.Therefore,thereappearedtheCommunicativeApproach.Ittookthecultivationofcommunicativeabilityastheirteachingaim;itemphasizedonthemeaningbutnottheaccuracyofthesentencepattern.Grammarteachingmustfollowthecommunicativeapproach;somegrammarrulesareevencompletely neglected.Inthelate70’s,Krashendistinguishtheconceptionbetween“acquisition“and“study“.Heproposedthatstudywastolearnlanguagerules,butitisuselesstomasterlanguage.Therefore,inKrashen’theory,grammarlostitsposition.Tilllate80’s,Krashenstartedpubliclytorejectthegrammarteaching’simportantpositionintheforeignlanguageteaching.During80’s,grammarteachinghadoncedisappearedinclass.Nowadays,manyforeignlanguageteachersconsideredthatgrammarteachingcouldmakelanguagelearningmoreeasily.Theyemphasizeontheimportanceofthegrammarteachingintheclass.Afterthedevelopmentofteachingmethod,peopleallfocusonthegrammarawareness,theydisagreetolearngrammarrulesthroughmechanicalpractice,theirresearchstressistofindabestwaytomastergrammar.So,howtoteachgrammareffectivelyisanimportanttask.[1]p1-32.TheStatusQuoofEnglishGrammarTeachingFrom1980’s,task–basedgrammarteachingheldtheviewofcommunication,andtookthemeaningasitstask.Althoughthelearnersayswordssmoothly,buttheyarelack