教育类英语教学毕业论文 试论英语语法教学的趣味性 7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：试论英语语法教学的趣味性指导老师：XXX二〇一一年十二月十日 [Abstract]Grammar,asasetofrulesforchoosingwordsandputtingwordstogethertomakesense,playsasignificantroleinlanguageteaching.ItisdifficultforstudentstospeakEnglishwithoutlearningEnglishgrammar.However,thetraditionalteachingmethodsaresoboringthatmodernlanguageteachingtendstoneglectgrammar.Therehavebeenmoreandmoreteachingtheoriesandteachingmethodsatpresent.Inthispaper,somefeaturesandrulesofgrammarteachinghavebeengeneralized.Besides,severalteachingmodeshavebeenintroducedanddiscussedtomakestudentsmoreactiveintheclassandtoenhancecommunicativeactivitiesbetweentheteacherandstudents,soastomakeabstractgrammarteachingmorevividandinteresting.[Keywords]Englishgrammarteaching;teachingmethodology;delights[摘要]语法在英语教学中占有重要地位，没有语法规则的监控和修饰，学生很难成为地道的英语使用者。机械地沿用以教师为中心的传统方法进行教学使语法教学抽象枯燥。目前又出现了各种各样的教学理论和教学方法。本文总结了语法课堂教学的特征和规则，提出了几种基本教学方法以便更好地发挥学生的主动性，增强师生间的交互式教学活动，使抽象的语法教学形象活泼。从而使语法教学更好地服务于英语教学的最终目的---培养学生的语言交际能力。[关键词]英语语法教学；教学法；趣味性1.IntroductionGrammarisasetofrulesforchoosingwordsandputtingwordstogethertomakesense.Everylanguagehasasetofgrammarrules.Ithasbeenheldthatifalanguageis abuilding,thewordsarethebuildingbricksandthegrammaristhearchitect’splan.Withoutaplan,therewouldnotbeanybuilding.However,withthegrowingpopularityofthecommunicativelanguageteachingapproach,grammarismoreandmoreneglectedandgrammarteachingisregardedasinherently“dull”or“old-fashioned”.Someteachersareevengoingtoextremesbyavoidingtalkingaboutgrammarunderthesuppositionthatgrammarteachingdonogoodtostudents’communicativecompetence.Asaconsequence,thegrammaticalknowledgeisnottimelyconsolidated,internalizedandconvertedintoapracticalability.Therearesomeproblemsingrammarteaching,whicharegeneralizedas“fiveemphases”and“fiveneglects”,[1]thatis:emphasizinginstillingknowledgewhileneglectingpracticingskills;emphasizingexplainingindetailwhileneglectingexercising;emphasizingwrittenexerciseswhileneglectingoralpractices;emphasizingtheanalysesofgrammarwhileneglectingtheusageofgrammar;emphasizingthemasteryofruleswhileneglectingknowingexamples.Itisbecauseoftheseproblemsanddifficultiesthatgrammarteachingissoboringforbothteachersandstudents.2.FeaturesofEnglishgrammarteachingTherearesomefeaturesofgrammarteachingintheclasswhichisworthnoticing.[2]2.1ActivenessandinterestGrammarteachingshouldfitthestudents’age,theclasssituation,andthecontentofteachingmaterials.1)Trytosatisfythestudents’desireofsuccess.Forinstance,accordingto differentlevelsofthestudents,teacherscanteachthemtosingEnglishsongs,readsomeinterestingstoriestothemortalkaboutchildren’sprogramswiththem.2)Intermsof“3-s”whichissurprise,suspensionandsatisfaction,teacherscanadvancesomeenlighteningquestionstosatisfythestudents’curiosityandtoarousetheirinterest.3)Teachingmethodsshouldbeofvarietyandflexible.2.2PracticalityandcommunicativenessListening,speaking,readingandwritingshouldbedevelopedharmoniously.1)Emphasizecommunicativeusage,suchasdoingdutyreport,twominutes’talk,freechatbetweenstudentsandtheteacher,andsoon.2)Insistonelaborateexplaininganddoingmoreexercises,whichrequirestheteachertogivetwothirdstothreefourthsoftheclasstimetodoexercisesthatshouldbedesignedaccordingtothedifficultygradation,andaccordingtotheirpurposes.2.3ConsolidationanddevelopmentTrytoavoidforgettingandtrytoconsolidatetheknowledgegradually.Inotherwords,teachingmaterialsshouldbearrangedsystematicallyandorganizationally.Theteachershouldtrytoconnectnewknowledgewiththeoldones,increaserepetitionandenhanceexercisestoenhancepositivetransferenceandhelpstudentsgraspknowledgeandtraintheirpracticalskill.Inaword,suchfeaturesmakegrammarteachingparticularandimportant.3.PrinciplesofEnglishgrammarteachingInordertoteachgrammarsuccessfully,thefollowingprinciplesshouldbepaid attentiontoandobeyed.Thefollowingprinciplesshouldbeshowedintheclass.[3]3.1MotivationprincipleMotiveistheassuranceofallteachingactivities,includinggrammarteaching.Nowadays,sincemoreandmorestudentsarenotinterestedingrammar,itismoreandmoresignificanttomotivatestudents.Therearesixpointsaltogetherinthisprinciple.1)Choosethetopicthatsuitsthestudents’age,cognitionandlanguagelearning.2)Createthepropersituation,andtrytooffersomeocularobjects,suchaspicturesandslides.3)Makegrammarexercisesopenendedinanswerswhichallowstudentstotalkfreelyandarousetheirinterest.4)Formandmeaningarecombined.Meaningshouldbethecoreofexercises,whichcanbedesignedwithaninformationgaptoletstudentsjoininandgetwhattheywanttoknow.5)Personalityshouldbeembodiedfully,whichhelpstudentstocarryontherealexchange.6)Theactivitiesshouldbemorechallengingandmakestudentsmoderatelynervous,thusstudentswillgetthejoyofsuccess.3.2EfficiencyprincipleItismadeupofsixpointsaswell.1)Theaimofthegrammarteachingactivitiesshouldbeclear.2)Trytoincreasestudents’participationinpairworkorgroupwork. 3)Makesuretheefficiencyofpractices,whichmeanstomakesurestudentsareabletousethenewgrammarrulesproperlyandmakethemhaveasenseofsuccessandsatisfactionaftertheteachercorrectingtheirfaults.4)Increasethekindsofactivities.Thevarietyofactivitiesisthecondimentofthestudyingandteaching.Sincetherearestudentsofdifferentlevels,theactivitiesintheclassshouldbedifferent.5)Preparationbeforeexercisesrequiresthattheremustbepresentationandexplanation.Afterstudentshaveaclearideaaboutthetaughtgrammarrule,theycanenterintogrammarpracticing.6)Classevaluation.Thereisagrammartestattheendoftheclass.3.3VarietyprincipleThevitalityofteachingactivitiesintheclassliesinthechangingofteachingactivities.Theteachershouldcreatefertileactivitiesintermsofstudents’situation.3.4MajorityprincipleItshowsthatteachingshouldfiteverystudent.Soimplicitteachinganddominantteaching,inductivemethodanddeductivemethod,controlling,semi-controllingandcommunicativepracticeshouldbeunited.3.5ProcedureprincipleThistellsthatteachingshouldfollowtheprocedureofpresenting,explaininganddeveloping,otherwise,itseffectwillbedamaged.3.6CommunicativeprincipleLanguageservescommunication,andthereallanguageabilityisdevelopedin theprocessofcommunicating.Socommunicationshouldalsobeembodiedingrammarteaching.3.7DiversityprincipleLanguageabilityisthebasisofcommunicativeability.Andlearninggrammarisnottheaimbutthewayoflearninglanguage.Teachingdoesnotmeanjustteachinggrammar,neit