在英语语法教学中引入交际法 85页

上海师范大学硕士学位论文在英语语法教学中引入交际法姓名：黄新春申请学位级别：硕士专业：课程与教学论指导教师：梁欢珍20080401 摘要随着语言学、心理学和教育学的发展，人们对外语教学有了新的认识，语法的定义也被赋予了新的涵义。这种新的涵义实际上反映了一种新的语言观念。这种新观念并不把语言仅仅解释为一种知识体系或规则，而是更加强调语言作为交际工具的本质意义，从而必然要求对传统的语法教学进行改革。本文介绍了语法的定义和重要性，同时指出我们面临的问题不是要不要教语法，而是如何有效地教语法．作者在说明传统语法教学的优缺点之后，详细介绍了交际教学法的各方面，包括交际法的特点，原则，以及在中国实行交际教学法的有利和不利条件．本文主要探讨如何通过结合语言的形式和功能有效地教语法．作者提供了大量的课堂活动以此来说明如何用交际法教语法，在这些课堂活动中学生可以讨论，分析和练习各种语法知识．与此同时，作者以定语从旬为例详细介绍用交际法教语法的策略．作者通过一个实验对用交际法进行的英语语法教学和传统的英语语法教学进行对比，主要想知道以下两个问题：交际法教语法对中学生是否适合，能否收到效果：用交际法教语法的教学效果是否优于传统的语法教学的效果。本文作者在为期六周的实验中以被动语态为教学内容，对控制班采用传统的语法翻译法，实验班则采用交际法。实验结果表明：用交际法教语法的教学效果优于传统的语法教学的效果。实验中得到的启示是：语法的教学应该是结合语法的功能和意义在一定的情景中教学。关键词：语法，语法教学，交际能力，语言能力，交际教学法 AbstI．actWiththedeVelopmentoflinguistics，psychologyandpedagogy；peoplearetdkinganewlookatforcignlanguageteacllin吕酉Vinggmmmarteachinganewme锄ing，whichreflectsanewlingllisticconception．ThisnewconceptionregardslangIlagenotmerely舔asystemofmles，but弱at00lforhum柚C0mmuniCation．ACCordin酉y，thetraditionalmethodsof伊ammarteachingshouldberef0姗．11lethesisintroducesthedefinjtionof铲锄mar锄dimpon柚ccof伊锄arteaChing，pointing叫tthatollrproblemwearefacingist0teaCh伊amm缸e￡l’ectiVelymtherth觚considerwhethertoteach孕amm盯0rnot．AnerpresentingtheadV锄tages锄ddisadV孤tagcsofthe的ditionalteachingmethods，me孤thorintroduccstheCommunicativeLanguageTeac惦ng(CI四indetail，illcludingthefeatures，principlesofCI正inc0吼patibilityandfeasibilityincarryingoutCITillChina．Theauthorpr0Vides10ts0fd弱sroom锨iVitiestoexplainhowtote引出乎煳arwithCU：intheprocessofthesemeaningfulcommunicatiVeactivities，thestlldentscandiscuss，锄a1)，ze锄dpmctise伊ammaticalmles．Attllesame也ne，theauthortal【estherelatiVed孤se硒趾ex锄pletointroducestrate百esof孕ammarteaChiIlginthe行锄ework0fCITindetail．Ancxperimentisconductedt0testwhether莎锄marteachingwithCLTissuitabletoseniormiddlesCh00lstudents，柚dwhetherteaching鲜吼marwithCLTismoree￡fectiVeth锄inthetraditional铲锄m孙tr觚slationmethod．One伊ammaticalitem—thepassiveVoicew硒chosenfortheexperiment．Theexperimentalresultshowstllatteaching伊aII吼arwithCU’isacceptableaIldbetterth姐thetraditiOnalgramm扑tfaIlslationmethod．Theenli曲tenmentf的mtheexperimentist11at伊ammarshouldbetauglltincommunicativesituationsCombinedwithitsfo咖sandfunctions．1【eywords：黟amm鸡commullicatiVecompetence，lingllisticcompetenCe，铲锄marteaching，communicativelanguageteachingi{ 论文独创性声明本论文是我个人在导师指导下进行的研究工作及取得的研究成果。论文中除了特别加以标注和致谢的地方外，不包含其他人或机构已经发表或撰写过的研究成果。其他同志对本研究的启发和所做的贡献均已在论文中做了明确的声明并表示了谢意。作者签名覆赫日期：堋、夕．论文使用授权声明本人完全了解上海师范大学有关保留、使用学位论文的规定，即：学校有权保留送交论文的复印件，允许论文被查阅和借阅；学校可以公布论文的全部或部分内容，可以采用影印、缩印或其它手段保存论文。保密的论文在解密后遵守此规定。作者签名新签嘶飙刎I哗 AcknowledgementsI锄铲atefulintllefirstplaCet0mysupervisor"PfofessorLiangHuanzhen．Itisshewhoalwayshelpsme锄dencoumgesmetoundenal(ethewritingofthisthesis．HerC0mmentsa11dsuggestionsaboutmythesis，f如mtheorganizationalstrIlcturet0，detailedcontent，arealwaysconstmctiVe，helpful，锄dValuabletome．1wouldliketothankalltheteacherswh0havetaughtmediligennyinShaIl曲aiNomalUIliVersity．Tllleyareprofessorsintheforeignlanguagescollege．Withtheirhelp，Ihaveobtainedmuchl【Ilowledgeaboutthis丘eld．Th锄ksarealsorcnderedtothosetcachersworkingillthelibrary觚dreferenccroomofthe嘶VerSity，whohavepatiently雒sistedmeinfindingrelcv加trcfercnceb00ks．nanl【sarealso舀Ventomyfo肌ercolleagIlesin№．10MiddleSchooliIlmchu锄，Ji锄黔i．111eyareEn舀ishteachef"ziDong觚柚dheadIIlaster，Huzhongzhi． 上海师范大学硕士学位论文IntroductionIntI．0duction，nlereareseveralmethodsintheforei印langIlageteaching，someofwhichhavehada鲈atinnuenceonforei萨lallguageteachinginChina．’nleGr锄mar-lnnslationMethodwaSthemostpopularoneiIlChina．Indespiteofitsdefects，itstillh勰stfonginnuenceonforei印lallguageteachinginmostschoolinChin如especiallyinnlralarca，fofitiseasyfortlleteachertocarryoutthemethod觚dthemethodissuitableforthep叩er-basedtestinchina．Anothermethodwhichinnuencesforei萨l锄gllagetea出nginChi越istheAudio-lillgualMethod．Itwasfimlygroundedinlinguisticandpsycholo舀calthcories：linguisticstmctllralismandpsycholo舀calneo-behaViorism．T1leproponentsofthemethodbelievethatlanguageleamiIlgisaprocessofhabitfo咖ationinwhichthestudentsexcessivelyleamcarefullysequencedlists0fsetpllrases0rbasicsentenCes．Theteache璐ofEn酉ishinmemiddleschoolareusedtothe’naditionalGramma—nanslatiOnMethod柚dtheypaymuchmOreattentiontOg姗marstnlcture，buttheresunisunsatisf搬。够Students伊aspalotofEn酉ishkIlowledge柚ddoweni11readiIlg，buttheyCan’tC0mmuIlicativewell，thatis，theirabilities0fspeakiIlgalldHsteningarcVerybad．Facedwiththisbackwardsituation，theStateEducationCommissionintheeady1990sbeg柚toapplyCommunicatiVehlguageTcachinginmiddleschools．However，atpresent，inthepracticeofcarryingoutCITinChina，thereexistsomeproblemstobeconsidered．ManyteaCherSthinkthattheCU?don’tincludethe伊锄marteachin舀whichleadstomanybadresults，forexample，tlleabilityofreadingisdeCreasin岛the10ngsentenCesarehardforthestudentstounderstandandmealbilityofspea：kjnghasnotbeenimproVedefI．ectiVely．Sosometeachersbeg锄tousetheGr锄1m册TranslationMethodagain．IIlthisbaCkground，theauthorthinksteachinggrammarwithCITmayproVideanewideatoresolVetheproblem，makingthestudents伊aspthe伊锄marC0mpetence孤dcommunicatiVecompetence．0n0neside，wemustle锄伊锄marmlest0compensatethelackof envimnmentofforei印langIlageacquisition觚dt0catertotheneedsofthe孕ammar-basedp印ertest．Ontheotherside，theaim0fle锄inglanguageist0communicatewithothers．TlleCo咖unicativeLangllageTeachingintroducedinthisthesisissomewhatacompromisemethod．TtaditionalmethodsarenotsimplyrejectedbutarcrciIlte叩retedandextended．hlgIlagel【110wledgeisintroduccdinaC0ntext，黟ammaticalitemsareisolatedforcontrolledpractice，锄dthenanumbef0fn．eeractiVities缸eproVidedtoreiIlforcewhatthey1eamt．(、ommunicatiVeactiVitiesarcsuggestedtoencoumgestudentst0use孤dpracticefuJlCtio璐觚dfo皿s．ThegoalofteachingEn酉ish伊锄marshouldmailllybet0iIIlproVethestlldems’abilitytousethel觚guage．Funhe咖ore，duetothecomplexityoftheleamcrVariablesaIldthefactthatthetraditionalmethodh弱a10nghistoryinChina，CITinthisdissenationmightsimplyme卸tointegrateCommuIlicatiVeL：rintogr猢缸tcaching．HopefIllly，this也esiswillpr0Videseniormiddleschoolteache瑙withsomeiIlsiglltsinto黟ammarteaching．T1listhesisconsistsoffiVechapters，exceptforiIltroductionandcondusion．ChapterliIltroducesthedefillition0fthe伊ammar，theimpOnancc0fthe黟锄mar-teaching觚dfeviewsthe伊舢ar-teachinginthetraditionalmethods，atthes锄etimeitsdr耐backsarepointed0ut．Ch叩ter2introduccsthebaCk孕oud，chauracteristics，principlesofCI工锄dconsidersthefactorsofincompatibilityaIldfeasibilityincarryingoutCITinChiIla．Ch印ter3discllssestherelatiOnship0fCU’withthe伊a删【narteaclling，shOwssomeviewpointssupponing‘teaching铲锄marwithCL：r’锄datl弱tgiVessomeadviCeOnhOwt0combinelingIlisticcompetenccwithcommunicatiVecompetence．Chapter4seⅣesastllemajofpartofthisdissertation．SpecificstrategiesaIldteachingproceduresonteachinggr锄marwithCL：raredemonstratedindetail．Finally，theauthorgiVesanexamplet0illustratetheprocess0fimplementing伊ammarteachingwithCI工Chapter5，anexperimentisca仃iedoutt0testifywhethercommunicatiVe伊ammarteachinghasmoreadVantagesoVertraditionalmethods．2 上海师范大学硕士学位论文Grammar柚dRelatedIssuesChapterlGrammarandRelatedIssues1．1ThedeanitjonofgrammarM硎锄一Webstcr’sColle百ateDictionary(Misheta1．2007：543)de缅esthe铲锄mar勰：1．口：thestHdyoftheckSsesofthewo弗ds。theirin社ect泌ns，口nd咖e扣血玎c砌，ls口砌陀坛矗D船觑饶es明五啪ceb：nstHdyofWhnt话t0bepre和rred口ndwhnt口votdedini研ectionand掣ntcⅨ．2．d：mech8r口cterist记s))stem研诵毋ectio潞n甜s)，nl口x对4lnngu口ge．6：口妙，锄D，旭Z缈饶口f出砌嚣纺eg阳历肌口疗c口Zs仉Icm彤D，口肠，l肛口g已Lon舯加DictionaryofLanguageTeadling&Appliedunguisticsgivesthedefinition0f目锄蚴ar：G，口朋历口，．括晓ed韶c，．勿崩嬲矽矾es觚cm陀D厂口缸，秽口g它册d绕ew缈切¨唬fI叻砌肛西庇堋l绍s“幽口s啪以譬册dp^厂口s嚣口坨cD聊6觑Pd幻p厂D巩lce跚咒纪聆c缈玩班e肠聊弘口g已乃淞“口Z炒砌钯s觑幻口ccD“川琥e所e口，l跏g口蒯丘咒c砌船历巴掰跏而胁c劣^口忱伽晓eover口n掣st￡m研thelangll口ge⋯．．(R主chamet口1．2002：201)Manylinguistsalso百Vedi丘ercntdefillitionsofgrammar．Halliday(1985)seesjt弱thestudyofhowsynta)【(fonn)，sem柚tics(meaniIl曲，alldpragmatics(use)worktogetheft0enableindiVidualstoCommunicatethroughlangllage．Crystal(1980)thiIll【Sthatthe掣锄maLrisasystematicdescriptionofalanguageorthewaywordsaIldtheircomponentpanscombinet0fomlsentences．Ur(1988：4)says，‘‘Gr锄marmayberoughlydefinedaSthewayalanguagemanipulates锄dcombineswords(0rbitsofwords)inordertof0肋longefunits0fme锄ing．”k髑en-Freem锄(1993)arguesthatithasthreeintellrelateddimensions：fbnn，meaninganduse．Shealso3 assensthatF锄marshouldbeseen弱asl【illlikereadingalldwritingratherthananAlltlledefiIlitionsmentionedaboveteUusthat笋ammardoesnot0nlyrefeft0thefo锄0fthemle0fthetargetlaIlguagcbutalsotheme觚jngaIlduse．Therefore，恤eeprimar)，aspectsof伊锄marshouldbetaugllt：f0锄，me觚in岛锄duse．Fo珊isthebaseof伊alI：吼ar，aIlditincludescate90riesandsentenccpattems．Meaningisthecontent0ffo锄．EVeryf6mhasits0wnmealling．UseistheappliCationoffb衄；itisthcpu印0se0fle锄ingalanguage强disdetemlinedbythemealling．1．2Theimponanceandnecessityofg豫mmarteachingWhatevcrtlleor)ritis，itmustaoceptthisf诎：forei伊languageacquisitionisdi脏rcnt缸皿加tivelangIlageacquisition．Forei萨langIlagele锄erSmustle锄伊amm缸forthelackoflanguageenViro砌ent．Therefore，peoplcare佗C0nsideringtheiIIlport姐ceofteachillg黟锄maLResearchshowsthat铲锄marteachiIlgisessentialforlaIlgIlageteaching．Inrespectofinputtheory’铲ammarteachingc觚helple锄er’sintakelaIlgIlagematerialmorce硒ily，thatis，铲锄marmakesinputComprehensible觚denablesle锄erstomonitortheirlaIlgIlagestudy．InrcspectofcogllitivetheoⅨthereisaspeCiallingIlisticabilitydistinglIished自『om0ther孤imalsinhum卸being’sbrain．Andtheabilityis锄bodiedintheillduction觚dassociationof孕锄m盯mlesinparticlll鸸whichisthemajorfactorforhum锄beiIlgtomasteralaIlgIlage．MaIlylingllistsalsomal【estatementsonthesepoints丘omdiff：erentaspects．The1980shypothesismatlaIlgIlagec蛆bele锄edwithoutsOmede孕eeofconsciousnesshasbeenfoundtheoreticallyproblematic．sclunidt(1990：129)suggeststhatconsciousattentiont0fo姗，orwhathecalls‘‘noticing”，isanecessaryconditionforl卸gllageleanling．ExtensiveresearchonleamingoutcomesinFrenchimmersionprogr锄sbySwainandhercolleagllesshowedthat，despitesubstaIltiallong。te加eXposuretomeaningfulinput，theleamersdidnotachieVeaccuracyillcert咖伊ammaticalfb咖s．hlthepro黟ams，thefoCusisprimarilyonmealling-fbcusedC0mmunicationandthe伊ammarisnotaddressed(Swain1985)．stem(1992：144)4 上海师范大学硕士学位论文GrammarandRelatedlssuessays，”Gralnmarteaching，positjVely100kedat，helpsle锄erstobecomeSkilledinreco印izing，allalyzing，柚deVentuallymasteringtheseelusiVestmcturalfeatureswhichareessential硒pectsofproficiency．”hrsenFreem柚aIldbng(1991)suggestedthat，wllileinstmctedlanguagele锄ingmaynothaVemajoreffectsonsequencesofaCquisition，ithasfacilitativeeff：ectsonboththerateandtheultimateleVelofL2acquisition．wilkins(1972)believesthatacquiringthe伊ammaticalsystemis0fcentralimport锄cc，because锄inadequatekIlowledgeofgr锄marwouldseverelyconstrajnlinguisticaeatiVityandlinlitthecapaCityforcommunication．Celce-Murcia(1991)pointsoutthatnoticeable锄dconvincingproofshowsthatteachingwithout孕锄marcanonlyleadt0crippledforei印lallguagewhetheritisbasedoncomprehension0r0nC0mmunicati∞觚dStudentscaIlnOtmakeprogressif跚印弱singthestage．Arcse甜chdoneintheCalifomia，LosAngelesin1984showedthatalthoughsomefofei萨studentsinthecollegehadliVedAmericaIlforoVersevenyears锄dtherew弱n0forei弘acCentiIltheirspokcnl觚gllage衄dtheiracCentwasalmostthesame弱thenativeAmericaIlstudents，theirproductiVeabilityinwrittenf0锄w弱farbelowtllatofmenativeAmericallstudents．Thecomposition0fthesixtypercentofthestudentsinvestigatedwasacccptableinstnlCtureandlo西c．OIllytwentypercemofth锄couldcompletelybeacceptable粗dthe0therfonypercentcouldnotbeacCeptablef幻mtlIean酉eofwritingability．I烈ertheforeignstudentswercgiVenextra孕锄maticallessonsbutlittlepr0伊essw弱made．Tllatw硒becausetheyhavefo彻edbadl孤gIlagehabits．InChina，therew弱atraditionoflayingstfesson铲锄marteaching．ThedOminantmethodologywastheGrammar-tr姐slationapproach．Inthisapproach，grammarwaspaidmuchattentiont0锄dthestudentsweregOodatreadingespeciallyatwriting．TIlleymadefaurfewer伊ammaticalmistakesthanstudentstauglltwiththecommunicativel柚gIlagetcaching．Butinrecentyears，thetfaditionhasbeenbroken．Whatistheresult?Studentstauglltwithless铲ammarteachingafecomparatiVelygoodatlisteningandspeal【ing，buttheyaremostlyp00ratwritingaIldmakemany擎锄maticalmistakeswhentheyspeakandwrite．HereI’d1iketoquoteastoryfrom 上海师范大学硕士学位论文Gr锄marandRelatedIssuesMLzhangzhendong(1999)：，肌甜口刀口纪加陀i∥p№f酚sD厂w，lD^口d6ee以f∞幽f，塔劬觑巧Psfzfde玎fsJ劬切g口6，．口口ds切ce晓eJ98Ck}多砚e厅口妇d口6D“f咖e护EnglishstlldieS，thepro知ssorsaidth口tthechineseSttldentsstHdyingnbro口d讯mepnstwerepoornfSpokenEngnshbutthe)7coutdwrnegooaco嘲∞s诳。扎swi墩}．ewgr口mmnt主c口lm主st口ks流memcI托dthe硼伽酷esm如忍绍sfzlI方啦g口6rD耐胁陀c阴fy叩船口regD谢口f印D妇厅砌g肠疏6以眈e陀口坨m口，吵盯口，，l肌口础∞，肌f锄娩s觑历e咖“，”妒Dsf坛D万文刀论p比9妇厂_，轨口砂阳谢^z册D，D“s炒7．)，D“营酣cMckens。bm10Seeggs．TheenlightelⅡnentthatwec锄getf幻mwhatisstatedaboVeisthat伊锄marplaysanimponantpaniIIforeignlanguagele锄ing，and伊amm盯teachingshouldnotbe∞酉ected，foritc锄helpthestudentst0Speak锄dwritebettcr觚dbemoresuccessfulintheircOmmunication．HoweVer，擎猢arshouldneVefbetaugllt弱anendinitselfbutalwayswithreferencetome觚i119，socialfactor"0rdiscourseoracombinationofthesefactors．1．3G豫mmarteachingundertraditionalmethods13．1G髓mmar-1hnsla妇onMethod(讯胁m小’I．raIlslatlonMethodisthemost仃aditiOnalmethOdthatwaspresentevencentllriesbeforeGouin觚dBerlitzcamealongwimtheirreVolutionarymethods．hlme19也Century，theClassicalMethodcaIIlet0bekIlownGr锄m孙Tr孤slationMemod，whichisactually觚extensionoftheapproachusedtoteachdassicallaIlgIlage—ktintotheteachingofthemodeml柚guage．necharaCteristicsof铲扰lmarteachingintheGramm孙TrallslationMethod：(1)IIlstructionis西VeninthenatiVelaIlguageofthestudents．(2)GrammaristauglltdeductiVely-thatis，bypresentation锄dstudyof铲ammarmles，whicharethenpracticedthrou曲translationexercises．(3)Grammarmlesareexplainedwithex锄plesentences．6 上海师范人学硕士学位论文(；fammarandRelatedlssues(4)Gr锄marproVidesthemlesforputtingwordstogether，andtheapproachonen1．0cusesonthefbnnandinflectionofwords．(5)Thesentenceisthebasicunno“eachingaIldlaIlgIlagepractice觚ditistreatedout0fcontext．(6)kamefsspendtheirdasstimememorizing1angIIagemlesmeCh觚ically．(7)TheexercisesemphasizetheconsciousC0ntrolofthestnlcturc觚dindudetl锄slatjoninbothdircctions．TheadVantagcofthegrammar-translationmethod：Grammarwasgraded，thougllnotinthemodemsenseexacny，彻dpresentednewgral姗arpoints伽eby彻ejn加org蛆ized0rder．Eachst印neededappropriateex锄ples锄despeciallydeVisedsentenceswercsimplefth锄s锄plesf幻m‘r印utableaumorS’whjchcontainedextfadi￡ficultiesfbfthepupils．Tlllisexemplaryfunctionw弱alsotakenoVerbythemodemstmcturalists，thoughusedtodemonstratearatherdi虢rentkindof伊砌aur(Howatt1984：132)．niSe勰ilymaneuVercdbyteachers．Thismethodisalsopracticalintllatit酉Vespriorityt0laIlgtlageaccIlracy，whichisamustinmostoftoday’sfomalwritt髓examinations．ButthedisadvalltageisalsoobVious：ItexcessivelypaysattentiontotheacCIlracy锄dcompleteness0fl觚gIlage趾dne舀ectsspokenl觚gIlagc锄dlistening仃aining，aIldwhat’s、Ⅳorse，italInostcompletelyignoreslanguageuseindifI．erentsituatiOns，whichfailst0cultivatethestudents’creativeabilityofl锄guagc．Soitishardt0rememberforeVer0rusec0ⅡeCtlythe伊眦皿aL1．3．ZDiI℃CtMethodThebasicpremiseoftheDirectMethodwasthatsecondlaIlgllagele锄ingshOuldbemOrclil【efirstlanguagele锄ing．ThemethodwouldindudelOts0fOralinteraction，spontaIleoususe0flanguage，nOtranslationbeMeenfirst觚dsecondlaIlguages，aIldlittleofnoanalysisof伊锄marmles．GrammafwastauglltinductiVelywithnoexplanations．(bⅡectpronunciationand黟锄marwereemphasized(Brown1994：52-53)．nusthismethodstressesspokenlangIlageratherth柚writtenlaIlguage，intheclassroom，TIeacherspresentnewlanguagebyusingmime，pictures，觚dobjects．7 上海师范大学硕士学位论文GrammarandRelatedlssuesMuchofthedasstimew硒deVotedt0question-锄d-孤swerexchangesbe俩eenteachers锄dstudents．Gr锄maticalmlesarcnotexplicitlytaught，butteachersencouragestudentstoinducethenlles0f笋ammaLThem嘶tsofdirectmethod：Itstressesthedirectle锄ingandteaching0ffofci伊language锄dainlsatafreeuseofitasameaIlsofcommunication．Itlaysemphasisonteachingspokenl觚gIlageandpronunciation．Itstansteachingwithlistening锄dspeaking觚dthenproceedst0read觚dwrite．T1lisisthenaturalordertoleanlalanguagc．nemphasizespracticea11dnewlaIlgllagehabitfbmation．k【Ilgllage，嬲atool，ismainlyleamedthrougllpractice．ThedirectmemoddoesnotspreadwidelybecauseofconstraintsinV0lVingbudget，classr00msize，tilne，孤dthedi删methoddemandedhiglllycompetentteaCherswh0havealwaysbe锄difficunt0re伽it．Amditiscriticizedforitslackoftheoreticalfoundatio璐．Thedra、帕acl【softhjsmethodareasfollows：Gramm缸teachingfbcllsesongr锄maticalmles觚dissentence·oriented．Tlllerefore，grammarc卸notbeusedinI．ealcommunication．1．3．3SituationaILanguage’reaching(Sl：冱)Ill0rdertooverC0methedrawbackofthedirectmethod，Palmer’Homby，趾dotherBritishappliedlingIIists舶mthe1920s0nwarddeVeloped柚approaCht0methodologythatinVolvedsystematicprinCiplesofseleCtion(theproceduresbywhichlexicala11d铲ammaticalcontentw勰chosen)，黟adation(principlesbywhiChtheo玛aIlizationandsequencingofcontentwercdete瑚ined)，andpresentation(tecllIliquesusedforpresentation柚dpracticeofitemsillacourSe)．IIlthe1950s，theSLrcameintocommonusagc．Themaincharacteristics0f伊锄marteachingintheapproacharefollows：(1)LangllageteaChingbe西nswiththespokenlanguage(2)Theta玛etlaIlgIlageisthelangIlageoftheclassroom．(3)NewlaIlgllageaIld伊ammarpointsareintroducedaIldpracticedinsituations．(4)Itemsofthe铲ammararc伊adedfollowingtheprinciplethatsimplefo肌sshouldbetaughtbeforecomplexones(RichardsandRodgers1986：33-34)． 上海师范大学硕士学位论文GrammarandRelatedIssuesnismethodpaysmoreattentiOntothem弱t嘶ng0fstruct眦esrathcrthanthecommunicativcproficjency’sothe伊锄marisnotusedfreelyintherealworld．1．3．4AndiO-LingllalMethOdTheoutbI．cakofW|orldW缸1、ⅣoheightenedtheneedforAmeficanstobeC0meorallyproficientinthelangIlagcs0ftheirallies觚denemiesalikc．In1943theAmeriaaIlAmyiIlitiatedtheA咖ySpecializedTrajningPr0伊锄，morecolloquiallythe“mmyMethod”tOteach衄ensivel趾guagccoursesthatf．ocusedOn0ralsl【ills．Soonthesuccess0ftheAnnyMethod觚dthereVivednationalinterestinforei印l柚gIlagespurrededucationalinstitutiOnst0adoptthenewmethodology"wllichcametobel【nown雒theAudio-lingIlalMethod．ItadaptedmaIlyofthep血ciples觚dproceduresoftheDircctMethod．En酉ish900istherepresentatiVeworkofthismethod．ThecharaCteristicsof黟ammartcaclliIlginAudio—lingllalmethod：(1)Thelessontypicallybe酉螨withadialogueContainingthestmCture觚dvoca．bularyforthelesson．(2)GrammarstnlcturcsaresequencedbymeallsofcontrastiVe锄alysis觚dnllesaretaughtinductively．(3)Tlhereislittleorno伊ammaticalexplaIlation．(4)E玎0rsarenottolerated．Whene盯0rsdooccur，theyshouldbecorrectedbytheteacherinlmediately．(5)Stmcturesaresequenced雒dt卸ghtoneatatime．nemostobVious趾dd硫ctdcmerit：船aconsequenceofthene舀ectoflangllagecomext0rpu叩ose，tllei弘oranceoflanguagefunction，Studentstendt0lacknexibilityalldbeunabletousele锄edmaterialwhentheyarefacedwithacontextwhichtheyhavenotleamedindass．Anotherdefect，thou曲lessobVious，isthatitmal【essecondlanguagele锄ingduU姐dpainful，duet0thepains—tal【inge肋rtsitrequiresofthestudentsiIlmemor娩ation龃ddrills．9 上海师范大学硕士学位论文CI—TandRelatedIssuesChapter2C】=ITandRelatedIssues2．1Histo—calbackgroundtoCITCLToriginatedfromthechangesintheBritishSituationalL觚gIlageTeaChingapproachdating仃0mthelate1960s．Educators觚dlinguistsfeltthatstudentswcrcnot1e锄ingenouglllaIlglIageinactualuse觚ddidnotl【Ilowhowtocommunicatebyusingappropriatesociall锄gIlage，gestures，orexpression，just雒JollIl觚dMorrow(1981：1)pointsoutthatal鹕enumbcrofstudentsarestnlcturallycompetentbutc0舢【IlunicatiVelyincompetent．S0，BritishlinglIistsbegaIlt0paymorcattentiont0otherdimensions0flanguage—thefunctiOnal觚dcommunicatiVepotential0flangIlage．TheythoughtthatcommunicatiVeabilitiesweremoreimponantthanmasteryofstmcturesinlaIlguageteaching．Intheearly1970s，theEurope觚CommonMarketc锄eintobeing，thebusinesscommunication锄ongcountrieswereincreasing，peoplew锄tedtoleamforeignl柚gIlagequickly，whichbrou曲ttheneedfore虢CtiVeteachingmethodsofforei印laIlguages．Themethodsaimat仃aillingpeoplewithsmoothcommunicationwithothers．Duringseekingsuchmetllods，TheCouncilofEurope，are垂onalo唱anizationforcultural柚deducationalCooperation，made伊eatContributions．In1971a铲oupofexpertsbeg观toinvestigatethepossibility0fdevelopingI觚guagecourseonaunit-creditsystem，in删chleanlingtasksarebrokendownintoportions0runits，eachofwhichcorrespondingt0acomponentofaleamer’sneedsissystematicallyI|elatedtoalltheotherportions(VanEKAnd』uexander1980：6)．Thegroupusedstudies0ftheneedsofEurope锄lallgIlageleamers，aIldinpanicularapreliminarydocumentpreparedbyaBritishliIlgujst，Wilkins，whichproposedafunctionalorcommunicatiVedefinitionoflanguagethatcouldseⅣeasabasisfordeVel叩ingcommunicatjvesyllabusesfoI。lallguageteaching．WilkiIlslaterreVisedandexpandedhis1972documemintoabookcalledNationalSyllabuses，whichhadasj印ifjcaIlt佃pactonthedeVelopmentofCU：neCouncil0fEuropeinC0叩orated10 上海师范大学硕士学位论文ClTandRelatedIssuesllissemanti甜c0删【IlunicatiVeaIlalysisint0asetofspecificationsforafirst—leVelcommunicatiVelaIlgIlagesyllabus(RichardsandRogers1986：65)．Me踟hile，intheUnitedStates，HymeshadreactedtoChomsky’character娩ation0ftheliIlguisticcompetenceoftheidealnativespeakerand，rctainingthedistinctionbetweencompetenCe觚dperfb彻柚ce，proposedthete珊“commullicativeCompetence’’torepresenttheabilitytouselaIlguageinasocialconteXt，t00bseⅣesociolingllisticno加sofappropriateness．Atthes锄etime，inaIlempiricalresearc血projectattheUIIiVersityofⅡlinois，Savi印on(1972)usedthete册‘‘CommuniCativecompetence”tocharaCterizetheability0fd硒sroomlanguageleamerstoiIlteraCtwithothcrspeal【ers，tomakemeanin舀硒distinctfromtheirabilityt0recitedialogIlesorpe渤册ondiscrete-pointtests0f孕ammaticalknOwledge．n觚kSt0theworkoftheCouncilofEurope；thewritingsofWilkins柚dotherBritish／AmericaIlapplied1inguists，therapidapplicationoftheseideasbytextbookwTitells，锄dtheequallyrapidacc印t锄Ceofthesenewp血ciplesbyBritishl觚gIlagetcachingspecialists，theCommunicativekmguageTeachingcameintobeiIlg．Tllle90alofCU’istodevel叩students’communiCativecompetence，whiChdoesnotonlyinvolvethea_bilitytodealwithlanguageusage，butals0includestheabilityt0useitappropriatelyinarealsituation．2．2Theoreticalbacl‘groundtoCIT’IheC0mmunicative印proachinlanguageteacllingstartsjEromatheoryofl锄gllage硒communicatiVe．TlllegoalOfl锄guageteaChingist0deVelopwhatHymesrcfen．edt0瑟‘‘C0mmuniCativecompetence．’’Sincctheconceptof‘‘communicatiVeC0mpetence’’wasfirstintroducedbyHymesiIlthemid-1960，manyresearchershavehelpeddevelopmeoriesandpraCticesOfCOmmunicatiVeLanguageTeaching．1)Chomsky’sCompetence／Peffom卸ceModelCompetenceaIldPe怕加ancearetemsusedbyChomskyinhisbook彳印ec括D厂11 历e劢印，)，D，$以细：．CompetenccistheperfectkIlowledgeof锄idealspeaker-listenerOfthelanguageinahOmogenOusspeechcommunity．hlotherwOrds，bylingIlisticcompetence，Chomskyme肌sthenatiVespeal【er’sknowledgeofllisownlangIlage，thesetorsystemofimemalizedmlesaboutthel锄gIlagewhiChenableshimt0createnew孕ammaticalsentences孤dtounderst锄dsentencesspokentollim，t0reject“theatefishJohIl’’勰notEn酉ish觚dtoreco印izethat“nyingplaIlescaIlbedaIlgerous’’is锄biguous．Ped．0皿趾ccistlleactualuse0falanguageinconcretesituations，whichonenimperfectlyrenectstheunderlyingcompetence(Chomsky1965：3)．2)Hymes’Con吼unicatiVeCompetenccChomskyindicatedthatunderlyingtheconcretelangIlagepe渤mancc，thereisanabstractmlesystemorknowledge觚dthisunderlyingl【1lowledgeofthe伊ammarofthelaIlgIlagebythenatiVespeal【erishis”lingllisticcompetencc”．hcontrast，Hymes(1979)arguesthatinadditiontoliIlgllisticCompetence，thenatiVespeakerhas卸othernllesystem．Hymescoinedthiste姗一communicativecompetenceincontrasttoChomsky’s”UngIlisticCompetenceff-hlH)恤es’View，l锄gIlagewasconsideredasasocial锄dcogIlitivephenomenon；syntax柚dl锄gllagefo衄swereunderstoodnotas卸tonomous，acontextIlalstnlctures，butratherasmeaningresourcesusedinpaniCIllarConventionalways柚ddevelopt11roughsocialinteraction柚dassimilationofothersfspeech(w撒chauer"孤dKbm2000)．nefefore，speakersofal锄gllagehavetohavemorethaIl伊ammaticalcompetenceinOrdert0beabletocommunicatee纸ctivelyinalaIlgIlage；theyalsoneedt0l【Ilowhowlangllageisusedbym锄bers0faspeechcommunityt0accomplishtheirpu印oses．Hymes’theo巧ofcommunicativecompetencewasadefinitionOfwhataspeal【erneedstOthinkin0rdert0bec0删muniCativelycompetentinaspeechcommunity．Inllisword，communicativecompetenCeistheabilitynotonlytoapplythe伊锄matical1111esofal觚guagein0rdertoform伊锄maticallycorrectsentencesbutalsot0l【110wwhenaIldwheretousethesesentencesalldtowhom．Itindudes：a)KhowledgeofthegrammaraIldVocabularyofthelanguage；12 b)KnowledgeofthefIllesofspeakiIlg(e．g．howtobeginaIldendconversations)；c)Knowinglanguagefunctions(e．g．a黟eein舀disa伊eeing，a理；lling，adVising，ect．)d)Khowinghowt0usel觚guageappropriately(talkingtoa衔endisdi彘rent劬mtall【ingtoyourboss)(Hymes1979：19)．Peoplemustbeablet0iIlte印rctwritten0rspOkensentenceswithinthetotalC0ntextinwhichtheyareused．Forex锄ple，‘‘I锄ratherC0ldhere”couldbearequestt0closethewindow"0rdooBortotumontheheating．3)CaIlale觚dSwaill’sViewaboutC0衄unicatiVeC0mpetenccBasedonthetheo巧ofHymes’(、0mmunicative(、ompetencc，C蛆ale觚d鼬yaill(1980)latcrextendthe”CommunicatiVecompetenCc”int0fourdimensions．Tllleybelievethatcommunicativecompctenceisunderstoodastlle吼derlyingsystemsofkIlowledge加dskiUrequiredforcommunication．硒owledgerefersheret0what0nel【Ilows(consdouslyorunC0nsdously)aboutthel锄guage孤daboutothefaspectsofcommullicativelanguageuse；skinreferst0howwellonecaIlperfom衄sknowledgeiIlactualcommunication．FromthisperspectiVe，whatl勰gIlageteachefsneedtoteachhldudes(1)伊锄maticalcompetenCc，(2)sodo-linguisticcompetence，(3)discoursecompetence，柚d(4)strate西ccompetence．G姗maticalcompetencereferst0whatcllomskycallslinguisticcompetenceaIldwhatHymesimendsbywhatis‘‘f0姗allypOssible．’’Itisthedomain0f铲ammatical锄dlexicalcapacity．hlotherwords，itreferstotheabilitytoreCognizethelexical，morphological，syntactical锄dphonologicalfeaturesofalaIlgllageaIldtomakeuseofthosefeaturest0interpret锄dfomwords卸dsentences(CallaleandSwaill1980：29)．SociO．1ingIlisticcompetencercferstO趾understaIlding0fthesOcialcontextinwhichCommunicationtakesplace，includingfolerelationships，thesharedinfomatiOn13 0fthepanicip锄ts，aIldthecom砌niCatiVepu叩0sefortheirinteraction．OnlyinafuUcontextofthiskindcanjudgmentsbemadeontheappropriatenessofaparticularUtterancc．DisCoursecompetencereferst0theinterpretationofindiVidualmessageelementsintemsoftheirinte瑚姗ectedness姐d0fhowmeaningisrepresentedinrelationshipt0theentirediscourse0rtext．Fbrinstance：A：natisthetelephone．(request)B：I锄inthebath．(excuse)A：ok．(aCCept狃ceofB’sexCuse)hltheaboveconversation，althougllthereisnooVensi印alofcohesionamongtheutterance，theydofo珊cohefentdiscourse．Strate酉ccompetenceistlleabilityt0successfullyconVeymeaningacrossinspiteof孤inadequateknowledgcinthet鹕etl锄gIlage．，nleyareVerbal柚d舯n-Verbalcommunicationstrate百eswllichc柚compensateorenhancecommunication4)Howatt’sCommunicatiVeCompet锄ceHowatt(1984：279)C0nsidersthattheCLThas觚oVersions，strong锄dweak．Theweakversionstressestheimpon柚ccofproVidingle锄erswitllopponullitiest0usetheirEn酉ishforcommunicativepurposes锄d，charaCteristically"att锄ptst0inte铲atesuchactivitiesintoawiderpro伊amoflaIlgllageteaChing；thestrongVersionadvaIlcesthedailnthatlaIlgIlageisacquiredthrougllcommunication，sothatitcombinestheaCtivatiIlg缸existingwithi11seningkIlowledgeoflaJlgIlage．Hedescribesthefomer髂”le锄ingtouse”孤dthelatteras”usingEh酉ishto1e锄it”．communicativeteachiIlgapproachlaysemphasisondevelopingtheco删【IlunicatiVecompetence．ThisviewOflallgllageacquisitionhasinnuencedlanguagepedagogyinencoura百ngleamer-centeredteaching．Le啪ercenteredness，combinedwiththeshiftt0afbclIsOncommuIlicativecompetence，hashelpedtotfansfb珊thelangIlage-teachingfielddr锄aticallyinthepast觚entyyears．hlsteadOfaIlexplicitfocusonl柚gIlageitself，therehasbeen蛐锄phasisonle锄ers’expressingtheirownmeaIlingsthrou曲language．14 2．3Characte—sticsoftheCLTSincethemiddle1970s，thescopeofCommuIlicatiVehlgllageTeachingh弱expanded．BothAmefican姐dBritishproponentsnowseeitaSanapproachthataimsto(1)makeCommunicativecompetencethegoaloflanguage狮d(2)developproCeduresformeteaching0fthcfolIrlanguagesl【illsthatacknowledgetheinterdependenCeofl粗gIlageandcommunication．Itscomprehensivenessthusmakesitdi骶rentinscope柚dstatus讯皿锄yofthcotherapproachesormethods．ThereisnosiIl出etext0rauthorityonit，nor锄ysin酉emodelthatisuIliVersallyaccepted弱authoritative(RichardsandRogers1986：66)．AboutthecharacteristicsoftheCLLtherearemanystatementsn．omdi虢rent嬲pects．Uttlewood(1986：1)states“oneofmemostcharacteristicfeaturesofC0mmunicativelanguageteachingisthatitpayssystematicattentiont0fIlnctiOnal硒wellasstmcturalaspects0flanguage”，wllichrenectsasequenceofactiVities弱follows∞ttlewood1986：86)：(SeeDia伊锄2．1)Diagr锄2．1themethodolo百叫fr锄eworkofCLTStmCturalpracticeLittlewOOdmakesthedistinctionwhichissummarized嬲thetw0stages：First，througllpre—communicatiVeactiVities，theteacherisolatesspecificelementsofl【IlowledgeorskillswhichcompOsecommunicatiVeability，andproVidesthele锄ers15记．屺M：署tV撤；心锄鼹虬V．三1．．1，．¨ilt)a．Ⅳ．“C廿凭一～m同m伽．m一～陬似．星鳓删O唿RS{Q厂J≮1L．一略伽此积诎e凭M硼t例wn砒诳舢．u砌mO匝鲫m争m勖弧斌m．一．I．1 withOpportullitiestopractisethemseparately．Second，incommunicatiVeactiVities，tllele锄erhast0activateandinte伊atehispre-commullicatiVeknowledge锄dskills，inOrdertousethemforthecommunicatiOn0fme锄in铲．htheeyesofsomeexpens，CL：rme锄susingprOcedureswhereleamerswOrkinpairsorgroupsemployingavailablel锄gIlageresourCe；sinproblem。solVingtasks．Nun锄(1991)listsfiVefeaturesofCLT．1)Anemphasisonle删ngtocommunicatiVethrou曲illteractioniIlthetargetlanguageTheintroductionofauthentictextintOthele锄ingsitllatiOn．3)’111eprovisionofopponuIlitiesforle锄e娼tofocus，notoIllyonl锄gIlagebutals00ntheleamingprocessitsel￡4)AnenhaJlcememofthele锄er’s0、ⅣnpersonaleXperiences勰importamcontributingelem明tstodassr00mle锄ing．5)Amattemptt0liIlkd嬲sroomlanguagcleaminglaIlgllageactiVities0utside1hese丘vefeaturesshowthatpractitionersofCLTarevcryinterestedintheneeds锄ddesiresoftheirle锄ers弱weU硒theconnectionbetweenthelanguageasitist挑ghtintheirdassand勰itisusedoutsidethedassroom．Underthisbroadumbrelladefinition，锄yteachingpracticethathelpsstudentsdeVeloptlleirc0舢municatiVecompetencein觚authemiccontextisdeemed锄acceptable觚dbeneficialfb加ofinstmction．T1lus，inthedassroomCIToRentakesthef6珊ofpair锄dgroupwork，nuency-basedaCtivities，role-playetc．111socio—co印itiveperspectiVes，lallguageisViewed弱aVehicle0fconVeyingmeaIling，锄dl【nowledgeistransmittedthrougllcommunicationinvolVingt、)lropans，forexample，speakefsandlisteners，andwritersandreadersconstmctedthrou曲followingnegotiation．Therefore，therearethreeelementsinVolVedintheunde订yinglealllingtheOryOfCI二r：communicationprinciple，task—basedprinciple，andmeaningfulnessprinciple．Based0nthisperception，whenappliedtolanguagele锄ing，functionalactiVities趾dsocialinteractionactiVitiesareconsequentlyseleCtedaccordingtohowwentheyengagetheleamerinmeaningandauthentic16 上海师范大学硕士学位论文CU’andRelatedIssuesl觚gIlageuse；leamingisinte印ersonaltole锄t0c0删[IluIlicate；attempttocommunicatemaybeencouraged舶mtheVerybegi皿ing；dialoglles，ifused，centeraroundcommunicativefunctions姐dnotno册allymemorized；觚dcontextualizationisbasicpremise；drillingmayoccIlr，butperipherally；锄ydeViccthathelpst0communicate柚dunderstandisacc印table(Fillocclliaro柚dBmmfit1983：91-93)．Sincek∞wledge锄dleafIlingareViewed勰sociallyconstmctedtllrou曲negotiation，aoC0fdingtosocio—co印itiveperspectiVes，雒iInpon觚tdimensionofCU’isle锄er-centeredandexperience．based．Inotherword，inCU’context，1e锄ersarcse锄硒activepanicip锄tsintheconstmction0fknowledge，ratherthanpassiVerecipients0finf0姗ationpr0Videdbytheteacherorthetcxtbook．’rheyshouldbeaCtivelyma：kingmeaningthroughactiVities蛐ch弱collabofatiVeproblemsolVing，wTitingforapu印0se，discIlssionoftopics0fgenuineintel．est，觚dreadin岛Viewing觚drespondingt0卸thenticmaterials．IIlcon仃ast，langllagcteachers缸e∞longerviewed勰theauthOrity0fthel【nowledge，playingadOmin觚tmle．Besidestheabovefeatures，tllerc盯eothersignificantcharaCteristicsofthis印proaChiIldudingitse肋nst0maketasks孤dlangllagerelev强tt0ata唱et印upofleamersthroughan觚alysisofgenuine，realisticsituations，anditsattempttocrealeasecure，nothreateIlingatmosphere．AUtheseattemptsalsofollowthemajorprinciples0fCommuIIicativeviewoflaIlgIlage锄dlangIlageleaming：helpingle锄e珞leamal姐gIlagethrough觚thentic觚dmeaIlingfulcommunication，whichinVolvesaprocess0fcreativeconstnlctiOn，t0achieVenuency．2．4P—nciplesoftheCLTAconsistentmethodologyismorethanjustacollectionofaCtiVities0rtechniques．nrequires锄underlyingsetofprinciplesintheli班tofwhichspecificprocedures，activitiesortechniquesc锄beevaluated，relatedaIldapplied(JollIlalldMo玎ow1981：59)．ManylingIlistsmakestatementsontheprinciplesoftheCu’Richards觚dRogers(1986：72)addressthatinpractiCetherearesomeelementstobetakenintoaccount：thecommunicationprinciple(i．e．actiVitiesthatinVolVereal17 communicationpromoteleaming)，thetaskprinciple(i．e．，actiVitiesillwhiChlanguageisusedforcarryingoutmeaningfIlltaskspromotelearIling)肌dthemeaningfulnesspriIlciple(i．e．，laIlguagethatismeaIlingfultotheleanlersupponstheleamingprocess)．Bems(1990：104)pr0VidedausefIllsummaryofseVenprinciples1)LangIlageteachingisbased伽aViewofl孤guage弱communication．thatis，langIlageisseen弱asocialt00lthatspeakersuset0mal【emeallillg，speakersco姗unicateaboutsomethingtosomeoneforsomepu叩ose，either0rally0rinwriting2)Diversityisreco萨ized觚dacCeptedaspanofl锄gIlagedeVelopment3)Aleamer’scompetenccisconsideredinrelatiVe，notinabs01utetems．4)Morem柚0neVarietyofal觚guageisreCo印讫ed嬲aViablemodelforleamiIlgandtcachiIlg．5)Nosinglemethodologyorfixedsetoftechniquesisprescribed．k皿gIlageuseisreco印ized嬲servingideational，iIlte叩ersonal，锄dtextualfIlnctiOns柚disrclatedtOthedevelopment0fle锄ers’competenceineach．7)Itisess∞tialthatleame瑙shouldbeengagedindoingthingswithl觚gIlage⋯thatis，theyusel柚gIlageforaVarietyofpu叩osesinallph嬲esofle缸ning．Referringt0theinte叩retationsofCLTmadebyforei印sCholars，觚dtdkingChineseteachingsituationmoaccount，theautllorsuggeststhattheteachersshouldkeepthefollowingteachingprinciplesiIlmindinca仃yingoutCITintheEn百ishteaChingC0ntextOfChina．1)The’I’ask—basedPrinciple11hissetsoutt0reflecttheuseOfreal—worldlanguagesillthedassrOOm．Thsksareusuallydesi印edaroundthesametopicandin伊adesequence．MosttasksinvolVemorethanoneskiUwithdi仃erentfocusesatdi骶rentstages．Le锄ersarerequiredtoperfo加somethingmeallingfulinthelanguageattheend0feachtask．IIltheprocessOfdoingtasks，thele锄ersareawareOfwhytheyarcle锄ingcenainthingsandwhattheyaregoingtoachieVe．ThsksaredefinedinVariousways．Accordingt0Nunan18 上海师范大学硕士学位论文CU’蛆dRelatedlssues(1989：10)thecommunicativetaskconcems：apieceofdassroomworkwhichinvolvesle锄ersiIlcomprehending，manipulatin舀producing0rinteractinginthelangllagewhiletheifattentionispdncipally妣usedonmeaningratherthanonf0仰．1hetaskshouldhaveasenseofcompleteness，beingablet0staIldalone弱acommuIliCativcaCtinits佣mrigllt．2)Contextualizationisthemeansbywhichthemeaning0falanguageitemismadeclear．Fl‘omacommunicativepOintOfView，觚itemonlytakes0nmeaning弱arcsultofthetotalconlextinwllichitisused觚danitemwitlloutcomextinthissensec锄0tproperlybesaidtohaveme肌ingatan(JollIlsonaIldMonDw1981：7∞．Languagcispresentedindiscourserathertll锄inseparatesinglesentenCe．Langllageteacllingshouldpromotethele锄ers’abilitytoh锄dlediscourseratherth觚discfeteclements．k锄e娼wh0possesstheabilityt0h锄dleisolatedsemenccscaIlnotbeconsideredto弱sesstheabilityt0communicate．舡Johnson觚dMo仃owsay，“acmCialfeaturcoftheCLTisthatit0perateswithstretchesofl趾gIlageabovethesem既celevel，柚doperateswimreall觚gllageiIlrealsituations’’(1981：61)．3)sl【illsinte铲ationIntllercal．1ifeCommunicatiOnweusuallyusemOrethanonesl【iUatatime．Wh吼wetalkwithsomebodywehavet0speak弱well嬲listeniIlordertocarryouttheconversation．IIlthel觚gIlageteaChing、耽ca皿0tteaChinglisteninginisolationwithoutinvOlvingspeakillg；wec锄0tteachwritingwithoutstudentsreadingwhathasbeenwritten．WecanfbcIlsOnaparticularskillOrabilityindifferentclasses，butweshouldavOidtreatingskillsinisOlatiOn．Theinte伊atiOnOfsl【illsinthelangIlagedassr00mattemptst0helptheleanlerspracticctw0ormoreskills鹪naturallyaspossible，s0ast0makeclassroOmlaIlgIlageleamingmorelikereal-lifecommunication．IIlte黟atinglangIlagcskillsisusuallycarriedoutbyaseriesofactivitiesortaskswhichC0mbineaIlyOfthefourskillsinasequentialm锄eLDi脆rentlanguagesl【illsareinvolvesalldpracticedwhentheyareappropriatefortheactivities．19 上海师范大学硕士学位论文CU’andRelatedlssues4)le锄er-centerednessCommunicativeLangIlageTIeachingplaces伊eatemphasisonleamers觚dle锄illg．One0fthesignificantfeatIlres0fitist0iIⅣ0lvetheleamellsinthewholeprocess0fleaming锄dt0mal【ethele锄ersleambydoing：“theteachercanhelp，advice，andteach；butonlythele锄ercaIlleam．”(JohnsonaIldMorrow1981：63)1’omakealessonle锄ler-centered，themostimport柚ttllingisthatfullreinis酉ventostudents’initiatiVeandtheyareaCtiVelyinVolVedincommuIlicatiVeactiVitiesrequiringspeaking，listening，writingandreading．AccordingtotheprinciplesdboVc，whenstudentsleamEn百ish，theyarenotonlyacquiringknowledge卸dskills，butalsothea_bilitiesincommunication．Leamersc觚onlyacquirethistypeofabilitiesin佗alcommunicationcontext．p选觚EnglishteaCher，weshOuldtr)，0llrbestt0proVide0urstudentsarealcommunicatiOneIⅣironment，andmal【eclassroomactivities弱natural孤dlikely舔realcommuIlication．Task-orientedactiVities，forex锄lple，makethele锄ingprocessmeaIlingful趾dpu印osefulbecausethetaskspr0Vide“actualmeaning“t0thele锄iIlg．2．5AdversefactorsinimplementingCITinChinaIIlthe1970s，thecommuIlicativelanguageteachingemerged嬲anewapproachinBritain，肌dsomeyearslateritw嬲illtroducedintoChina．n铲eatlyaffectsthesyllabusdesi伊，textbookcompilation．CLTissummarizedbyforei萨印pliedlillgIlists，s0itisiIIlpossibletoCompletelysuitthechineserealities．WemustpayenOughattentiontotherclatedshortcomings．OnlywhenwehaVefIlllyrealizedtheadverSefactorscaIlCLTbecarriedOutweUinourcount够1)Manyteachers’qualificationispoor．AtpresentmanyteachersofEn酉ishdon’thaVetheabilityto西VelessonsiIlthecommuniCatiVeapproach．Theystillconsiderl【Ilowledget0betheonlyteacllingobjectiVe肌dl【IlowlittleaboutthenewestresearChachievementsinlingllistics，sociallinguisticspsycholinguistics柚dpedagOgy．After孕aduating行0mcollegeoruniversity，thequasi-teachershadnotenougllprofessionaltraining，whichmadethemdependonthetraditional伊ammar’ tmslatiOnmethodagain，lil【etheirfo珊erteaChersinthemiddlesch001．COmparedwithtraditional．methods，Cu’needsteaCherswithmoreproficiencyinEn舀ish柚dmOfeexperienceinteachingtechniques．2)kamingmotiVation：Theoreticallyspeaking，thestudents’primaryabilityt0communicativeisoneofouraims，butaSamattefoffact，enteringauniVersityisstilltllemajorconcemofallk血dsofsch()0ls，teacherS，parentsandstudentsthemselVes．Oraltestisnottheirconcem，forthescore0foraltestisnotiIIlpon蛆tintheirenteringtllellniversity．砧mostallthesch001wOrkiscentered0n“p印er-basedtests”，thestudentsle锄whatist0betested觚dpracticcthetypesOftestproblemsthatarefoundinallkindsoftestpapers．’IheypaylitⅡeattentiontothecommunication．3)’111etimethatstudentsinmiddlesCh00lsc孤spendinle锄ingEn酉ishiss0limitedthattheyca皿otle姗En酉ishbymuchcontactandimitationsothestudentsmustmakefuUuseoftheliIIlitedtimetole锄lilIlitedlillguisticknowledgecentered0n黟anlmart0produceendlesssentenCcs．4)’rhelanguageC0ntexttoleamEn舀ishisVerypoor．111m觚yplaces，teaChersandteXtb00ksaretheoIllylaIlgllagesource．Thel柚gIlageiIlputislinlited．Thech锄Ccforstudentst0acquirethetargetl柚gIlageisrare．Thisdem柚dsthatweshouldnotadoptschOOls0fEmpiricismbutsCh00lsOfrationalism．舡weknow，sch00ls0frationalismemphasizelinguisticf0珊on伊锄mar．5)MostofthedassesinmiddlesChoolaretID0bigandtherearetoom觚ystudentsiIlthem．Atpresem，thereare100studentsatmostinad弱s．Thereareatleast50stlldentsinadass．Ateacherh弱to西VelessonStosomanystudentsthatthecontactbe俩eentheteacher锄deaChstudentisverylittle．Inthe45一minutedass，thecontaCtbetweenstudents姐dthetargetl柚guageisals0limited．ThestudentshaveveryfewchaIlcestocontactEn舀ish．Onlywhentheapproachofknowledge—sl【ills—inte孕atedapplicationisfollowedc柚wemakesurcthatthestudentscaIlleamsOmethinginclass．2．6FavorablefactorsinCarryingoutCITinChina．Illspiteofthefactdifficultiescausedbythesituationalconstrain(e．g．1argedasssizeand黟锄mar-basetests)willinhibittheadoptionofCI工Therearcsome21 favorablefactorsincallryingoutCLTinChiIla．1)Teachertraininghasbeenconducted．OnereasonforincompatibilityincarryingoutCITinChinawasthatmostEn醇ishteachersinChilla，especiallythoseinnlralschools，lackedasufficientlevelofEnglishproficiency．IIlreCentyea琏thegovemmentputsmOre锄dmorcfundsintoelementaryeducation．More锄dmoreteachellsenterno瑚aluniverSities0r∞llegesforprofessionaltrainillgintheirsparetiIlle．2)StmctIlral-functionalsyllabusisadoptedinChina．Syllabus，inamorerestrictedsense，describesthesubstanCeofwhatistau曲tina百VensubjeCt，inVoIVingatleastt：hreeaspects：(a)definingobjectiVes，(b)dete硼iningcontent，觚d(e)indicatingsomeson0fsequence0rpro伊essiOn．Tbgether’theseaspeCtsconstitutetheessentialminimum0fwhatismeantbysyUabus．F0rei印languagcteachingh弱ahistory0fmorcth柚ahundredyearsinChina．Rese觚cherS，aftersynthesizingtheori百nalityofboththestmctural印proach姐dthefunctional叩proachputfo州ardthestmctural-fIlnCtiOnalsyllabus，whichischaraCterizedbyitsaCCordancewitllCllineserealities．Thesimplestproposalist0usethe伊锄maticalsystem弱thecore0fthesyllabusiIlaladder-likeseriesOfstagesaIldtobepreparedt0relateanotheressentialmaterialt0thjsseries．Thusnotional，functional，锄dsituationalspedficationsCanbeconCeiVedofasaspiralroundabasiCally铲ammaticalcore(Y．alden1981：111)．Thete灿gmodelofthesyllabusmaintajnstheadoptiOn0fl柚gIlagefb曲sint0the缸吼ework0fcommunicatiVel孤guageteaching．neteachingoflangIlagcfo皿sisachievedthrou曲contest．centeredcommunicatiVeactiVities．Thetextb00ksCompiledaCcordingtothissyllabusareJuIliorEngHshforChina锄dSeniorEn舀ishforChina，whicharewidelyusedaUoverthecountry．Themajorfeaturesofthesetextbooksareasfollows：a)EachuIlitiscompiledwithonepanicularitemofC0ntentaSthecenterandthiscontentisac。0mpalliedbyt、)l，oorthreelallguage0r伊ammaticalpoints，whicharcinI∞叩0ratedint0C0mmunicatiVeactiVities，thusembodyingboththecontentaJldlanguagefo加s．b)T}aditionaltextbooksarebasedonthe野ammaticalsyllabusandgrammaris22 上海师范大学硕士学位论文CIJandRelatedIssuesdeducedthrou曲theleamingoftexts．ThecompilationofstrIlctural—functional-basedtextbookscompletelyanersallthat．TlIlecultiVatingofthestudents’communicatiVeabilitiesisacCeptedastheteachingprinciple．hnguagc锄d伊锄matiCalitemsareplaCedattheend0feachunit．Thefeatures0feachitemaremadeclear锄dex锄plesenteIlcesarethenpresentedwithbriefinstructions．Ita_bandonsthedetailedeXplaIlatiOnOfl觚gIIagel【1lOwledge锄dtriVialexercises．c)netextbooksadoptLittlewood’sWeakVerSionofCommunicatiVeACtivitiesiIlsteadofN．S．Prabhu’sStrongV色rsionofCommunicatiVeActivities．23 Chapter3Grammar1’eachingandC】=_T3．1CommunicatiVecompetenceandlinguisticcompetence11leapplicationOftheC0mmunicati彻approachh弱processedin0urCountryformoreth粗觚odecades，uptonow，alotofEn醇ishteaChershaven’tcombinethecommunicatiVeapproachwithgralnmartcaching．Sonomattcrh()w。studentsaretaugllt伊舢aticalconcepts，syntacticconstmctions柚dstylisticdeVices，orl趾gllageConventionsaIldeditingconcepts，theywillnotautOmaticallymakeuse0ftheseintheircommuIlication．natmeanswhenteachersteach伊amm碣theyseparate伊ammaticalC0mpetence伍)mcommunicatiVecompetenceunconsciOusly．Actually；theyareinterdependent．Gr觚胍aticalC0mpetenceisthebasisofhighcommunicatiVecompetcnCe．Will【inspoilltsoutthat”lingIlisticfb咖sproVideameansto柚end觚dthattheendiscommunication”(1979：92)．Gr撇arisaVeryimportantpartofUnguisticcompetencc．Fmex硼lple，these咖gsentencesarechosenfbmstudents’communication：刀l口厅七弘“纪刀me历Pw缈幻历e如哆C口咒yD“纪玎me砒e愆括觑e砌印?IhelpedShegohome．，w口sDn搋ew缈幻历Pc讥硎口幻me甜乃肌．Itis印parentthatthese孕ammaticallywrongsentencesneedcorrectiIlg．SometimesifthecommunicationiSfIlU0fmistal【esoreHors，thelistenersmaygetconfusesbyiIlaccuratesentences．Thereforc，铲ammarteaChingc孤makestudents’communicationperl’ect．Ifstudentspracticedetailed黟ammaticalmlesmechanically，theywOn’tknOwwhenaIldhowtousetheminreallifecorrectly．Sogrammarshouldbetauglltandpracticedincontext，aIldstudentsshouldbe西Venenoughchallcestopracticcwhattheyhaveleamtinclass锄d世erdass．Onlyinthisway’callourstudentsleam柚d24 上海师范大学硕+学位论文Gr拢lIIlarTeachingandCLrusethe笋ammarwell．Thatis，thecommunicationmakesthe铲ammarCompetencealiVe锄dpractical．，nlefollowingisadiagr锄whichdearlyshowsthecloserelationshipbeMeenlinguisticcompetenCe锄dcommunicativeC0mpetence(Stem1983：348)．PhonologicalGr：unmatiCalLexicalDisCoursePIusSociolingIlisticPfagmatic3．2SomeviewpointsforteachinggrammarwithCIThlChapter1．2，wel【Ilowthatthe铲锄m缸teachingisVeryinlpOrt加tintllesecondl觚gIlageleamillg．111t11ealapter1．3，wel【110wthat莎猢arleamedinthesemethodsisnOtusefIllt0tllerealcommunicatiVe，sowepay0urattentiOnt0CLr．Spada锄dLi曲tbown(1993)havealsoa强ledthatfo皿focusedinstnlctionaIldcorrectivefeedbackpr0VidedwithintheC0ntextofcommunicativeinteractionc翘contributepOsitivelyt0secondl觚gIlagedevelOpmentinboththeshOn锄d10ngtem．Musumeci(1997)mentionstheideaofco肌ectingfo衄锄dme柚ingin黟锄lmarteaChing舔adeVelopingtrendinreferenCctotheproficiency。orientedcurriculum．ShepOintsOutthatstudentsshouldbcabletOleamexplidt伊ammarmlesaIldtOhaveachancetopracticethemincommunicationintheauthenticOrsimulatiOntasks．OllerandObrecht(1968：168)fbundthattheeffectiVenessofpattemdriusissignificantlyincreasedwhenthelanguageiIlthedrillisrelatedt0communication．Itisconcludedthatf的mtheVer)rbe酉nningofasecondlallgIlagepro孕am，aspectsof25 上海师范大学硕十学位论文Gr觚蛐arTcachingandCU’黟ammaticalcompetenceshouldbetau曲tinthecontextofmeaningfulconlmunication．Thelinguistsmentionedabove昏VeusahintthatCITmaybetheeffectiVewayt0solVetheproblems．Now，lettshavca100lkatthec0恤p撕sonwrhichCelcc·Murcia(1985)madebetweenmoreeffbCtiVeandlesseffectivewaysof黟ammarteachinginthefollowingtable．(SeeTable3．1)，】’able3．1Ef!fectiVe如dlesse骶ctiVeways0fgrammarteachingM0reef艳ctiveLesseff色ctive(bmmunicativeactivitiesMaIlipulativedrillsContext—embeddedpracticcGDntext-仃eepractiCeTbxt．basedexeI℃isesSentence．basedexercisesCo印itiVelydemandingC09nitiVelyunderstandingactiVitiesactivitiesAuthenticmaterialsContrivedmaterialsIllteresting觚dmotiVatingDullOrneutralcontentCOntent26 上海师范大学硕十学位论文Gr锄marTeachingandCLTCITfocusonstudent—centeredclass，proVidingmoreopportuIlitiesforstudentstopracticesOthatstudents啪kIlOwthefb咖aswenasmeaIling锄duseOfl柚guage．AsHedge(2000：145)pointsoutthatweshouldconsiderthequestionthathowtoiIlte掣ate伊锄marteachingintoacommunicatiVemethodologywhichpaysattentiontoall舔pects0fcommunicatiVecompetence，so弱tokeepabalancebetweenpresemingleamerswithl柚guagedatacontainingex锄ple0fidealized孕锄marnlleswhiChtheyc孤processforintake锄dexposingthemt0硼thenticlaIlgllagedatawithwhiChtheywillbeconffontedOutsideclassroom．So，孕锄marinstmction，whetherimplicitorexpliCit，needst0beindudedinthecommunicative印proachtoteachin舀andneedst0betauglltinthecontextofc0姗unicativeneeds，not弱allisolatepanofthel柚guage．Iftheteacllingoflanguagemlesdocsnotmectthele锄ers’needfortheircommunication，theteachinge仃ectscallnotkeep10ngtime．T0achievethelong—timee骶Ct，le锄erSshouldke印onusingthemlesinc0姗unicatillgaftertheteaching．3．3CombinationofcommunicatiVeappmachandst肌ctII船lappmachF如mtllefomerchapterstatements，therelationshipbe觚eengr粕硼ar锄dcommunicationiscomplementary．Thetraditionalteacllingmethods，especiallythe铲锄mar-traIlslationmethodlensuch趾inemsablememo巧．formaIlyEn酉ishleamers，leamingg姗marfor铲锄mar’ssakestill0cCursinl弛guageteaChing．Nevenheless，itisclaimedthat孕ammarle锄iIlgshouldbeliIlkedwithcontextaIldfunction，because伊ammarisbasicallyusedtoenhancecomprehensibleinputaIldtomonitoreffeCtiveoutput．Onlywhenthelinkisestablishedbet、)lreenContextaIldtext，function觚df0加，c锄me觚ingful伊ammarleamingtakeplace．Therefore，铲ammarteachingstrate西esarefocusedonteaching缸oughcomprehension，induction，communication，aIldmal【iIlgthestudentsleamfromerrors，etc．Theteaching0f伊ammarwillbe目eatlyimprOVedinthecommunicatiVeway．WhenwecombinethecommunicatiVeapproachandthestmcturalapproach，itishardt0dearlydefinetheratiobetweenthesetwoapproaches．WbthiI出thatitaUdependsondifferentsituations．GeneraUyspeaking，forjuniormiddleschoolstudents，27 moreattentiOnmaybefocus0nliIlguisticfo姗sbecauseoftheirinadequatelanguagedevicestocommunicate．Butforseniorones，thin笋maychange，fortheyare锄edwithenouglllaIlguagefo册stoconductVariouscommunicatiVe．MoreusecaIlalsobemadeofthec0删【IluIlicatiVeapproachinthekeymiddleschool，whereteachershaveabettercommandofEn舀ish觚drichexperiencc孤dthestudentsarccomparatiVelybetteratEnglish．28 Chapter4TheImplementationofr]№achingGranlmarwithCLTFrOmthenamtiVesinthefo姗erchapters，wecaIlcondudethatthefelatiOnshipbe俩een孕觚吼arteaching锄dcommunicationismerdependent．Gr锄mafshouldbetau出withCLT．Howtoteach伊锄marwithCLTisourconsiderationinthisch叩ter．Beforeintroducingtheproceduresof伊ammarteachiIlgindetail，wele砌somecommunicat时eactivitiesusedt0teaCh伊锄m盯aIldsomerelatedfaCtorsfully．h0rdert0makethemunderstoodmOrceasily，theauthorwill0骶rmOredetails嬲follows．4．1SomerelatedissuesinthegmmmarteachingwithCE：I"4．1．1l沁珊andcOmmunicativefhnctionPattemdrillbelongstoStmcturalPracticeinwhiChthefocusismaillly伽thestmcturaloperationS．Thket11efollowingsentencesforex锄ple．P：j【bmh口swrinentheletter．：R：Hew，饥enyestemny．P砀所J}l口s船阴历P．fZ概Wecannotsaythatthele锄erspaynoattentiontothemeaIlingofthesentences．Butwehave900dreasontOthiIlktheypaymoreattentiontothestmcturalchaIlges．W色havetoadmitthatstmcturalpraCticeisstilluseful，especiallywhentheteacherwantst0makethestudentstounderstandthestnlCturalsystemdeady．Butifwegofunher"theaboveex锄plesc锄beeasilyad印tedtoexercisethes锄estmcture，butinlanguagewhichsoundsmorecommunicatiVelyauthentic：P毋晓ew赐^口5勋mMf抛咒如e比抛，：R：Yes．HewroteityeStemay．P：HQs1bmseenthe彝lm．R：Yes．Hes删ityeStem哆29 Theitemsnowservetoillustratecommunicativefacts勰well嬲stllJcturalfacts：tllepromptisaninstancenOtOnlyOfa’perfectinte玎09atiVebutalsO0faquestion，whiletherespOnseisnOta’pastdeclaratiVe’butalsoa’reply’．NowwecanseeitispossibletOrecognizethecommunicatiVefunCtion勰well勰thestmctureofthelinguisticf0皿s．Itisa铲eatleaptowardscommullication．11l0rdeft0mal【eourteachingmofeCommunicatiVe，teac溉ersneedtOrelatetheteaching伊锄arandpattemdrillstomeaning觚duse．IIlotherwords，languagcstnlctllralpracticeshouldbecommunication·oriented柚dshouldbcusedforacommunicativepurpose．neyshould“helptobridgetheg印bet、)IreenlingllisticaIldcommuniCativecompetence”(Ijttlewood，1981：8)．Hereis柚ex锄ple：Y|ournliendmdkesalotofsuggestions，butyoufeeltootiredt0doanything．P：sh口nwegoShopp讯g?R：ohno，Idon’tfeetlik90讥gshopping．尸0．妨口口M，e危口vP口刚妇7佃厂¨境口f口6DHf口s咖f^e忍力R?僦行D，，如咒警如ZZ池砌咖口删饥Stmcturally，theleafnerisherepmCticiIlgtheuseofthegenlnd．Fllnctionally，heisle锄ingwaysofmal【ingandrejectingsuggestions．ThisfunCtional嬲pectc加naturallybeemphasizedbytheteacher嬲hepresentstheactivity．neintemalorgaIlizationofthecoursemayhi曲liglltthecommullicativefunctionsthatstudentsarele锄ingtoexpress，aswen觞thestmctures趾dvoCabularytheyarele锄ingtouse(Ijttlewood1981：10)．ThesearesO．called“pre-communication’’actiVities，theessemialfunction0fwhichistoservet0preparetheleamerforlatercommunication．TbachersCano玛anizeControlledpracticeoflanguagefomwhichwouldhaveenabledthele锄erStoC0mmunicatemoreefI．ectivelyorappropriately．Inshort，teachersshoulddesignsuchpractiCeiIlclassroomthatmayencourageleamerst0focus仰(a)lingllisticf0肌stobepracticedaIld(b)meaningstobeconVeyed． 4．1．2Accumcyandnuen呵hlEn百ishteachiIlg，bothaccuracyandnuencyareessemial．natistosay，dassroomteaChingshouldfocusonbothaccuracy锄dnuency，觚dfo姗卸dmeaningalike．AccordingtoUghtb伽吼锄dSpada(1993：105)somedassroomdata肋manumber0fstudies0伍ersupportfortheView：．．和r肌和c船耐觑曲wc砌竹册dcD，．旭c矗比弦e动口政prD’，诳鲥w泐伽历PcD，l五巴艇巧口删姗泐舭prog加m口，emD陀研旮鲥Ve讥p加优D砌g船∞积切移l口伊le口rmngth傩p∞gr口mSwhtchnrelimitedto口ne)ccl潞iveemph口sis0n口cc“m缈D刀历eD行P^口咒dD厂D咒删口s括D九月he疗哕D玎历eD历e，：Butdifferentstagesofle眦ing，aCcuracy觚dnuency’spe眦ntageisdi朊rent，atthebegi】呲ing0fle锄ing，theaCCuracyis0verthefluency．Gmdually，wemustpaymoreattentiOntonuency．IntheCU：theaimofpre．IcommunicatiVcactiVitiesist0makethele锄erscontrol0vefstnlCturef0姗sfluently，sothatthelower-leVelprocesseswillbea_blet0unfoldautomaticallyinresponsetohigller-leveldecisionsbasedonmeaning．Themainst觚dardforsuccessiswhetherthelearIlerproducesacc印tablel锄gllage．Intllisstage，wehadbetterusethe‘accIlracy0verfluency’principle．hthec0恤mllIlicativeactivities，linguisticfb皿sbecomeunimpon锄tt0higller．1eveldecisions，relatedt0thecommunicationofmeanings．Thele锄eristhusexpectedt0conveythemeaningefI．ectiVely．1ntllisstage，thefluencyismoreiIIlport觚tthanaccIlracy．Somemistal【esaureconsideredtobet01emt．Bmmfit(1984：119)proposesaschematicrepresentationofdasstimebespentonaccuracy觚dnuencyactiVitiesasafunctionofdeVelopmentf硒myeartoyeaLHealsotllinksthat，atthepreliminarystage，moretiIneShouldbespentontheaccuraCyoflinguisticfomsaIldthe锄ountoftimespentonnuencywill黟aduallyincreased，whichisapracticalproposal．So，forbe百皿erS，theyneedrigorouslaIlguagetrainingintheirclassesinordertoachieveaccuracy．Soonanerstudentshavemasteredthelallguagefo咖s，theyougllttobegivenintensivenuencypractice．Tlllen，ascontroliswithdrawn，thestudentscanusethelanguagemorefreely 上海师范大学硕士学位论文neImplementationofTeachingGrammarwithCL：r4．1．3The—ghtwaysofmistakes-correctiOnCo玎ectionhelpsstudentstounderstandoruseofthegrammar．Itisaninlportantp缸oftheteaCher’sjob．ButtheteachermustjudgetheriglltmomentaIldusetheriglltwayt0correctthemistal【es．Atthistime，excessiVeC0玎ectionisl像elyt0havebadimpaCtonstudents’willin印esstotryt0expressthem．hltheclassroomtherearct、)lrokindsofpeople，students锄dteacher．S0，generally，therearct、ⅣOwayst0correctthemistakes．(1)StudentcorreCtsstlldent：theadv卸tageofusingthistecllIliqueisthatif柚otherstudentcansupplythecorrectinfomationitwiⅡbe900dfbrthatstudent’sself二esteem．(2)T．eacherc0玎eCtsstlldents：thisisusedwhenthestudentsarcmi】【-upaboutwhattheco玎ectresponseshouldbe．hlthatcase，itisneededforteacherstoexplaintheitemofl蚰gllagewhichiscausingthemistal【e．孔efollow吨ex锄plebyH锄erc勰offerusawholepictureofstudentsbeingCOllrectedduringthcstagefbfaccuracywork，wherethemainfbctlsis铲锄lmatiCalC0rreCtneSSMomc口：Tr口讯s口reS口托rpl口nes．Teach￡r：s啦rpl口neS?陬thsurprisedqueS助ninginto船tion)肘a玎fc口?C魄⋯‰妇岱口res咖，．砌口咒p缸，l鲶死口幽e，．?GD碱胸咒fc口．ⅣDM锄咖砌6跆’，．．．跏z册j．．S伽lD万?乃口切s优D愆c0，咖，勉6融j‰行船口舷死口cI}le，．?jj}砌历．C矗行yD“^e勿jS白"D，l，j9’w，lD7J芒妒“，lD?E，⋯胁伽s口陀_，，lorecD咖，细6跆咖口，lp缸，lP豇死口cJlle，．?刀l口，l七yD“．j‰D以7＆胁D玎?乃口切s口，e，，lD陀cD删白，．幻6比晓口咒p肠，z巴殳死口cI『ler?Z7l口f奢ri亨l}l‘．繇，行D以．G陀口f．I矽7l口f口6D“f7汪sf：胁巧fde7Mntitder：Trn讹扣sterpl口nes．Te口cher：Tr口insar￡缸ster?Mntilae：Tra沁fcIsterplones?ldon、how．Z旮口cJlle厂?LDI，幺打口觑sgD口f口^“，zd，℃dm引台s口，l^DH，；p^z，l巴，g口口f32 上海师范大学硕士学位论文1nhelmple眦nt砒ionofTeachingGrammar埘thCLT5∞历f胁口，lJllD嵋阳p肠刀酷口肥丘s灯矾册加流量‰PMatilde：Plnnesare如sterthnntr口bts．Tencher：’沱Hdone。Mntnd￡．(H甜mer1998：63)neauthor，ssuggesti伽isthatdu血gcommullicatiVea“Vities，teacherSshouldnot0fteninte咖ptthecommunicationinordert0pointout乎ammaticalmistakes；becauseteacher’sinteⅣentioninsuchcircIlmstancesc觚stoptheacquisitionprocess．Gr锄matical柚duIliVersalmistakesmadebymoststudentsormistakeswhichstopthecommunicationsshouldalsobepomed0utandcorrected．Duringmistakesc011rection，theteachershouldpointoutgentlyandwithtaCtics．Theteacherjustsayslike‘‘well，that’snotquiterigllt⋯”Wedon’tsay“hegoed⋯，”wesay“went”．hsuchcases，undoubtedly，a900dteacherl【nowsitwellthatthisl【indofcorrectionwill∞tseriouslydamagetheatmosphereofpairwork0r0thercommuIlicatiVepractiCc．IIlawofd，c011recti伽maybeusedinm锄ytactfIllwaysforgettingstlldentst0practicelallgllagebotllinthestageofusingaccIlratelangllagefb咖s，觚dthestagcof叩propriatel趾guageuseind弱sroom．Celce-Murcia(1985)compares‘morce骶ctiVe’with‘lesse骶ctive’teachercofrectionstmte酉es．(SeeDia铲am4．1)Diagr锄4．1(乃mp撕sonofmore0rlesseffectiVecorrectionstrate舀esMOrce骶ctiveLessef诧ctive1．teacherelicitsildbnnation6．omclass1．teacherlectures，giVesmles，explains2．teachere“citspeer0rself二c0眦tion2．teachefcoⅡectsdirecny3．teachergivesfocused，SpedficcIles3．teachergivesindirect，diffhsecues傩astOwhatcorrectionisneededandtypeandlocationofco玎．ectionneedwhere4．teacherC0nductsmeanin酉Ulpracticc4．teachefconductsmechallicaldrillofproblematicf0咖problematicfo咖5．teachercorrectsselectively5．teacherc0仃ectseveryth吨33 4．1．4PsychOlogicaIfactOrsinthecIassrOOmBecausethedeVelopmentalprOcesses0fleaming0ccurinsidethelearIler"aVefyimpoftantfactorofhelpingorhinderinghimselfistheleamer’spsychologicalstate，especially，theemOtion．．FromapOint0fView0fphysiology"emotionisthebrain’sfilteringonoutsidestimulusthroughsenseorg蛆s．舡瞄ashen(1987)belieVesthattllreecomponents0fdriVe，self-confidenccaIldw0盯yconstituteemotion，littledrive锄dweakself二confidencewillproducealargernumbcr0fworries，锄dthusemotionhasahi曲resen恤entwllichrefusest0acCcptalotofiIlputofinfo肌ation．Thisresultsininefficiemleaning．TheA由fectiVeFilterHypothesesbyKrashen(1987)inlpliesthattlleteachershOuldiIlcreaseasituationthatencouragesstudents’illvolvement．TheefI’ectivelanguageteacherissomeonewhocanproVideiIlput锄dmakeitcomprehensiblein’10wam【ietysituation．Ithasbeenbelievedthatle锄erSwhoarchigllly-motiVatedcanle锄successfully．hllaIlgIlagedassroom，thestudentswithhigllmotiVationaremoreinvolvedinwhat缸etauglltandwhataregoingtobedone．whenstudentsarcengaged，theyleambettertllanwhentheyarepanlyor、^，hollydisengaged．S0，0neofthemaintasksforteachersistopr0VokeiIlterest柚dinVolVementinthesubject．王～enmoughtheyarenotultimatelyresponsiblefortheirstudents’motiVation，teacherscanencoumgeorincreasethembyword觚ddeed(Ha瑚er1998：8)．Intheforeignt口ng眦gek甜ningcl口ssr00m’n主sen斛forteamers幻p厂D也cP口，Ⅸ记钞口咒d伽|}l汤if幻玩乃妇以优“玎cDm肌D，l幻加d口纪口砌觑gs池口砌咒H琥ere，扣r￡搬，印跆?历e跆口聊e胚口^似声弦eZ琥以they口retgnorantbeforemete口cherwho话nlW叫Sconsideredt0ber劬分Z死e罗口，已·巴毛pec玉已口五D5pe口七D，口cfD珂炒觑厂I曼置pD，15efD加，，l甜如纪sf砌“距D，伽s护“c矗D忍办溯琥e纪口如e—ew秒Shortcomingtsmade口focusforcommem．Insnchci∞cumStnncethetearners0ccllpynpermnnentposition研。啦角，．幻，．f钞．刀i缈口陀H，lZ比已陟幻弦eZ西位¨讥D以幻cD聊m“，li∞t咖ewith0thers0rt0d∈．Vetopposn如enttin|deStoWardstheirle口rning刀le如Ve比p聊绷fD，cDm川H，lf叩舭幽眙c口，l伽纱细妇34 p肠ce矿如口Me瑙Jll口1，e腕D矗V口矗D咒口刀da叼如，m疗f纱幻￡毛P陀豁矾e扣DM研i西铆f毋口以幻陀肠胞w砌搋epeap跆口阳H以砌e垅．觑s“c厅cD珂df砌以S历P把口Me坶dD甩量ff妇fDcD朋聊“咒fc口纪wf砌D砌P碍口厅d口，eq加掰幻施c口，绝d印伽p口砒轫纰印绷啦砌e跆口聊e坶c口，l，zDf如化厶妒历P∞m肌“以fc口玎化崩凰跏历酷ecD，l饿砌咒&厅琥e咖旭，叼比f，．es口纪口，’托f，lg口f7行D互p忍e，℃砒玉c^J呈l、，邸历eZ台口厂，le，丐口5P，lsPD厂蹴比，．自y口忍dV口觑e口s觑dfl，fd“口纽仁f“磊窖肋·，dj98j?9动hl0rdert0increasestudents’inVOlVementinwhattheyaretaught，first0fall，itis北cessarytoproduceapleasant锄drel戤eddassroomatmosphere．InsuchaIlenviromnent，stlldentsmayhaVelowanxiety"900dself．confidence锄dhigllmotivation．1’0createsuchatmospherc，the卸thorgiVessomeadViceasfollow：(1)kamcr．centered⋯theteacherdon’tdoeverythinginthed弱sr00m，paymorcattentiontothele姗ers’contributiontlu『0ugllindependentleaming．(2)G～ele锄e璐moreopportunitiest0expresstlleir嗍lindiVidualityinEn酉ish，whichmakethemmoreemotionallysecure．(3)Don’tC0n．eCttheleamers’mistakesconst觚tly．(4)TheteaCheracts弱ac0-communicator．(5)IndoiIlgexercisealldactivities，theteacherpresentsinteresting锄ddifferentmatefials，0fferSvariOusactiVitiesforstlldentstopraCtisethelallguagefbm嬲weU舔langIlageuse．IIlshon，theteachermakeshislesson锄using，moving，stimulatingeVenchallen酉ng，sothatstlldentsaresuret0beengagedinfbrthewholelessonduration．4．1．5rI’eachingmatedals⋯authenticornotIIltheseCondl柚guageaCquisition，thes姗pleoflanguagctowhichaleamerisexposesis锄extemalfactor．LangIIageleamingcaIlnotoccurwithoutsomeinput．Butwhattypeinputfacilitatesle踟ingisourquestion．pLccordingt0theI渤shen’theOryaboutinputaIld‘i+1’，ifthelaIlguageiscomprehensibletoleamers，itwillproducea900dinput．Whenweteachthe黟ammarwithCU：wecanuseauthenticandnOn-authenticmaterial，iftheyarecomprehensible，includingsometypicallanguage35 item．Authenticmaterialsmeansthat“typesof12inputsuchasnewspapers，maps，advenisements，canoons，伊叩hs，newsbroadcasts孤dweatherforccastthathavenotbeenspeciallywrittenforL2leamers”(wedelandⅡuRunqing1995：291)．nh弱beenalsobelievedtllatauthenticmaterial舀Vesstudentsatasteofreallanguageinuse，觚dprovidesthemwithValidlinguisticdatafortheirunconsciousaCquisitionprocessest0workon．111theauthenticmaterial，theleamellsc孤leamorfeelhowt0useme伊煳arappropriately．Sometilncs，authenticmaterialusedatfirstist00difficulttOmakele砌ersfocus0ntllecode，∞thewTiterswriteb00ksinsimplel姐guagcorchangethefbmlsillordertomeettheneedsofchildrell觚dthes锄ethingisappli曲let0nOn-professiOnals．itisafadthatsOmerewrittenmaterialsarcnotnatural，butweca皿otsaytheseVersions盯ewonhless．Anex锄pleisoftenusedt0teaChthepresentperfecttense(仃omJuniorEn酉ishforChinaBook3aPeople’sEducationPress)asfollows：“H0wlonghaveyoubeencollectingbuttemies?”“IhavebeencollectingthemsinceIenteredsch001．”“HowmaIlybuttemieshaveyoucollected?”“I’vecollectedaboutfourhundred0nes．”F协m似sdialogue，wecannOtiCethenoticeablefactthatwhenthespeaker弱l【SaquestiOnheusesapanicIIlargr卸lmarstmctllre．Andthefull趾swerisusedinthesamestmcture．nelangllageisnot卸thentic．C0nVersationinlifebe俩eenpeopleisnotlikethat．Butitisusefulwhentheteacherplacesemphasis0nthestmcture．nishelpfIllforpresentingspecificlaIlguageitemseconomicallyaIldeffectively．Iftheteacherbearsitinmindtllat“communicatiVel锄guageteachingpaysattentiont0functionalaSweU勰stmcturalaspectsOflaIlguage，combiningtheseint0amorefIlllycommunicatiVeView”(Littlewood，1981：11)，heisboundtochooseboth0fthematerials弱teachingdeVices．Abetterwayisnon-authenticfirst，加thenticsecond．Recentlythereappearsomeintegratedtextbookswhichcombinethe俩0materialsintoonebook． 4．2CommunicativeactiVitiesforgrammarteachingwithCI刀Inthefollowingpart，theauthorpresentssomeactiVitiestoexplainhowt0teaCh孕ammarwithCUjt0helpstudentsusethelangllage，especiallytousethe黟ammaticalstnlcturesillreallife．4．2．1Thep订nciplesof∞mmunicatiVeactiVitiesdesignedforgmmmarteachingIllordertomakethestudentsmoreeasilyundefst锄dthenew伊锄maticalitems．ThecommunicativeactiVitiesmustbem柚ageswell．IllthecommuniCatiVebaCk伊ound，theteachersshouldbeclearthat，inthecourseof伊锄m盯teachin舀itisaUri曲ttof6cIls0nCommuIlication，butneverforthesakeofcommunication．nefollowingpmdplesshouldbetal【enintOconsiderationwhentheteachersch00sethecOmmunicativeactivities0rcomext：1)lngeneral，theymustincludeoneortwotypicallyrcpeated伊ammaticalitems．Ifnot，itisonlyconsidered舔communicationnotthecommunicatiVeaCtiviticsdesi萨edforthe铲锄maticalteaching；2)Theyareinteresting．1’extorcontextswith伊eatinterest印pealtothestudentsoncetheyarepresentedinclass．F0rex锄ple：⋯-Hell0，110m，howoldwillyoubetomO玎0w?⋯．1willbeahundredandten．⋯-willyOurchildrenbewithyOutom0玎ow?⋯一Yes，theywillbethere．⋯一whereshouldIputthecake?DOyouw柚tsome?⋯～Oh，nO，1willnoteatit；Ihavenotgotallyteeth．Putitonthetable，aIldtheratwiUeatit．Illthedialoglle，thefuturetensewillbeeffectiVelytau曲t．foralmosteachsentencecontaillsaverbstnlctureofthefuturetense．，’．，fⅣ6e口J}l“，“办’已口4，ld舰百Vesthestudentsasu叩rise孤d‘rat’carriesasenseofhumor．3)TheyarecommunicatiVe．Taketeaching“therebe’’stlllctureforiIlstallce，theteachercaIlassOciatethethingsandpersonsintheclassroOmt0makesituatiOnal37 dialOgues．⋯一Whatisonthetable?⋯一Thereisabookonit．⋯～Whatisinyourbag?⋯一nerearesomeb00ks，pens姐dpaperinit．⋯一HowmaIlybool【sarethereinit?4)neyarefromdailylifeas枷Ch弱possible．netextortheactivities，iftheyare仃omdailylife，willbemoree嬲ilyacceptedbytheleamers．E．g．itisafineday，thesunisshiIlingbriglltly，肌dMr．Edwardiswall【ingwithhisf撕lily0verabridge．Thcreares咖eboatsonthe晰er．Hischildrcnarelookingatthem．L00k，abigshipisgoingunderthebridge觚dMrs．Edwardislookingathischndren．1nheyarehavinga900dtime．5)TheyencoumgestudentstobecreatiVe锄dcont曲utetheirideas．6)TheyfoclIsonthemessage觚dstudentsconcentrateon‘what’theyarcsayingratherthaIl‘how’theyaresayingit．Objectivelyspeaking，ittakestheteachersmoretimet0createactiVitiesalldfindtllesuitablematerialswhentheyexplainthe伊锄maticalpoints．Butitiswort】h池ilet0d0thesethings，forteaching伊锄lm盯inactiVities柚dcontextswillmal【e伊ammaticalmlesmorecOmprehensiblet0le砌ers．HereiIlthispaItofCo删municatiVeaclivitiesdesi萨edfor伊锄maticalinstmction，趾emphasisisputoIllyonthefollowingaCtiVitiesaS锄illustmtiont0showhowtoteach孕舢arinacommunicatiVeway．IIlgeneral，wedealwithcommunicativeaCtivitiesdesignedfor黟锄maticalinstmctionasfollows：(1)weintroducestudentstonewpattemsofdassroominteraction．(2)we铲aduallyintroducequasicommunicatiVeactiVities．(3)weinte伊atenewwaysofworkinginthedassroomwithcommunicativetasks．4．2．2PreparingforIeamerIm比ctedactiVityIllmanyofthecommunicativeactiVities，theteacherschOOseasituationandset38 anactivity，butitisthestudentsthemselveswh0areconductingtheintemctiOntOitsend．Often，therewillbesome乎，oupsofpairsperfomlingsimultaneously"withOuttheteachers’continuousdirections．F研manystudents，thisactionwillbeunfamiliaratfirSt．Tbosuddenach柚gemaythereforeproduCedproblemsalldtension．thestudentsdon’tknowhowt0suitthenewsituation，especiallytlleStudentsdon’tlikespeakbeforeclass．Theteacllerneedstorememberthisfactor锄dbepreparedtomakethestudentsspeal【0raCtbefbreclass，fb肌ingtheirindependence黟adually锄d．F0rexample：—theteachercanex锄inethestudents’initialresponset0undirectedadivitybyintroducingitiIlitiallyinsmalldOses，wllichhecaIlillcrease伊adually硒thele锄ersdeVel叩moreconfidence锄dindependence(【jttlewood1981：18)．—-at1Eirst，theteachermustmakesurctheleame娼understandrequirementsin趾aCtivity．HeCandemonstrateitbeforethedassbyhimself．Also，someactivitycanbcperfo皿ednotoIllyinpairs0rgroups，but“so硒aclassundertheteacIher’ssupervlslon·—．Theteachermaybe酉nbychoosingamivitieswithcomparatiVelylightdemandsaccordillgt0theleamers’l(Ilowledge觚dabilities．灿so，we啪proVide∞meactiVitieswithpredete珊iIledl锄guage，which啪serve弱a‘bridge’betweencontrolled觚dunControlledlangIlageuse．4．2．3UsingSongstoTeachGmmmarMusic讯anEsLcl口sscnngive口freshperspect如eonthe肠，lg钟口g它，此口陀跎口幽伽昏刀IrD“曲历踟咖e肠，lg钆口g它we^口’，P6e绷dissec虹ngim0口seriesofstructllrnlpointsbecomeswholeagain．songscanrevive0urlove傩drespectforEn酣shnndcanbringto肌觑d口g．口|流琥Pj『o罗口，ld￡W“括豇e6e口“秒D厂历e肠订g讼口geweJIl口yechosentotench，innW时thntm口哪0fush洲elongforgotten．SongSm翻cengre口tvehicletomemor娩e4particHtnrgr口mmattcmP口nern．Le甜n流gEngtish儇roughsoHgsntS0pmvidesnnon—threnteningn铆10Spherefors饥dems，wh0uSt‘nllyaretensewhenspenkingEngtish39 诅口formalcl口sSroomsett讥g．Let，sta娩“SHrprtsePnrt)}”nSnnex口mple．Icelce-Murci口口以ShamnHnles1988：n6)Gr锄mar：ThePastPro铲essiVeProcedures：Step1．、ⅣIitedownthesong0ntheblackboard．Su叩risePanyWhenIreachedmyhouseatseven，MaxwasplayingtheguitaLJanew筋sittingOntlletableeatingpiddes舶majaLMafkwassittingatthepian0playiIlgsonatasforLouise，Andmyp绷tPaulwassingingallthetunesandmelodies．Bobw弱sle印ingunderthetable；Hecouldll’teVenstayawal【e．Andmydogw舔inthekitcheneatingupthebinhdaycake．Step2．StudentslistentothereCorder．7nleteacher酉Vesabriefintroductionabouttlleson昏Itmaybelikethis：nissongisaboutabinhdaypany百Ventoaboyn锄ekl玎ybyhis行iends．ms衔endssneakintOllisapanmentwithabinhdaycake姐dwaitforhimt0comehOme．Lanycomeshomelate，s0his仃iendstireofwaitingandbe酉nthepanywithouthim．Step3．Askthestudentstoreadthesong孤dpaymoreattentiontogrammarinthesentences．’nlestudentswillfindoutsomesentencesseemtohavethesamestmctllrel像e‘Ma】【wasplayingthegIlitar’．AskOneOfthestudentst0writedownthesentencesonlheblackboard．MaxwasplayingtheguitaLJanewassittingonthetable．40 MarkwassittingatthepiaIl0．Bobwassleepingunderthetable．MypanDtPaulwassinging．St印4．Studentsdiscussandinducethehiddensn-llctureofthesentences：someonew弱doingsomething，aIldthentheteacherintroduceswhen雠dhOwt0usethis咖cture．St印5．Gotllrougllthesong0neVerseatatime，lettingstudentslistenbeforetheysing．Ifthereisachoms，letstudentspracticeitfirSt．Step6．SingtheentiresongwiththeclassseVeraltilnes．Onccor锕iceisnot锄0ugh．G～estudents锄pleopportunitytopractice，觚drememberthattheyaredealingwithatunerhythm锄dlaIlgllageaUatOncc．Step7．neteacher硒ksone0rt、Ⅳo印upt0actoutthethemeofthesong．ButsongsforuseinESLclassroommustbeselectedwithc盯e：1)Versesshouldbeshort，觚dmelodiesshouldhave强unComplicatedrhytllInicpattem．2)Songsshouldbee弱yt0le锄．3)nesongschosenshouldC0ntaina仃equentlyused伊ammarpoint．4．2．4Pmblem·SolVingActiVitiesProbl锄-solViIlgactiVitiesraIlkhigllinmostaccountsofCU：Problem-solvillgactivitiesenC0uragestudentstonegotiateto丘ndawaytorcsOlveproblems．11ltheseactivities，le锄ersmustnotonly蛆alyzeinfomation，butalsoargue，justifyandpersuade，inordert0reachacommondecision．I’venthoughitisatypicalactiVityatthecommunicativeend0flaIlguagcteachingcontinuum，wealsobe酉nitbycontrolledpractice．11lefollowingisaJlactiVitycalled‘‘LostonaDesenIslaIld”，inwhichthe伊锄maticalitemsare(1)commullicativepracticeofarticleusagew“hreferenCct0theC0untandmassnounsonthelistofobjects；(2)TheuseofthecomparatiVeandsupedatiVede伊ees．场“口陀D，leD，扣“，．s“川fV切gc陀w_，，le，，z6e瑙D，口删口即妫勿班口f跚础研括缸，l正y务M口，ld)协“厂cD，哆p口，l面淞小“酣_，lDw41 "’，口腑舳所eJ优I所fZ酷幻搋eo矾e，．s￡ak巧琥P括缸，zdwJ}le圮D绕盯妇i矽口旭肌“cI}lmD彤Z￡妇纱幻p口弧，白“w讲坊P，l6P口6沱幻s喀，l口ZD，leD，琥部eShipS幻ptckyoHup．Much研theeqHipmem0nbonrdsnnkw乱hyowship．Bec鲫恩esllrv如nldepends0nyowre口chingthe0therS诅e耐the括肠以¨咖e愆弘“c口以s喀，lnZp口鼬切g砌沥s妒“m淞f如D傩ese"，绷，，l∞f·：，。趔c口Z玉1E嬲加，坊PJf兀卜，行f2叠f7’垂易s伽cP．)，D“口，℃口ZZ¨，已口七口，ldc口刀，lDfc口rryeverything．L妇tedbetoW口rethefourtee孔itemSthntthefour研y佻we陀口6跆幻，豁c“e．’白“细政括幻sP绝甜咖es即e，l所D影切妒D厂砌咒fD咒酗w砌历egD口Z巧删绷加f船c配场“m淞f倒锄d阳砌如Dfce¨锄口900dre口S0n．1temsAbox研matches4gnllons0fw砷Br50feetof唧10nropen弦st—nid融口port口blestove柳osi髓at霹口resnf}口Shhgrhlwilhb口t￡erieStWo45c口tiberpistolSoma弘eticcompnsSncnseofpowderedmi汰口Z谚椰口wD，．掰m印aS0lc盯一poWeredFM愆cef’，e，．。fr口，l删f】协some知odc肌cen饥lte．1celce—Murc证nndHittes1988：141)First，presenttheproblemt0thestudents趾d觚swer趾yquestiOnsaboutVo诎ulary’铲锄m码0rthetaskingeneral．Second，theteachershould舀Veamodelaboutonepossiblea理；umentt0thestudentsinordertofocuspractiCeappropriately．Forex锄1ple：“ThelifermismeleastimportantitemsincctheyhavetowalkacrosstheislaIld，nottravelbywater．’11leteachercouldals0askstudentstoo丘erafewmorea唱llments：“thewaterismoreimport锄tthanthemilkbecause⋯’’；“wewillneedthematchestoligllttheflares”．Third，dividetheclassinto伊oupstodiscusstheproblem—whichitemsarethemostimportant．Eachgroupis西Venfifteenminutesto枷Veataconsensus．ItwillbeuptOthe铲0upmemberst0debateanddecideamOngthemselVeswhichseVenitems42 上海师范大学硕士学位论文TlheImplementationofTeachingGra舢arw油CU’arethemOstimponaIltones．Atlast，askeach伊0upt0writeits1ist0ftheseVenmostimportantitems伽theboafd，soresultscanbecomparedacross孕Oups．Anydiscrepanciesshouldbenoted锄dresolVedbythedassasawhole(Celce-MurCia觚dHilles1988：142)．4．2．5缸l【ingstudentstoinduceg鞠mmati∞l川lesDufingtlle鲫martea咖ng，theteachershouldnotteaChthestudentseVerythingandsometiIIlesthestudentsarcrequiredtoinVestigateandsumup伊锄maticalmlesforthemselVcs，nottotallydependentonteachers柚dthetextbooks．Researchshowsle锄erske印me孕锄maticalmlesinmind10ngeriftheyinduccthemratherth强le锄疔omtextbool【s．Stemsays：“theinductivesequenccencourageslanguageleanlerst0stan伽th’0mtheir0、Ⅳn0bservations卸dt0discoVcftheprincipleorrIlleforthemselVesratherth觚beingtoldinadv柚Ccwhatthemleis．"(1992：150)．Thele锄ersneedpracticenotonlyincontextualizingbutalsoinde—contextllalizing，thatis，theyneedtobeabletoabstractafo珊alelementf幻mitsContext．hlthefollowingex锄ple，thestudentsc孤f．mdthe铲锄mar11lleslliddeninthelangIlage．M0stm口nerh口sthreestages0rforms：soti凼liquid口ndg口s．：虽们Hdc口，l6efzl，，l·掘西引矽锄以口，耐均“以加幻gr口s矿we，口西e历P扣“；，，妒e，‘口fW，．e^自咖e以Dl‘g^．：玎Il￡，cI}l口，lgPlj口J咖记口f口，以靠Df口cJllem泐fD，l巴驴口p记ce筇’阳od蛰盘丝丝盈fD口^喀无把打妒P，．口m，马豇6∈苫i，西而D6“，71．￡趣咖f口，耐I}le口f垡丝苎呈丝￡12j豆fDgP腑e，．’pf琥Jlle口1秒册D钯口蒯sD伽伽纱6肠如幽口，co旧，丛丝垡殛fs垫丝丝蕉口幽绷fc口Zch口nge．ThisisatextwheretheleanlerscaIle虢ctiVelyleamthepassiveVoice．Afterreadingthewholetext，theteacheraskssomequestiOnslike‘whenareliquidschangedintogases7．’Withallthesedone，theteacherwillaskthestudentstolookforthe‘be+V二ed’fb皿s．FrOmtlleir0bservatiOn．thestudentscaninducethehiddenmle．43 上海师范大学硕士学位论文皿eImplementationofTeachingGrammarwi也CLl’4．2．6Re-usingthetexttodesignrelatedquestionsQuestioning眦doubtedlyplays锄iInpon锄troleinforei萨laIlgllageteachingandleamillg．7rllistecllIliqueisinte叩retedaSthewaystudentsareledt0comprehendwhattheyaretaugtlt锄dstudentsobtainkIlowledgethrougllrespondingtoquestionsbytheteacher．Inmodemteml，questiOnsarctllebasicelementswithwhichtheteacherstimulatesstudents’thiIll【iIlg锄dproductiOn．Generally，thetypes0fquestionstheteacher舔kshavec10sec0姗ectionwiththeC0ntemofthematerialbeingleamt．Ill伊锄marcommunicatiVeactiVities，thesequestions缸eraisedbythele锄ers’reality觚duscdt0mal(egrammaticaliIlstructionmorecommunicatiVe．Theycanbeusedt0仃eatthelanguagef0肌s觚dt0helple锄ersdevelopthecommunicativecompetenCe．，I_1leypr0Videleanlersmofeopponllnitiestopractisel觚gIlagefb姗觚dtousel锄glIagemoreemctively．Just弱whatEllissays，‘‘MuChofresearchhasbeeninf0咖edbythe弱sumptionthatL2le锄ingwillbeellhancedifthequestionsrcsultin拟ivele锄erpartiCipation锄dme肌ingne90tiation”(1994：589)．F0rtlleteachertakingthispraCticeindassroom，heneedst0howwhatheisattemptingt0d0withtheleamerswhenheasksquestions．砧soitougllttobebomiIlhismindthatthcquestionsmisedareconstmCtiVe趾dCheerful，indudingsometypicall柚gIlagestmcture．Sotheleamers’opiIlions觚dideasareelicited，rcspected，theirinterestsstimulated觚dtheifmindschallenged，觚datthesametimethestudentscaIlpracticcthe缈mmarpoints．Forex锄ple，世erthetext‘pollution’is1eamed，thetopic‘Saysomethingaboutpollution’willbegiv吼．Afewquestionsaboutthet叩iccanalsobe0ffered，suchas：a)whatispollution?Givesomeex锄ples．b)Isthepollutioninourcityserious?GiVesomeex锄ples．c)Whathasbeend锄esofortodealwiththepollutioninourcity?d)whatdoyouthiIlkweshoulddotogetridofthepoUutioniIlourcity?4．2．7lble-playingRole-playingisthesimulationofafeal-lifesituationinwhichthestlldentspretendasarole．TheteachermustchoosesceneswhichexposethestudentstOthe44 concretesituationtheymaymeetinsideoroutsideoftheclassroom．Role—playingis锄excellenttechiqueforcommuniCatiVepracticeof黟ammaticalstmcturcwhichissensitivetosocialfactors．11l：rou曲therole—play，theteachermayjudgcstudents’lingllisticcompetenceanddeVeloptheirself二confidence觚dabilitytocommunicatee￡陀ctively．1’oillustratetheprocedure，letusChoosethefollowingrole-playwhose铲ammarfocllsisthesocialuseofmodalsaIldthelo百caluseofmodals．First，presenttheConcretesitllationt0thestudents场“口彤咖如帕咖朋口加西w砂切CaZ咖朋肠口，ldyD“口理J仰耐砂口pohceo辑cer．He话completebuns))mp口menct0the扣ctthntyou口，．e口扣，Pt即sf“c如玎f口以d)，D“，-刀e，1，D“s，l∈：孓了，行口j}贸豇c握萨c“艮加，．)，D“f口e丐p麟yD“坩e班场“口re厅DfJ“陀¨慢)，J}le^口ss仰耐yD％6比fyD“I|blDw砌口f|}le括口搠e纱口玎g哆场“口陀幻啪成D以口妨DⅣ崩fwf砌咖，2ec^口，口c玉已7苫?饶e扰"，e‘口．p口&，e，1．ge，；口咒d历epDffcet]刃譬ce，：：r危ej，，．终e栉细砌巧sI}lD比蹦6e哆印加积锄口据纱_，iwm伽“fe鼠伫配g-肘h厂c缸nndHtneS1988：70)Next，in仃0duceaIldexplaintheVocabulary觚dstmctureswhicharenecessaryforthetasksuchasdriver’slicense，Vehidere酉stration，insuraIlce，licenseplate，ticket，reaⅣiewmirror，tobreakthelaw，t0stepoutof，MayI⋯，Wbuldyou，musthaVedOne，mighthaVedone，etc．T1lird，dividestudentsint0groupsandaskthemt0discussandpracticehowtheyaregoiIlgt0dOtherole-playaccordiIlgtothefollowingsuggestedquestions：(1)whyhasthepoliceofficerstoppedyou?(2)lsitpossiblethathehadagoodreasontostopyou?(3)whatisthebesttodealwiththematter?(4)whatkindoflanguagedoyouusewhenyoutalktoapoliceofficer?(5)whatarethepossibleprobl锄syoumighthaVe(expiredlicense，fo略ettinganimportantdocument，somethingwrongwiththec砷?Duringthisstep，theteachershouldnotco玎ecttheerrOrsoasnott0stopthecommunication；theteachershouldwritedownthe酉ammatical，cultural，andphonolo酉cale玎orsforsubsequentlesson．Fburth，askeachgrouptOperfbnntherole-play：Anereachenactment，theteacher45 cOmments0nselectedlanguageerrorsa_bouttheuse0fmodaLls．Fifth，asktheentirecIasst0discussthequestiOnsmisedbythesituatiOn，suchas：(1)Isb曲eryagoodwaytodealwithapoliceofficer?whyorwhynot?(2)WhatisthebestwaytotreatapoliCeofficer?(3)wbuldyouactthes锄ewayifyouwerestoppedbyapolicemaninyourcountryAtlast，assignawritingexercisebasedontherole-playorarelatedquestion．F0rex锄ple，‘‘compare卸dcontrasttherole0fapoliceof￡互cerintheUnitedStateswiththeroleofapoliCco伍cerinyourcount]哆miswouldelicittllepresenttense，expositorymode．)4．3Teachers’andstudents’mlesinteachinggrammarwithCIT‘ROle’rcferst0thepanthatle锄ersandteachersareexpectedt0playincarryingoutle锄ingtasks嬲well觞thesodal姐d缸e叩ersonalrelationshipbetweenthepanicip柚ts@un卸1989：79)．hlChin如伊锄marteachingwasso伊eatlyemphasizedthatthesuddenshift仃omthetraditionalmethodsreallymadeteachersandstudentspuzzled．TeachersofEn酉ishinChinahaveagreedthat黟ammarshouldbet肌ght，buttherehasbeenmuchconfusionconceminghowtoteach黟锄m盯．CanteachersaIldstudentswhoarcaCcustomedt0traditionalmethodsteach柚dle锄黟砌arinthe仃ameworkoftlleCU’?Itisreallyachallen西ngissueundernewCircumstancesandtherolesofteachersandstudentsshouldbereexamined．4．3．1Tbacher’rolesOurobjectiveofteachingEnglishist0cultiVatestudent’s咖municatiVecompetence；theroleoftheteachershouldch肌ge．TeachersincommunicatiVedassroomsmusttall【lessaJldlistentomore⋯beComingactiVefacilitatorsoftheirstudents’le锄ing．SeVeralrolesare弱sumedforteachersintheCLr’theimponanceofpanicularrolesaredeteminedbytheViewofCU’adopted．BreenandCandlindescribeteacherrolesinthefollowingtems： 上海师范大学硕士学位论文ThelmplementationofTeachillgGf煳arwithCLT11hetencherhnS柳0mn讥rotes：the弦strote主st0facnn口lethecDm优“，lf∞矗伽p，Dc巴镕6P加P优口ZZ册，．矗c印口，l绍伽历ec肠船rDD％口，ld6Pn化P以砌￡靶p口砸c0Ⅺ，l绍口，ld砌P阳，．幻淞口c咖谢酷删d玉殴绒刀跑secD以dm沱西幻口cf口s口咒伽却e，ld铆fp口，．矗c{即，lfwf咖伽砌elenrn—tenchtnggrollp．Thet口tterroleisdoselyrelmedt0theobjectives研lhe孬rstrolen孔d8rises费田mit．Ihesemlesimply口Set剪seco池rymtesfDrthete口cher；如st，口snnj0rg口n讫er耐resou托es伽d口s口陀，D“rcP，I砌Je缓sec伽d口s口∥姚谢髓玩历ec肠黜加Dmpmcedures口nd4ct如nies⋯⋯Athirdroleforthete口cher话tht研陀，绷砌盯口nd厶绷肌e，．，俐锄m“砌幻cD，l臼访“绍觑抛册sD，哆印，12prfafPl渤D¨，跆cf驴口，ld口6fZi矗f爆，口cf“口Z口，ldD6se，l，8de：焉Pe，fe忍cP盯砌e以口m，PD厂昆口，．，z现g口以dD，：g讼，lfz口f幻，l口Zc‘p口cf矗e孓(1980：99)Otherrolesassumedforteachers缸eneeds柚alyst，counselor，姐d铲oupprocessm锄ager．(Richard孤dRodgers1986：77)Thefollowingis拟uallytheroleswhichtheteacherplaysinteaching孕锄mar．TheteacherwillhaVet0make伊eatere舶rtst0createmoresituationsinwhich伊ammaticalitemscanbesoweUpresentedthatthestlldentswillle锄Verye艏Cicntly．(1)O玛孤izer：perhapsthemostimponant觚ddi￡ficllltroletheteaCherhastoplayisthatoforganizer．11hesuccessofmanya州Vitiesd印endson900dorganizationaIldonthestudentskIlowiIlgexactlywhattheyarerequiredt0d0．Themainaim0ftheteacherwhenO略anizingaIlactivityistOtellthestudentswhatthey盯egoingtotall【a_bout(orwriteofreadabout)，酉Veclearinstmctionsa_boutwhatexactlytheirtaskis，gettheactiVity90in舀柚dtheno玛anizefeedbackwhenitis0veL(Ha肌er1991：239)(2)Pl锄neroftheclass：theteachershouldmakeanextremelydetailedplan．ne伊锄marteaChinginthefr锄ework0fCLTmayinVolVem锄yunpredictableproblemswllicharenotencounteredinthetraditionalteaching．(3)Grammarpresenter：theteacherwhobe百nsthelessonbysaying‘‘Todaywe47 aregoingtostudyinterrogatiVe’’maymakemanyofthestudentsuninteresting．1f’however，studentsC0nversingandneedaskquestiOns0ftheirteachers0rcl弱smates，theywillwanttolearntheinte盯09atiVefo咖s．S0theteacherneedstoprcsentthe伊锄matical11Jlesincertaincontextswherethemlescanbebestapplied．(4)Panicipant：thereisnoreasonwhytheteachershouldnotpanicipate勰锄equalin觚actiVityespeciallywhereactivitieslikesimulations眦takiIlgplaCe．Thatis弱apanicip锄t，theteacherdoesnot“st锄dback’’f幻mtheactiVitiesbutjoinintheaCtivities．T1leteacher’spanicipationwillimpr0Vetheatmosphereintheclass．(5)Prompter：theteachermustencoumgestudentstojoinorneedsto舀Vethestudentssuggestionsabouthowt0proceedin孤actiVitywhenthereisasilence0rwh％theyconfusedaboutwhattod0next．nisisOneofmeteac|ler’simpOnamroles，tllerole0fprompter．Tlllerole0fpmmpterhast0bepe渤medwithdisCretionforiftlleteaCherist00ag黟essivehestanst0take0VerfromthestudentS，where硒theideaisthatheshouldbehelpingthemonlywhenitisneCessary．(H锄er1991：241)(6)Evaluator：whenstudentsarcle锄ingacenain铲锄maticalmle，theyarcrequiredt0havean绷rateComm锄dOfit．Sowhenmistakes0rerforsoccllr"theteacherwillCorreCtthem，buttheco碳娥ionshOuldbegentle．Bygentle，weme锄thatweshouldnotmal【eab追fussaboutthem．4．3．2students’rDlesThestudentsjustp弱sivelanguagereceiVersiftheteachersusethetfaditionalmethOds．WhentheteachersusetllecommunicatiVeapproach，thestudents’folemustchangeaccordin百y"thestlIdentsrequiredtoadoptaraIlgeofroleswhichrelativelyuncommonintraditionalinstnlction．Breen柚dCandlin(1980：110)describethele锄er’srolewithinCITillthefollowingte加s：therole0fle锄er弱negotiator—-betweentheself，theleamingprocess，andtheobjectofleamin旷—emefgesnDm锄dinteractswiththeroleofjointnegotiatorwiththe伊oup孤dwithinthedassroomprocedures柚dactiVitieswhichthe伊Oupundertal【es．Theimplicationfoftllele踟eristhatheshouldcontribute嬲muchashegains，andtherebyle锄illaninterdependentway．Studentsalsomayberisk_takers，exploring48 上海师范大学硕士学位论文TheImplementationofTeachingGrammarwithCU’tllel【IlOwledgewiththeteacher’sgIlidallceandtheirclassmates’C00peration．舡arelatiVelyindependentrole，0ncetheteachercreatesasituationaIldsets锄activityinmotiOn，itisthestudentsthemselVeswh0arcresponsibleforconductingtheiIlteractiont0itsconclusion．F0rm卸ystudents，thisresponsibilitywillbestr柚gcatfirst．1’oosuddenatr觚sition自DmdireCtedtoundirectedactiVitymaythereforecreatedimcultiesandtensionswhichcouldundenninetheirconfidenCeAsacreative锄dinVentiverole，thestudentstryt0experimentwithdifferentways0fcreating锄dusinglaIlgIlage，forex锄plewithnewways0fusingwords，playingwithdifI．erenta玎angementsofsounds柚dstmctures，inVemingima西nativetexts觚dplayingl柚gIlagegames．4．4AnexampleofteachingEnglishgmmmarwithcommunicatiVelanguageteachingindetailnerelativedauseisanimpon觚t铲锄maritem．Ifyoudon’tle锄itwell，youwiUfindthatthe10ngsentencesarehardtOunderstand．MOst0fthestudentsconsiderrelativeaauseisthemostdifficIlltpaninEn寸ish孕ammar．Tlhefollowingis蛆ex锄plet0presenttheprocedure0f伊ammarteachingwithcommunicationlangllageteachingAcC0rdiIlgt0thech锄cterS觚dtheprindples0fcommunicativelanguageteac：hing觚dwiththe肌thor’sowrnteachingexperience，theauthorbelieVes乒锄marteachingc姐bediVidedint0thefollowingstages：(1)Presenting伊锄maticalpointsbyusingsituations(2)Explanation(3)Summin争up(4)stmcture—focusedpractice(5)CommunicatiVeactiVities(6)Feedbackalldcollrection(7)consolidationpracticestepIPresentinggrammati明lpOintsbyusingsituatiOns49 上海师范大学硕十学位论文TheImplementationofTeachiⅡgGrammarwithCU’Thewaytheteacherspresentthe伊ammarpointsisVe巧impOrt锄t，becauseitwillaffecttheinputforthestudents伊eatly．Iftheteachercallnotattracttheleamells’证erestiIlleaming，itisimpossibleforhimtohaveasucCessfullesson．Generallyspeal【in舀wecanpresentthe铲锄maticalstmCturesbyusiIlgpicturesinthetexts0rplayingsomegames，telling趾interestingstoⅨna玎atingeVents，ormal【ingdialoglles，tocreatesuitablesituations．Ofcoursetheseactionsmustcontainthe孕ammarpointstobeleamed．Hercthe卸thorpresentsthe孕锄marpointsbyplayingapuzzlingg锄ewhichdescribesthepeopleaIldobjectsmentionedillthegame．ActiVi够1：Playingapuzzlegame．T．Nowlet’splayaguessingg锄e．ListentomecarefullyaIldguessIt’samachinethathelpsyouwashdothes．What’sit?S：It’sawasllingmachine．T．Heisapopularb嬲ketbanplayerinAmericawhocomesnomChina．S：YaOMingT．It’samachinewhichisusedt0deanthenooLS：It’savacuumdeaneLT．She’saloVelyladythatwonthetoppositioninWbmenTableTe皿isS：She’sDengY却ing．Activity2：writedownthefoursentencesiIlcludingtherelativeclause0ntheblackbOardaIldunderlinetherelativecl卸sewithredchalk．Thenshowapeelertothestudents姐dask“whatisthisusedfor，’．Tlhus，adialogueisproducedaSfollowing：T．(holdingapeelerinhandandshowingittotheclass)Whatisthisusedfor?Ss：Itisusedt0peelfnitandVegetables．T．Canyouexplaintheword“peeler”inEnglish?Ss：ApeelerisadeVice⋯⋯．IIlthissituation，theteachercansaytothestudents：“youcalldependOnthesentencesontheblackboard”．Then，thedefinitiOn0fpeelerwillbemade：“ApeelerisadeviCewhichisusedt0peel缸litaIldvegetables”．’nleteacherencouragesthestudentstodescribesOmethingsathaIld，suchasakey，apencil，whichtheyare famili缸with，inOrdertoeIlll锄ccthestudents’Co印itionabOutthis莎ammaticalphenomenonStepⅡExplanatiOnInthisstagetheteaChershouldmakethestudentsmorefamiliafwiththe黟锄marphenomenonaIldtryhisbestto硒kthestudentstotakepaniIlthediscussionandworktogethertofindthe铲锄marnlleshiddeninthemat砸als．Heretheteachermakesthestudentsreco掣lizethestmcture0frelativeclausefIlnherbyusingaword，aphraseandasentencetodefiIlepersonorobjects．Activity3：ldentifythestructureoftheattributiveandtherelatiVeclausebyteac：hers．studentsdiscussion．1．nepefsonisa逝fire-fighteL2．Whoisthatboy垫!鲢逝23．Tbmh弱readaUtheb00kS!塾堑缝坠Q望Q塑西鱼Q啦!h曼!i坠!墅里4．IhaVelostmypen，堡垒i业!!ik曼Y曼!Y蛩!坠曼鱼：T．NOwplease100katthesentences0nthescreen．Payspecialattentiont0theunderlilledpans．Istllerea11ythiIlgincommon?Ss：Yes．neyaUdes翻bethenouns，eachpantellsusWhiChtllingorpersontllespeakeristall【ingabout．T．natistosay"thefunctionofeachunderlinedpanisthes锄e．Eachofthemisusedas锄attributivet0describethenoun．W色U，arethereanydi矗erencesinthem?S1：Yes．hlthefirstsentenCc，the‘brave’is锄adjectiVeandputbeforethenoun；theseC0ndisaprepositionalphraseput世erthenoun；thethirda11dfounhsentenccs盯efuUsentencesputafterthenouns．T．Youareright，whatdoweCallthesentencesputmerthenoun?Ss：TheadjectiVeclause?T．No，inacomplexsentence，theclausemodifyinganounorapronouninthemainclauseiscalledarelativeclause．Theteachermustwritedownthewords‘felatiVedause，ontheblackboard觚dexplaintheirChinesemeaning(定语从句)．Thenoun0rpronOunwhichisdefinediscalledaIltecedentw血oseChinesemeaningis “先行词”．newordthat／whiChintroducesthecl卸se(bet、)l，eenthenoun／pronoun卸dthedause)iscalledrelativepronounwhoseCllineseme锄ingis关系代词．TherelatiVepronounsdotwojobs：Theycanbeusedassubjects，objects，andpossessiveiIltheclause；atthes锄etime，theycoImectd卸sestogether．Now100katthesentences0nthescreen．Activity4：1"eacher-studentDiscussion：tlleusageofmeRelatiVePronouns(bmpletethesentenceswithsuitablerelatiVes．(Teachershowsthefollowingonthescreen．)1．IknowtheschOolhewOrkedfor．2．D0youknowtheman3．Thecarsonwentt0collegelastyear?colOrisrcdisJ0lm’s．4．TllisisthebesthouseI’veeverseen．5．natisthepersonhetalkedabout．T．whatshouldbefilledinthefirstsentence?S2：Ithinl【‘哳hiCh”shouldbefilled．Bec卸sethe锄tecedentis“theschool”卸dtherelativepronounisused勰theobjectintherelatiVeClause．T．Yes．H0waboutthesecondsentence?CTeachcrgoestoanothcrstudentand嬲kshe椭imtoanswer．)S3：IfiU‘Ⅵhose’’herc．Becausethe卸tccedentis“theman”觚dthem孤h勰thesOn，s0pOssessiVerelatiVeisusedintherelatiVedause．T．砒ght．Sitdown，please．Nowlet’s100katthethjrdsentence．StepIⅡSummingupFirsttheteacherhadbetteraskstudentstoinducethe铲如lmaticalmleswiththeteachertsguidance；mentheteaChersummarizesthegrammaticalitemsbeingleamed孤dexplainsthem．T．Aswel【Ilow，relatiVepronounsareimportantintherelativedause．Nowlet’smakealistofthemOntheblackboardfirstandthenrevisetheirusagewiththehelpofthefoms0nthescreen．(TherelatiVepronouns：who，whom，that，whose，which)52 上海师范大学硕士学位论文ThelmplementationofTeachingGra蚴arwithCU’ActiVi坶5：DiscussionabouttheusageofrelatiVepronounsTable4．1：AlistOfrelatiVepronouns瀛二_<～PerS0nthingpronouns—、、、、whOwhomwhosetllatwhichstepIVstmctll聆-f．o饥sedpracticeAttllisphase，theteaChermust嬲kthestudentsinsomecontextorsituationt0practiccthe孕锄maticalpointsbeinglcanled．Thepu叩ose0fthisstepiSt0allawthestudentst0gaincontroloffo姗withouttheaddedpressure孤ddistraction0ftIyingt0usethef0咖f；DrcommuIlication．TheleVelofthedifficultyshouldnotbehigll柚dtheteacllermustpaymofeattentiontotheaccuracyof铲ammaritems．Theteachershouldnotproceedtothenextphaseuntilmoststudentshavemasteredatleastthefo咖ofthestmcnlre．ActiVi哆6：AskstudentstomakesentencebysomepicturesiIlgroupoffour(町tousediffercntrelativepronouns)．TheteacherdemonstrateanexampleT．111isComputerisuseful．S1：TIliscomputer塑照i业堡Y坠塾堡!曼g丛曼堡垒isuseful．S2：ThisC0mputer堕hQ墨曼墨i圣曼i墨!i!!!曼isuseful．S3：Thiscomputer!鱼型盟墅婴曼塞!Q嫂isuseful．S4：-TllisC0mputer鲨hi丛!!i鲢Y皇!Y四坠堡hismadeinAmerica．ActiVi锣7：Showt、)l，opictures觚drequirethestudentstoexpandthefollowingsimplesentencesilltoC0mpOundsentencesbyaddingrelatiVeclause．Picture1：LiuXi锄gisf如mShangllai．S1：ⅡuXiang⋯～⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一isf如mShangllai．53 S2：UuXiaIlg⋯⋯⋯S3：LiuXiangS4：LiuXi觚gPicture2：Myfatherboughtmeabike．S1：Myfatherboughtmeanewbike⋯-S2：MyfatherbouglltmeanewbikeS3：MyfatherboughtmeanewbikeS4：Myfatherbouglltmeanewbikes；tepVCommuni∞tiVeac6Viti鹳isfromShanghaLi．isfromShangllai．isf两mSh锄gllai．IIlcommunicativeactivities，thestudents缸easkedtopracticethestmcturebeingle锄ed．AcommullicatiVetaskinc0叩oratestheactualprocesses0fC0mmunication；themo豫ofthesefcatures柚exerCiseillcorporates，themorecommunicatiVeitis(Celce-Murcia趾dHilles1988：27)．In伊amm盯teacllingC0urse，communicatiVepracticeisthemostimport锄tstep．Onlythrougllthisstage，canthestudentsle锄howtousetIlegralnmarbeingle锄ediIlreallifesituationandle锄abOuttheirmista：kes．Atthisstage，itisiInpossiblet0practicethenew黟锄matiCalitemsexclusively；youmustmal【ethestudentspraCtisethethingstheyhadle锄edbefbrccomprehensively柚defficiently．Ofcourse，thenew铲锄maritems缸ethemostiIIlponaIlt．Du血gtheactiVities，theteacherhadbetternotpointoutaIldCo仃ectthemistal【escverytimein0rdernottOinte删ptthecommullication．WhenthecommuIlicativeaCtivitiesis0ver，youc矩poillt锄dcorrectthemistakesthestudentsmade．Communicativeactivitiesc柚becarriedoutbyproVidingatopicconcenlingthetextforthestudents，tellingstories0rconductingdialOguesaRerlOOkingataseriesofpicturesOrwatchingsomeVideosands00n．ActiVity8：1’ointeⅣieweartllquakeexpens1)GiVethestudents锄articleabouttheeanhquakedefensemeasures．Askthestudentt0findOutthesentenceswhichincludetheeanhquakedefensemeasuresinthepassage． 上海师范人学硕士学位论文TheImplementationofTeachingGrammarwithCU’T-N0w"let’scomebackt0thetOpic-一eanhquake．WekllowTaiwaIIis柚earthquakearea．Itisimpon锄tforthepeopleliVingealthquakeareat0howtoprotectthemselVes．Now，readthepassage孤dfindthesentenceswhichareabOutadvice0nasafehOme．2)Role-play：Thestudentswillhave粗iIlteⅣiewactiVityinthe铲oupoffouL0nestudentplaysaroleofreponer劬mateleVisionstation；theotherthreeplaytheexpens0neanhquakewhocometoTaiw觚tobeinterviewedabouttlleeanhquake，introduCingsOmeeanhqual【edefensemeasurestotllepeOple0f1阻iwanwiththeinfomationintheanide．Requirethemtousetherelativedause．3)Thereponerwritesanewsreponanertheinterview．Theteacherpresentsafomlatofthereport0nthescreen．NewsRepOrtMr．Brown，MLJ0hnson卸dMr．W衄e，whoarefalnousexpertsoneanhqual【e，arenowvisitingTaiwan．Hercistheadvicethatthey舀VetothepeopleinTaiw觚⋯⋯．StepⅥf．eedbackandcorrecⅡonAlthoughthisisoftenconsideredafiIlalst叩，itmusttakeplacethrougllouttllelesson；theteacher’sc0玎ectionstrategyshouldchangeaccordingtothephasesofthelesson．F0rex锄ple，duringthe‘s仃ucture-focusedpractice’pan，collrectionmuststrai曲tfonⅣard锄d洒IInediately．Du血gthecommunicatiVeactivitiesst印，howcvef，thecommunicationshouldnotbeintemlpted．Instead，theteachershouldtakenoteoftheerrors觚ddealwithmem世erthecommunicativeexercises．Inthenextday’s孕ammaflesson，theteacherwouldsayt0thestudents‘‘yesterdayduringthelessonIheardsomeonesaythesentenccslil【ethese，whatyouthinkaboutthesesentences?’’Theteacherthenw矗tesdo、Ⅳnsomesentences0ntheblackboardanddoesaVeryquickfocusedreview．Afterthecon．ection，theteacher百Vesallotherrelatedexercise．StepVIICOnsolidationpracti∞Afterconectingthe黟ammarmistakesabouttherclatiVeclausemadeintheMivity8，theteachermustdesi印aIlotherrelatedexercisetOconsolidatetlle铲ammaticall【Ilowledge．55 上海师范大学硕十学位论文ThelmplementationofTeachingGrammarw油CU’Lookatthescreen．FiUintheblankswithproperrelatiVepronouns1．Tellmetheroadyouarclool【ingfor．2．WhOistheboy3．Tllisis1bm—jsst锄dingthere?comes舫mEn百and4．Tlllec蛆en舀nedoesn’tworkhastoberepaired．5．nisl【indofTVismadeinJ印aniswell一known6．T1lisisjustthebookI’Vebeenlon百ngtoreadfordays． 上海师范大学硕十学位论文TheExperimentChapterFiVeTheExperiment5．1PUrposeoftheexpe—mentIntheabovechapters，me卸thorrecommendedCIT觚diIltroducedmallyactiVitiesof莎姗marteaChingwithCU：M孤ylingIlistshaveemphasizedtheimponance0fteaching伊卸1marincontext．Theyals0paymoreattemiont0communiCativepresentation觚dpmctice0f铲anlmaLTheauthorappliestheset11eoriestotheseniormiddlesch00lstudentsillUnchu锄N0．10MiddleSch001．SotheaimOftheexperimentist0：1SuⅣeywhetherteaChing乎锄marwithCU’issuitabletoChineseseIliormiddleschoolstudents．2test遗whetherCLTismoree骶Ctiveth雒traditionaLlGr锄m胁Tr锄slationMethod．5．2Method5．2．1SubjectsNinetystudents舶m锕oclassesin“nChuallNo．10MiddleSch00lhadpanicipatcdintllisexperiment．舢lofthesepanicip锄tswereseIliormiddleschoolstudentsinGradeOne．TⅣelve0utoftheforty一：丘Veparticip锄tsinexperimentaldass(aass3)盯efemale；whileinthecorrespondillgdass(Class6)fourteen盯efemalestudents．ThestudentswereintentionallychOsenin0rdertOcontrOltheV盯iablesinVolVedinthefesearch．neauthortau曲tallofthepanicipants’伊锄marlessonsduring也eweeks．Bothdasseswere酉Venthesameta唱etgrammaticalitemfortheexperiment-_thepassiveVoice(SeniorEn酉ishforChinaBook1A2003PEP)．AlsotheclassrOomswherethe似0classesstudiedwereinthesameclassr00m．Thetimedevotedtobothclasseswasthesame．57 上海师范大学硕士学位论文TllleExpefiment5．2．2MatenalsThematerialsusedillthepresentexperimentincludeaquestionnaireOre-andpost-test)．SinCeallthestudentswereseniormiddleschoolstudents，thequestionnairewerewrittenina}linesetomakesuretheyunderstoodeVeryquestion(SeeAppendi】【B，CandD)．T1ledataofthercsultsofthequestionnairewascollected(SeeAppendixE)．AnexamiIlationpaperwasdesi印edtotestthepanicip锄ts’mastery0f伊锄m甜(AppendixFandG)．Face-to-faceinteⅣiewswerealsoconductedt0getamorecomprehensivcanalysis．Theex舳1iIlatj伽scoreswefecollectedbefbre觚daRerthetest(seeAppendi】【A)．OthermaterialsusedintheclassroomilldudedataperecorderandaslideprojectoL5．2．3PrDcedun爆Inthefirstsemesterof2007t02008academicye屿inWeek2，oneweekaf【erstudents’enteriIlgtheschool，theexpemlentwasca丌iedout．(seeTable5．1)Table5．1ProceduresL吖olVedintheexperimentWeekPIDceduresWeek2Pre．-test：questiO肋airea11dex锄inationWeek3一⋯．6ExperimentWeek7POst-_test：questio加aire柚dex锄inationT1lestudywasdividedintothreestagesandfinishedinsixweel【s．Atthefirststage(week2)，anexaminationpaperwasdistributedtoallthestudentsinGradeOne．Tlllecontentsoftheexaminationpaperareanaboutthestudents’basic孕锄maticalknowledgeandgrammaticalCompetence，thecontentsofwhichindudealmostangrammaritemsforjuniortextbooks：VerbsCOVer40％ofthecontent，30％oftheContentarcrlouns，pronouns，adjectiVes，adVerbs，prepositions，alldanicles．OnsyntacticknowledgesuchasadVerbialclausesandobjectdausecoVers30％．TimeallottedforeX锄inationwasfiRyminutes．ARertheC0n．ectingthe 上海师范大学硕十学位论文TheExperimentpapersaIldanalyzingthescores，theauthorchoseClass11lreeandaassSixinthisexperiment．nequestio皿airew嬲酉Vent0ClassSi】【觚dClassnree，whichrequiredstudentst0putforwardtheirownopinionsonamatterdoselyrelatedtotheirknowledge0f伊ammaLThesecondstage(wbek3_-6)wastheexperimentaltime(fourtimesaweel【，45minuteseachtime，intheaftemoon)．ThepassiVeVoicewastalJglltduringthisperiod．√蛆lthepanicipantshadfouradditionallessonseachweekinadditiontotheircIlrriculumlessons．Eachlessonhadforty-fiVeminutes．ne卸thortaughtthe附oclassesusiIlgtwodifl．erentmethods：theexperimentaldassw弱孚VencommunicatiVe伊ammaflessons，whilethecontIDlledclassw硒t锄ghtintraditionalGr锄m孙1’ranslationMethod．11hestudentswere酉Venanotherquestio妯airetocheckwhethertlleywefesatisfiedwiththe鲫nm盯lesso璐oneweekmertheexperimem．hladdition，apost—testex锄inationa_bout“passiveVoice’’w弱酉Ventotheparticipants．ThetiIIlealloCationw弱thesameasthefirststage．DatawereC0lleCtedintheprc-test趾dpost-test．Inthepre—test，datainallclasseswereaIlalyzedinte珊sof肌mberofpanicipaIlts(№，themean(M)，锄dthestaIldarddeViation(S．D)．ClassTllree锄dClassSi】【werechosen，becausethe铆odasseshadthesameorsiInilarst锄darddeviation觚dme孤．Inothcrwords，subjectsweresupposedtobe0nmes锄egroundbeforetheexperiment．Datacollectedinthepre-testisshOwninAppendixAmlble5．2DatainPre．test0f1’woClassesClassNMS．DZExperimentalclass4562．918．67．O．229COntroUedclass4563．338．86P=o．825>．o．05Note：numberofsubjects(川，mean(M)，standarddeViation(S．D)andz—Value(z)ofthesubjectsofthetwoclassesintheprc-test．Dataill1’able5．2showsthatz—Valueis—O．229(／z／<1．96，P>0．05)．Itindicatesthat 上海师范大学硕十学位论文T1leExperimenttheexperimentalclassandthecontrolledclassObtainsimilarme觚andstandarddeViationintheirknowledgeofEngnsh，whichshowsthatthechosensubjectswereatthesimilarifnOtidenticallevelOftreatment．Aftertheexperiment，thedataillthepost-test(SeeAppendixA)werecollected，themeaIl(M)，numberofsubjeCts(聊，andstaIldarddeViation(S．D)aIldz-Value(z)arereported(seeTable5．3)toobseryethescoresoft、)l，oclasses1’able5．3DatainPOst．test0f1’w0ClassesClassNMS．DZExperimentalclass4577．468．293．20COntronedclass4570．6411．54p=o．002O．05)，indicatingthattllet、Ⅳ0dassesdon’thavesi印ific锄tVariability．neme觚andthestandarddeviation矗lrtherindicateme铆oclassesareofthesamelevel．Afterfour-week-experiment，theirmeansofscoresare77．46孤d70．64respectively．Z—Valueindicatesthe觚odasseshavesi印ific锄tVariabilityanertheexperiment(／z／-3．20>1．96，P<0．01)．Thedatashowmatthecommunicative伊锄marteaChiIlgiSbetterthanthetraditionalone．However"thetwoClassesgotdi骶rentVariation．necontrolclaSs90t11．54whiletheexpe血lentalclassgot8．29．Tllemeasure0fdispersiOn0fcontroldassisf缸la玛erthantheexperimentalcl弱s．Hence，weconcludetmditionalmethOdisaVailablef研0nlyasmaUponion0fthestudents，whilethecommunicatiVeapproachisavailableforla珞erstudents53．3Discussion111ere缸eseveralreasonswlliChleadt0thehigherscoresintheexperimentalclassthancOntrolledclass．First觚dforemost，thedassroomatmosphercisdi脏rent．hcommunicatiVedassroom，theteaCherdonotcontroleVerything，t11estudentsisthecenteLneycantakepanindi虢renttypes0flearning卸dteachingactivitiesinwhic：htheyc锄disCuss，觚alyze勰dpractisethe铲ammarmles．OntlleC0ntrary，tI．aditionaI铲ammarteaChiIlgusetheteache卜centcrmethod，theteachercontrolseVer”hing，theteacherspeakandexplainthe铲锄marmles，thestudentsjustlistenaIldwritedowlltheteacher’wordsintheirnotebook，afterthattheteacheraSkthestudentstopractisethe黟跗皿armlesmechaIlicallyaIldthesentencesareoutoffeallife，theatmosphefcisdunandthelessOnisuninteresting．Second，thematerialsaredi骶rent．ThetextintheCITiscompiledaccordingthefIlnctions0fl卸guage，s0thematerialsareinteresting锄dreal．OntheOtherside，thetextinthegranlnlar-traJlslationmethodisC0mpiledaccordingthesequence0f伊锄marstlllcture，sothematerialsaredullaIldunreal．Third，theCI二rissuitableforlargerponionofthestudents；whilethetraditionalmetllodisonlyusefulforasmanponionaswefoundintheabOVeexperiment．Itis61 valuablefortheseniormiddlesch00lteacherstoadoptCLl’iIlgr猢arteaching．5．3．4LimitationLike觚yotherexperimentinthisfield，thepresentexperimenthassomelimitatiOnsFirst，thestudents丘Dmtwoclassesaredif!f色rentinmanyrcspects．Althoughthestudentswerccarefullychosenf幻mthestarttoensurethattheywerc0nthcsamebackground，butthe0nlyst柚dardofchoosingthestudentsisthesC0resofp印ertest，somethingishardtOtest，suchas，tllestudents’beliefs，themOtiVatiOn肌dindividual’spersonalitywhichwillsurelyexen砌1uenceonthestudents’le锄inghabits，thele锄ingprocess嬲wellastheoutput．Second，thesp雒oftimeforexperimentlastedformerelysixweeks，whichisrathershonfor觚experimentofitsnature．nneedtakealongtimet0觚alyzedifferemfactorsin踟marle锄ling锄dteaching．Othersignificantchangesweret0occurandmustbe0bserved．Third，becausethetimeis1imited，theauthorchose0nlyone伊alI瑚atiCalitem⋯-nePassiVeV0icefortheexperhnent．舢weknow，1earIling0fdi虢rcntstmcturcs0fthe伊卸姗armayhavedi＆rentresults．Somestudentstendt0leanl伽eitemVe巧quicklywhileanother0neslowly．62 上海师范大学硕士学位论文ConclusionConcIusion11leauthorwritesthethesisinorderto百VesomeadViCconhowtogetridoftheproblems0n铲ammarteaching．The铲锄marteachingproblems，suchas‘Ⅵhether铲锄mafshouldbet肌ght锄dhow黟眦marshouldbetau曲t”，confIlsetheteachersinthemiddlesch001．Accordingt0a唧mentandexperimentiIlthethesis，theauthorthiIll【sthe黟amm盯teachingisimponalltandnecessar)rbecauseofthespecialleamingsituation．T1leaumorals0concludesthatteaching铲锄marwithCU’c柚notonlydeVelopthestudents’commuIliCatiVecompetence，butals0remoVedisadv孤tagesintraditional乎觚1m瓣trallslationmethod．IIlotherword，leamers’linguisticl【Ilowledge缸dC0mmunicatiVecompetencec觚beimprovedbyapplyingCU’to伊alIlmarteaching．CLTbringssomeweakllessesinEn百ish1angIlageteacllin萨，wllicharercqu沁dt0seektheappropfiateme硒urest0ove蜘methedisadVantages．Inca玎哆ing0uttheCI工the卸tllorsometimeschangesfo珊erideasinordertosuitthenewsituation．T1letheoryinthcbookissomewhatdifferentf如mthereality．hlaword，thereisnotasin酉ewaywhichcaIlexaCtlysolvetheentireteachingproblem．T1lereisnotonebest印proachtoteachingforei印l孤gIlages，butonlysuitableones．Itisnecessaryfortlleteacherstor。cognizeCU：柚d印plyittoclassr00mteaching．Offcourse，therearealsosomeshortcomings觚dlimitationsintMseXpe血nentaIldfIlnherstudiesareneededinthisfield．Thesp锄oftimeintheexperimentwaSmerelys奴weeks；0nly0ne孕锄maticalitemwaschOsenfortheexperiment，theresultsoftheexperimentcanonlyleadtosometentatiVesuggestions．ItisstronglyhopedthatEn酉ish黟锄marteachingiIlCITiIlChinamiddleschoolsc柚beimplementedfullyaIldeffectiVelywiththejointe肋nsofEn百ishteachersandresearchers．63 上海师范大学硕士学位论文Biblio伊aphyBibliography【1】Bems，Ma呼eS．cD，z细泐巧C锄妒P幼lce?勋c缸Z口以甜加r口Z∞，ls触巳旭ffD，l切。所优姗fc口咖e肠，l∥口弘泐cJ}l岫【M】．NcwYbrk：PlenumPress，1990．【2】Breen，M．，孤dC．N．C柚dlin．TheEssentialsofaCommunicatiVeCurriculuminLanguageTeaching【J】．4印如dL跏肛括如1．2(1980)：89-112．【3】Brown，H．D．7妇幽啦g砂mlcfpze?彳，l玩五Br口c矗w哆印，D口幽幻肠珂∥口gep砌999少【M】．NewJersey：PrcnticeHallRegents，1994．【4】Bml：Ilfit，C．J．comm姗fc口咖P施晓砒厶喝7伽助，l∥口驴砌c7i魄??砀e厂D跆D，，zzl鲫哕4以口cc“阳秒【M】．C锄bridge：CambridgeuniVersityPress，1984．【5】C卸ale，M．，锄dM．Swain．TheoreticalB嬲esofCommunicatiVeApproachestoSecondLallguageTea出ng柚dkarrling【J】．仰ff耐Lf粥聪括触1．1(1980)：1．47．【6】CelCe—Murcia，M．Mal【ingIn=60medDecisionsabouttheRoleofGr锄marinL舳gIlageTeaching【J】．弪双勉黼比地19．1(1985)：4-5．【7】Celce—murCia，M．G舳m盯pedagogyinsecondaIldforei萨langllageteaching【J】．珏驭勉QM胞r纱3．25(1991)：459-480【8】CelCe—Murda，M．，锄dS．Hilles．砣幽，l幻“船4，ld鼢D“厂c嚣伽死口砌觑gGr口，，lm口厂【M】．New、沁rk：Oxf．0rdUniversityPress，1988．【9】Chomsky，N．么印ec绍D厂觑e劢eD秒D厂矾e跏f甜【M】．Boston：MrrPress，1965．【10】c巧stal，D．A．彳冗聊Df甜面以口秒o，Lf，1．∥西“岱口，ldJF境伽e矗岱【z】．London：AndreDeutsch，1980．【11】Ellis，R．劢e跏砂巧&∞蒯三口以∥口萨彳c鲫括豇面万【M】．Oxfbrd：Ou只1994【12】FinoCchiaro，M．，柚dC．Bnlmfit．砀e凡l厅c砌，l口f一ⅣD咖朋，铆r0口幽【M】．New1幻rk：OxfordUniVersityPress，1983．【13】Haniday，M．A．K．彳咒砌抛c加c咖，l幻j嘞咒c矗D咒口ZG阳历研口厂【M】．IDndon：Amold，1985．【14】Ha姗eU．刀lemc矗ceD，砌g，触￡盘，l∥口驴死口幽觑g【M】．London：hn胂aIl“ 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上海师范大学硕士学位论文BibliographyBnlmfit雒dK．Johnson．Oxfbrd：OxfordUniversityPress，1979．91—98．【44】Yalden，J．锄l，，l“，l泐矗D理三口n∥口伊昆口砌玩g?竹伽c勿胞伽dpr口c“ce【M】．Toronto：OISEPress，1981．【45】张正东，论中国外语教学法理论(上)【J】．基础教育外语教学研究1999(2)：37．44．67 上海师范大学硕士学位论文AppendixAPre—testandPost-testScoreoftheTⅣoClassesControⅡedPre．testP0st．testExperimentalPre．teStPOSt．teStclassS15251S15267S25350S25369S35361S35370S45566S45471S55868S55670S66270S66382S76377S76377S86383S86378S96482S96377S106471S106378S116173S116175S126175S126180S136170S136277S146272S146278S156267S156380S166770S166776S1768“S176884S1868S186885S196979S196982S206972S207083S214752S214456S224856S224562S234948S235073S245054S245163S255062S255262S266573S266480S276570S276481S286673S286586S296676S296685S306658S306679S317089S317186S3272S327280S337388S337589S348089S348095S358398S358193 上海师范大学硕士学位论文AppendixS365967S365978S375954S376074S386067S386078S396068S396079S406070S406177S418492S418595S426573S426471S436678S436272S447075S446773S458288S457380 上海师范大学硕十学位论文AppendixB英语语法教学情况教师问卷尊敬的老师：您好为了了解目前中学英语语法教学的现状，以便进一步改进和完善英语语法教学方法我们设计了这份教师问卷，请您协助填写．它将与学生问卷配合使用，有关信息和您的评价将会成为我们评估的一个重要参考．在填写问卷的时候如果选择其他则请写出你的看法谢谢!您的姓名——性别：您所在学校一讲授课程1你对交际法了解的程度工龄：——学生年级A非常了解B一般C不知道D其他2你在英语语法教学中主要采用的方法A教师讲授学生记录B在课堂上让学生做大量的语法项目专练C交际法D其他3根据你的教学经验语法课在整个英语教学中的形式A语法占主导地位英语课应以语法讲授为主B语法应该成为独立课C语法应该和整个英语教学过程结合D其他4你认为中学英语语法教学引入交际法职称上课人数：A非常好B一般C不符合中国国情D其他5你认为传统的语法翻译法A非常好B一般C不符合中国国情D其他 上海师范大学硕士学位论文AppendixC英语语法学习情况学生问卷同学：你好!为了了解目前你们英语语法学习的情况，以便进一步改进和完善英语语法教学方法．我们设计了这份学生问卷，请你协助填写．在填写问卷时，如果选择其他，则请写出你的看法．谢谢你的姓名——性别：——年龄——你所在学校你所在年级1你认为英语学习最大的难点是A单词的记忆B口语交际C语法学习D写作能力E其他2你学习语法的主要方式是A上课听老师讲B自己看语法书C通过做练习题理解D其他学生人数：3你所在班级老师采用什么方法讲解语法A用汉语归纳总结然后做练习题B通过使用语言比如让学生表演作游戏等C不讲语法D其他4你希望老师采用什么方式讲解语法A老师举例学生自己总结B不用讲语法着重交际C用汉语翻译然后做大量练习题D其他71填表时间： 上海师范大学硕士学位论文AppendixD语法教学实验后学生问卷同学：你好!为了了解你们对4周的英语语法学习情况是否满意，以便进一步改进和完善英语语法教学方法，我们设计了这份学生问卷，请你协助填写．在填写问卷时如果选择其他，则请写出你的看法．谢谢!你的姓名一性别：年龄——你所在学校——你所在班级：一(实验班／控制班)学生人数：——填表时间：——1通过4周的英语语法学习你对教学效果A非常满意B比较满意C不太满意D非常不满意2你觉得老师采用的方法A非常好B比较好C不太好D非常不好3你希望今后老师教语法A多讲解翻译B在语法的讲解中多一些学生的自主参与和交流C不用练习口语主要做练习题D其他 上海师范大学硕士学位论文AppendixE问卷调查结果⋯⋯⋯一图表1、、＼问卷份数＼＼教师问卷学生问卷1学生问卷2实发问卷份数6090回收问卷份数4590图表2＼＼答案问题ABCDE＼问卷＼＼教181720O师220155问318O234卷4152010O51025100学生12217474问卷22217474(1)36723O04287532学生1试验班18234O问卷控制班215244(2)2试验班18243O控制班2152443试验班15291O控制班16209O 上海师范大学硕士学位论文AppendixFPre-testpaperName：Score：I．选择填空60％1．nisisreadin哥r00m．A．theteacher’sB．teacher’sC．teacher’sD．theteacherS’2．H0wmanV、ⅣouldyoulikeA．p印erB．breadC．pieccsofpapersD．piecesofbread3．Hewaspraisedforhis．A．braveB．braveryC．bravelyD．greatbrave4．Pleasegetmeanewwhenyou90t0town．A．dothesB．dressC．domingD．佃ousers5．Hep盯entsaregoingonastudytripwitha衔endof．A．mem‘B．theirC．themselvesD．theirs6．I’ms0幡ytosayofyour肌swe瑙arecofrcct．A．noneB．neitherC．bothD．any7．Thereis“n”intheword“north”．A．盐B．aC．theD．／8．ThereisbridgeovertheriveLA．astoneoldfineB．anoldstonefineC．afineoldstone9．ThepenI_———一I-．—jsonmydesk，rightundermynose．A．think；lostB．thought；hadlostC．thinl【；hadlost10．Weeach0therthebestOfluckilltheexam．A．hOpedB．wishedC．cxpectedD．wanted11．⋯C锄Ijoinyoufclub，Dad?⋯YoucanwhenvouabitOldeLD．a110ldfinestOneD．thougllt；havelostA．getB．willgetC．打egettingD．willhaVegot12．Idon’tthinkJimsawme．HeiIltospace．A．wasjuststaringB．juststaredC．hasjuststaredD．hadjuststared13．ThevolleyballmatchwillbeputoffifiL．A．willrainB．rainsC．rainedD．israining14．IfirstmetLisa3yearsago．Sheataradioshopatthetime．A．hasworkedB．wasworkingC．hadbeenworkingD．hadworked15．Idon’tlikehim．HealwaystalksasthoughheeVer”hjng．6A．knewB．knOwsC．hadknownD．hasknown16．I’mChinese．Where行omA．yOu’recomingB．youC0meC．doyOucomeD．areyoucOming74 上海师范大学硕士学位论文Appendix17．Don’ttalksolOudly．Thebaby．A．sleepsB．sleptC．hassleptD．issleeping18．Hurryup，John．11letrainat8a．m．A．isst越ingB．hasstartedC．wouldstartD．started19．1missedthelastbus，soIgohomeonfoot．A．mustB．havetoC．maVD．hadto20．⋯Whatwouldyoulikeforbreakfast⋯Idon’tfeellikc．A．toeatsomethingB．eating觚ythingC．toeatan”hingD．eatingnothingII．合并句子结构：10％1．ThepOpulationofSichuanissmaU．ThepOpulation0fShandongissmalleL(合并为一句)2．B0bdoesnotdohishomeworkmorecarefullythanMary．Ma巧doesCarefully．(用not舔⋯．弱合并)3．Wuxiisbeautiful，SuzhouismOrebeautiful，aIldHaIlgzhouisthemostbeautiful．(合并为一句)4．Myparentsd0nota伊eewithme，my卸ntdoesnota铲eewithme，eitheL(用neither⋯nor合并)5．Hesingswell，hedanceswell，too．(用notonly⋯but(also)合并)Ⅲ．改写句子：30％用状语从句改写1．I，11tellhimaboutit，whenIseellim．(用aSs00n弱改写)2．1won’t90there，ifitisnotfj．metomo小)w：(用unless改写)3．T1lemeetingstaned，wheneveryonewasthere．(用not⋯until改写)4．Ihavereadtenbooks．(用BythetiIne改为过去完成时)．51’omisnowinChina，hecaIIletoChinathreeyearsa90．(用since短语或从句改为现在完成时)用宾语从旬改写1．‘‘Themoontravelsroundtheearth?”Lindasaid．2．D0theyhaveadictationtoday?Thestudentsw扰ttol【Ilow．3“D0yOutakesOmefbodanddrinkwithyou?”askedthegirl．2“WheredidyoursisterwOrklastyear?”Pleasetenme．5．“WhenwilltheyleaveforBeijing?”Couldyoutellme? 上海师范大学硕士学位论文AppendixGPost·textPaperNameScoreLJudgethefollowingsentences．IfthesentenceContainsthepassiVevoice，mark“T"afterit；ifnot，mark“F"．1．Bytheendofnextye碣theimportantbridgewillhavebeenbuilt．2．HegotinjuredintheaCcident．3．Afterthat，Ireallydon’twaIlttogetmixedupwitll1’0m．4．Thesponsmeetingaret0beputofftillFriday．5．Theyarelate，sotheyareseatedatthebackoftheroom．6．Lucy，youarcw孤ted伽thephone．7．ThenewspaperbeC0meswelcomedbytheCllineselearners．8．Thebuildinghadbeendestfoyedinthewar．9．Thesub-wayisalwayscrowded，espeCiallyonSundays．10．Itisa伊eathonorformetohavebeenelectedamodelteacheLII．TllereareteniIlcompletesentencesi11thispan．ForeachsentencetherearefourchoicesmarkedAB，CandD．Choosetheanswerthatbestcompletesthesentence．1．T1letelephone．hadbeenrin舀ngfortllreeminutesbeforeit——-．A)锄sweredB)had锄sweredC)was柚sweringD)w弱aIlswered2．ItisreponedthatanewrobotbythebigcompanyinJapaIlnextmOnth．A)desi印edB)hasbeendesi印edC)willbedesi萨edD)willhavebeendesigIled3．ifnonoticeofhim，JollIlsonwillstopshowingo位A)istal【enB)willbetakcnC)takesD)hastaken76 上海师范大学硕士学位论文Appendix4．Theywerelate，thefilm———bythetimetheygottothecinema．A)willalfeadyhaVestanedB)、VouldalreadyhavestanedC)shallhaVealreadystanedD)hadalreadybeenstaned5．⋯-—whathappenedt0thesalesman?⋯—--wedon’tkno、碍hearoundherethesedays．A)hasn’tseenB)didn’tseeC)hasn’tbeenseenD)wasn’tseen3A黟eatm觚yschoolsaIldhospitalssincc1946inAmerica．AJhaVeestablishedB)haVebeenestablishedC)hasestablishedD)hadbeenestablished4AsIjoinedthebigcrowdIgot—-frommy伍ends．A)S印mteB)separatingC)separatedD)toseparate5Where姐dwhenthehospitaJ?AL)hasitdecided；willbuildB)h勰itbecndecide；willbebuinC)wiUbedecided；willbebuiltD)isitdecided；isbuilt9．⋯一HaVeyoumoVedintoyournewhouse?⋯⋯N0tyet，ROOm——．AJarebeingdecoratingB)aI．ebeingdeC0ratedC)aredecoratedD)aredecoI．ating10．⋯⋯Itissaidthatanotherne、Ⅳd锄no、Ⅳ．⋯⋯⋯Yeah．ntenyeallsors0．A)isbuilding，takesB)isbeingbuilt，willtakeC)isbuilt，willtal【eD)isbeingbuilt，takesIII．W}itealettertoaftiendofbetween75and100wordstodescribeyoursu任ering．nefirstsentencemaybe百nlikethis‘‘LastIligllt，1wentback丘omschoolwhensuddenlymypursewassnatChed⋯’’StudentsarerequiredtousepassiVeVoice． 攻读学位期间的研究成果黄新春．影响第二语言习得的因素[J]．财经界2007(7)：153—154 在英语语法教学中引入交际法作者：黄新春学位授予单位：上海师范大学相似文献(10条)1.会议论文沈素萍研究生公共英语教学与本科生公共英语教学的定位思考——研究生英语教学阶段应加入听说训练2004网络为我国大学英语教学从大班讲授转变为小组辅导学习以及师生间的更多的面对面的互动提供了机会，其新的互动方式对外语教学也是有力的补充。然而实证研究却发现在实际应用中，学校、教师对如何利用网络进行外语教学还缺乏认识，教学中缺乏互动。基于网络的外语教学是个系统工程，要使网络真正发挥其交互优势还需要从课程设计、教师培训、教学模式等方面全面考虑。教师也应充分利用网络资源及各种交互方式设计适合自己学生的活动，引导他们进行有意义的互动交流。2.期刊论文肖礼全走出中国英语教学的历史误区--外语教学的哲学思考-外语教学2004,25(1)本文讨论了中国英语教学五大误区:教学理论"外""二"不分;盲目追随国外英语教学潮流;理论界的语言学情结;过分强调传授英语知识,过分关注书面语;英语教学等同于语言技能训练.笔者分析了误区产生的原由与影响,并提出:中国英语教学应是外语教学;实践重于理论,国情高于一切,建立基于中国历史与现实的多层次、多元化教学模式;淡化语言学情结,语言教学基础理论多元化;听说为本,读写并重,以满足新时代的新要求;教学内容是英语教学改革的关键,语言的本质属性不是交际,而是思维.百科知识更能引发语言学习者的思维,因此,系统的百科知识应成为英语教学的主体内容.3.学位论文印玲二语习得理论在中国英语教学中的应用2004长期以来在中国外语教学界,英语一直被作为一门外语来教授,但近年来随着国外二语习得理论的不断发展以及其对语言教学的影响不断增大,一些中国语言学者开始探讨能否把中国的英语教学定位为二语教学,从而在教学实践中应用二语习得理论的问题.该文主要论述了当前中国英语教学中的这一基本问题,即英语应该被定位为一门第二语言还是一门外语的问题,进而探索出一条符合中国国情的外语教学道路.该文第一章区分了与二语教学和外语教学相关的一些基本概念并分析了外语教学的本质,从而得出这样的结论:二语教学与外语教学在许多方面有很大的不同,因此二者不能混为一谈,但其本质是相同的,既都是语法结构的重组和跨文化交际能力的培养,因此外语教学可以借鉴二语习得理论.第二章介绍了主要的二语习得理论,如克拉申的语言习得理论,中介语理论,错误分析理论等,并简要论述了其对中国外语教学研究和实践的启发和指导作用.第三章分析了主要外语教学方法的历史,特征及对各种方法的评价,进而探讨了怎样在教学实践中选择使用正确的教学方法.该文最后一章论述了怎样运用现代二语习得理论和教学方法来解决当前中国外语教学中的主要问题,提高英语学习效率,以适应信息时代对英语学习者的要求.4.期刊论文李丽州需求分析在幼师英语教学中的作用-大众文艺2009,""(22)本文介绍了外语教学需求分析,并探讨外语教学需求分析在幼儿师范英语教学中的作用.通过分析幼儿师范英语教学存在的问题,提出应利用需求分析解决现存的问题,制定出符合幼儿师范英语教学的教学大纲和编写或选用相应的教材.5.期刊论文郝敏外语教学心理学在高校艺术体育生英语教学中的应用-华章2010,""(21)外语教学心理学是外语教学法与心理学相结合的一门学科.如何使外语教学方法遵循心理学的原则是外语教学必须研究的重要课题.针对高校中艺术体育生大学英语教学所面临的困境,本文主要从外语教学心理学的直接教学法在词汇教学中的运用、听说法在句型教学中的运用、视听教学法在语法教学中的运用和翻译教学法在阅读教学中的运用等方面来探索和研究如何运用外语教学心理学原则提高艺术体育生的大学英语教学.6.学位论文王华外语教学课程的形成性评估：系统化评估流程的建立和有效性探索2007形成性评估是语言教学课程的重要组成部分，它通过向教师和学生提供及时、有效的反馈达到促进语言教学健康发展的目的。虽然国内外对形成性评估的研究已取得一定成果，但与国外大量实证研究相比，形成性评估在中国外语教学课程中的应用研究还较欠缺，尤其是形成性评估的可行性和有效性更待进一步深入。本研究重点在于建立和完善一套适合外语教学课程的形成性评估的系统化流程，并探索形成性评估能否并如何促进被评估的外语教学课程的发展，期望为形成性评估研究的理论发展及其在中国外语教学中的实践应用提供借鉴。本研究将回答以下问题：1)中国外语教学课程中的形成性评估应采用什么样的系统化流程?此流程的主要特点是什么?2)根据初步建立的流程所进行的形成性评估如何从课程设置、课堂教学、教材和学习环境等方面对所评估的课程产生影响?3)根据初步建立的流程所进行的形成性评估如何从教师对课程要求的理解、教学态度、教学方法和内容等方面对所评估的教学产生影响?4)根据初步建立的流程所进行的形成性评估如何从学生对课程要求的理解、学习态度、学习策略和内容等方面对所评估项目的学生的学习产生影响?本研究通过综述相关课程评估文献，确定了对建立教学课程中形成性评估流程具有重要影响力的7个评估理论，分别是Cronbach(1963，1983，2000)提出的三大评估功能，Stufflebeam(1971，1997，2000b)的背景-输入-过程-结果模型，Striven(1972，1994)的自由评估模型，Stake(1975)的回应模型，Wolf(1975，1983)的判断模型，Eisner(1975，1983)的鉴赏模型和Weiss(1983，1997)的兴趣-意识-信息分析。基于对上述各评估模型的深入分析，作者初步建立一套适合语言课程的形成性评估流程。为了验证并完善此评估流程，作者将其应用于大连某高校英语专业本科教学课程，进行了为期一年的形成性评估实证研究。评估按学期分两个阶段实施。通过使用问卷调查、访谈、课堂观察、日记和水平测试等方法，评估者在整个评估过程中从实验班、对照班的师生和课程负责人处收集各种数据，详细分析、对比之后观察评估是否以及如何对该课程和英语教学产生影响。作为大量定性数据分析的补充，评估者对问卷和测试数据进行了统计分析，包括独立、配对样本差异显著性检验以及重复测量的方差分析。实验结果如下：首先，通过评估，课程设计者认识到形成性评估对课程的改进和提高意义重大，例如课程设置、教学安排和教材等均比实验前有较大的改变。第一，课程内涵拓展，课程名称由英语专业计算机方向改为应用英语方向；第二，每周新增两学时的英语技能实训课，开展一些实践性强的英语技能训练；第三，老师可以及时获得学生的考试分数特别是分项分，用于帮助学生认识学习中的优势和不足。此外，要求老师定期座谈，交流教学经验和方法；第四，课程设计者正在积极筹备策划定期的形成性评估，并希望借此长久持续地促进该语言课程和英语教学的提高。其次，形成性评估使教师的教学有所提高，具体表现如下：第一，评估的后期，在精读、泛读和写作课上计算机辅助教学的使用都有所提高；第二，教师日记数据表明更多鼓励学生参与课堂活动，其参与的主动性和积极性也比实验前有大的提高；第三，教学内容不再局限于课本，要求学生做大量的课后阅读，写读书笔记等；第四，老师积极参与课堂教学和评估的相关研究。第三，参加评估的学生也比实验前发生很大改变，具体表现在以下几个方面：第一，学生学习英语的兴趣和动机增强；第二，学生开始有意识地自主安排学习：第三，学生的学习自主性增强，积极探索有效的学习策略；第四，学生合作学习意识提高。研究结果还表明，形成性评估对学生学习的影响程度与评估目的关系密切。如果对学习者的态度、兴趣等情感、思想方面进行形成性评估，评估的影响是逐步显现的：但是，如果受评估的是某个教学安排或行为，形成性评估在评估初期就会对其产生较大影响。在实证研究的基础上，研究者对初步建立的形成性评估流程做了进一步调整，主要包括，强调语言课程评估背景的分析，具体细化评估的步骤，详细描述每个评估步骤韵参与者和工具，等等。完善后的评估流程具有综合性、系统性和可应用性三大特征。该流程的综合性特征体现在它对评估文献和模型的回顾、借鉴和有效提炼。在前人基础上，所建评估流程强调了详细的评估背景分析，具体细化的评估步骤，多样的数据收集方法，受评估者的积极参与和评估者的作用等。其系统性特点体现在评估者在此流程的指导下，可以逐步有序地设计和实施课程评估，并在不同评估阶段，根据不同评估目的针对不同受评估对象采取不同评估方法收集数据。而且，本研究的实证数据论证了所建形成性评估流程的有效性，因此可以推断本流程可用于评估其它相同性质的语言课程。该研究还确定了决定评估成功的几个关键因素：课程负责人的理解和支持，合理设计符合课程具体需求的评估，参与者的积极配合，评估者的专业知识和技能等等。本研究最重要的贡献即提出和论证了一套适合语言课程的形成性评估的系统化流程。为适应社会需求，中国外语教学正处于改革的新阶段，本流程 的建立也因此对形成性评估在中国外语教学中的实施有特殊的实践意义。目前，国内很少有外语教学课程把形成性评估作为其必不可少的一个组成部分。本研究不仅提高了课程设计者和教师对形成性评估重要性的认识，还为他们提供了一个切实可行的评估模式。当然，在实际操作过程中，可以根据受评估课程的具体情况对评估工具和方法做必要的改进和调整。7.会议论文管博基于网络的外语教学中的互动2004由于互动对外语教学至关重要，因此，在网络日趋普及，网络教育蓬勃发展的今天，许多人对将网络应用在外语教学中还持怀疑态度。然而，我国大学英语教学中一直存在着任务重，标准高，师资不足，班级人数多的问题。即面对面的互动无疑也只能成为理论上的想象，这使利用新的媒体增强外语教学中的互动成为必然，本文就基于网络的外语教学中的互动进行研究探讨，阐述了互动在外语教学中的重要性。8.期刊论文张瑜如何合理运用多媒体辅助教学手段促进少儿英语教学-世纪桥2009,""(13)随着国际交流的日益增多,经济全球化的趋势扩大,学好英语也成为大家的共识.各幼儿教育机构的教学计划中,英语教学也列入了头版头条中,可从目前的实际状况来说,在培养孩子的双语环境和幼儿兴趣来说,情况并不容乐观.本文将从如何用多媒体辅助教学手段这个角度来阐述如何促进外语教学.9.学位论文范春凤职业学校非英语专业学生英语学习风格调查及其对英语教学的启示2007自上世纪七十年代以来，外语教学的重点逐渐从对教学方法的探讨转移到对学习者个体差异的研究上。学习风格的研究属于学习者个体差异的研究范畴，其重要性得到了越来越多的研究者的关注。西方研究者对学习风格及其对外语教学的影响作了大量研究。我国对学习风格的研究虽然起步较晚，但也取得了丰硕的成果。近年来，我国对学习风格的研究不仅仅局限于介绍和探究西方的研究理论和成果，对学习风格的实证性研究也越来越多。然而绝大多数实证性研究的对象多局限于普通高校的大学生，而对于近年来新兴的职业学校的学生却很少有人涉及。而且，众多研究都选用Reid的感知学习风格偏好的测量表(PerceptualLearningStylePreference)作为学习风格测量工具，采用Oxford的风格调查表(SAS)的研究很少。因此，本文采用Oxford的风格调查表(SAS)对职业学校非英语专业学生的英语学习风格进行调查，并对其英语教学提出建议。本文采用了描述性的研究方法。首先介绍了相关的学习风格理论，然后讨论了与学习风格相关的性别差异理论以及外语学习理论，并在此基础上构建出本研究所依据的学习风格理论框架，然后以Oxford的风格调查表(SAS)和大学英语四级成绩为工具，进一步调查了河北省石家庄市铁路职业技术学校计算机、土木工程和自动控制专业二年级学生的英语学习风格的倾向、性别差异、以及与英语成绩的关系。所收集的数据用社会科学统计软件包(SPSS)13.0进行了分析，所用的操作分别是描述性数据统计，独立样本T检验和皮尔逊相关系数分析，其结果如下：职业学校非英语专业学生表现出多种学习风格偏好，在感知学习风格中，他们最喜欢视觉型风格；在个性学习风格中，他们偏好内向型／单独型风格，而最不喜欢与之对应的外向型/集体型风格；对于认知学习风格，他们对其中的直觉型，封闭型和整体型学习风格表现出明显的偏好。此外，男生和女生表现出不同的学习风格倾向，在本研究中，男生表现出对触觉型风格的偏好，而女生更倾向于封闭型风格。本研究未发现职业学校非英语专业学生的英语学习风格与其英语学习成绩有任何显著的相关。最后，基于本研究结果，对职业学校英语教学提出了建议，如教师应了解学生的学习风格并在教学过程中尽量采取与多数学生学习风格一致的教学方法；学生应在老师的帮助下培养自己形成有利于促进学习的风格倾向，避免或减少使用不利于学习的学习风格，扬长避短；同时老师和学生都应客观看待和接受不同性别的学习风格差异，并积极营造男女生都适合的学习环境。10.期刊论文洪慧照关于影响英语外语教学的学习态度与学习动机--谈电大英语教学中如何促进学员在上述两者的变化-中国科技信息2005,""(10)在英语的教与学的过程中,学员不同的学习态度与学习动机很大程度上决定了最后的学习成效,因此学习态度与学习动机在英语外语教学中起着重要的作用.本文从两者在语言学中的理论基础及结合个人的教学实践如何积极促进学员学习态度与学习动机变化两个方面展开论述.本文链接：http://d.g.wanfangdata.com.cn/Thesis_Y1312962.aspx授权使用：许昌学院(xucxy)，授权号：677f72e4-8c9c-4546-9251-9e60009f9f41下载时间：2011年1月3日