Teaching Grammar 语法教学

TeachingGrammarAimsofthisUnitActivityGrammaris….Whatdoyouthinkandfeelaboutgrammar?Writedownthefirstideasthatcomeintoyourhead.--------------------------------------------------------------------------------------------------------------------------------------------------Mustalearnerlearngrammarwhenusingaforeignlanguage?I.TheimportanceofgrammarEnglishgrammaristhecoreofEnglishlanguage.WithoutgrammarEnglishlanguagecannotbewellconstructed.ThereisnaturallyChinesegrammarinthemindsofChinesestudents,andit'snoteasytotakeinthegrammarofaforeignlanguage.Ifyoucannotsolvethisdifficulty,theforeignlanguageyouwrite,thoughitmaybeunderstandable,willbeChinesestyleEnglish.II.TheroleofGrammarinELT•Thevalueofgrammarinforeignlanguageteachinghasbeenafocusofdebatefordecades,andnoconclusionisinsight.1.Howgrammariscurrentlytaught•Task1•ReadthefollowingstatementsaboutgrammarinEnglishlearninganddecideifyouagreewiththemornot.Whenyouhavefinished,compareyourresultswithyourpartner.Trytogivereasonsforyourdecisions.TheAssumptionsaboutgrammarinlanguagelearning1.Studentsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.2.Childrendonotlearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedthemeitherwhenlearningaforeignlanguage.3.Ifstudentsgetenoughchancetopracticeusingaforeignlanguage,theydonotneedtolearngrammar.4.Makingstudentsawareofgrammaticalinformationisoneoftheteachingobjectives,allowingstudentsopportunitiesforusingthelanguageisjustasimportant.5.Grammarshouldbetaughttohelpstudentstoanalyzedifficultstructuresintexts.6.Teachingandlearninggrammarshouldfocusonpracticeratherthanthestudyofgrammaritself.7.Grammarshouldbetaughtandpracticedincontext.8.Knowinggrammarisnotenoughforrealcommunication.9.Aninadequateknowledgeofgrammarwouldseverelyconstrainthecapacityforcommunication.10.Grammarwillalwaysbe“theboringbit”oflanguagelearning.FormanyyearsChineseteachersofEnglishhavefollowedthetraditionalwayofteachinggrammarasthefollowingthreesteps:overemphasizetherolesofgrammaroverlooktherolesofgrammarTwoextremesingrammarteachingTheanswertowhethergrammarshouldbetaughtandtowhatextentgrammarshouldbetaughtdependsonsomevariablesinthelanguageteaching/learningcontext,suchaslearnervariablesandinstructionalvariables.Itisgenerallybelievedthat•Grammarteachingislessimportantforchildrenthanforadults;•Grammarteachingislessimportantinlisteningandreadingthaninwriting.2.PlaceofGrammarinEnglishteaching?•Grammarisnotaseparate`subject',norisitevenaseparatedivisionofEnglishwork.•Languageteachingtheoryhastendedtoemphasizetherapiddevelopmentofautomaticspeechhabits,andtheneedtodiscouragestudentsfromthinkingconsciouslyabouttheunderlyinggrammaticalrules.2.PlaceofGrammarinEnglishteaching?Advocatesofthe`OralMethod',theAudio-lingualmethod'andtheNaturalApproachintheirmoreextremeformshaveassumedthatlanguagelearningisaninductiveratherthanadeductiveprocess,themosteffectivemethodofteachingistoprovideplentyoforalandwrittenpractice,soastousethelanguagespontaneously(本能地)withouttheneedforovert(明显的)grammaticalanalysis.•Generallyspeaking,ChineselearnersofEnglishasaforeignlanguageneedacertaindegreeofmasteryofEnglishgrammar.•However,itshouldbenotedthatlearninggrammaritselfisnottheultimategoaloflearningEnglish.•Grammarteachingcanbeseeninmostformalclassroomlanguageteaching.thedeductivemethod（演绎法）theinductivemethod（归纳法）theguideddiscoverymethod(引导发现法）III.GrammarpresentationmethodsThedeductivemethodThedeductivemethodreliesonreasoning,analysingandcomparing.1.Deductivemethod:Thedeductivemethodreliesonreasoning,analyzingandcomparing.TeachingprocedureDeductivemethod:Advantages:•goodforselectedandmotivatestudents•savetimetoexplaincomplexrules•increasestudents’confidenceinexaminationDisadvantages:•grammaristaughtisolatedly•littleattentionispaidtomeaning•thepracticeisoftenmechanicalTaskSupposeyouaregoingtoteachthestructureusedtodoinadeductivemethod.Howwouldyoudoit?10minutespreparationandthendemonstrate)Theinductivemethod•Intheinductivemethod,theteacherinducesthelearnerstorealizegrammarruleswithoutanyformofexplicit(clear)explanation.Studentswillbecomeevidenttothegrammarrulesiftheyaregivenenoughappropriateexamples.Teachingprocedures•inspirestudents’thinkingactivities•motivatestudents’learninginterests•grammaristaughtincontext.•Advantages•Disadvantages•thepresentationofgrammarismorecomplexandtimeconsumption•grammarisnottaughtdirectly•somerulescannotbeinducedeasily•Inpractice,thedistinctionbetweenthedeductivemethodandtheinductivemethodisnotalwaysapparent.Similartotheinductivemethod•thestudentsareinducedtodiscoverrulesbythemselves(similar)•theprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.(different)•3.TheguideddiscoverymethodImplicitandexplicitknowledge•Implicitknowledgereferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort.•Explicitknowledgereferstoourconsciousknowledgeaboutthelanguage.Wecantalkaboutit,analyseitandapplyitinconsciousways.1.Thestudentsarepresen