高中英語(yǔ)語(yǔ)法教學(xué)研究

1、高中英語(yǔ)語(yǔ)法教學(xué)研究research on grammar teaching in senior middle schoolabstract: the current english curriculum reform puts emphasis on the cultivation of students ability of using language while neglecting the teaching of grammar. this research discusses the importance of grammar teaching, investigates the

2、problems in the current english grammar teaching and gives a detail analysis of the methods which not only solve the problems but also improve students comprehensive ability. 120 students and 20 teachers in shi hezi no.1 middle school were chosen to attend a quantitative survey of a close-ended ques

3、tionnaire. key words: english grammar；grammar teaching；teaching approach摘要：新課程標(biāo)準(zhǔn)注重學(xué)生語(yǔ)言運(yùn)用能力的培養(yǎng)但對(duì)語(yǔ)法教學(xué)有所忽視。本文討論了語(yǔ)法教學(xué)的重要性，調(diào)查了當(dāng)前英語(yǔ)教學(xué)中存在的主要問題，并研究和探討了可以解決當(dāng)前發(fā)現(xiàn)的問題且有助于提高學(xué)生能力的幾種教學(xué)方法。關(guān)鍵詞：英語(yǔ)語(yǔ)法；語(yǔ)法教學(xué)；教學(xué)方法contentsi. introduction.1a. basic concepts of grammar.1b. the importance of grammar in learning a foreign lang

4、uage.1c. the situation and requirements of grammar teaching at present.1d. the reason of making the research.1ii. literature review.2a. the grammar-translation approach.2b. the direct approach.2c. the audio-lingual approach.3d. the communicative approach.3e. task-based approach.3f. the features of c

5、urrent english teaching.4iii. research of the paper.4a. subject.4b. procedure .41. questionnaire design.42. questionnaire investigation.53. data collection.5c. results of the investigation.51. results from the students.52. results from the teachers.63. results from the textbook.6iv. efficient method

6、s of present grammar teaching.7a. carrying on task-based grammar teaching under the communicative law.7b. teaching grammar in the context under situational approach.8c. developing more ways of testing grammar.10v. conclusion.11works cited.12research on grammar teaching in senior middle schooli. intr

7、oductiona. basic concepts of grammarlanguage is the chief means by which the human personality expresses itself and fulfills its basic need for social interaction with other persons. and there is a system of rules, which organizes words into sentences. the set of those rules is called the grammar of

8、 the language. grammar organizes the vocabulary and as a result we have sense units. the subfields of the modern grammar are phonetics, phonology, morphology, syntax, and semantics. but the usual interpretation of grammar is limited to the structural organization of language. b. the importance of gr

9、ammar in learning a foreign languagepaul roberts writes: “grammar is something that produces the sentences of a language”. in order to understand a language and to express oneself correctly one must assimilate the grammar mechanism of the language studied. indeed, one may know all the words in a sen

10、tence but yet fail to understand it, if one does not see the relation between the words in the given sentence. but if one has a good knowledge of the language structure，one can easily guess the meaning of the unknown words in the sentence. no speaking is possible without the knowledge of grammar, wi

11、thout the forming of a grammar mechanism (李 12).c. the situation and requirements of grammar teaching at presentthe current english curriculum reform puts emphasis on changing the tendency of overemphasizing the explanation and transmission of grammar and vocabulary knowledge while neglecting the cu

12、ltivation of students ability of using language. in teaching practice, however, there has been a phenomenon of overemphasizing the teaching of speaking while neglecting the teaching of grammar (liu 1). as a result, students trained in this way can communicate in english to some extent but can not us

13、e english accurately, fluently and appropriately. d. the reasons of making the researchwith the rapid development of economy, more and more people begin to learn english, but when they are asked to write or speak, they can not avoid making mistakes in various ways. thats because grammar is not given

14、 due attention in the teaching practice. and this issue is especially prominent in the western area of china, where education is not so developed as in other places. accuracy is as important as fluency, but without grammar, students can not speak english in a correct way. so it is necessary to make

15、the research to explore some methods to help improve the english teaching. ii. literature reviewin the field of english language teaching (elt), the notion of teaching methods has had a long history. different methods hold different views, and each method has its own advantages, but all of them have

16、 made great contribution to the english teaching. this part of the paper will elaborate the methods and approaches which are well-known in the history of elt and also influential in china. a. the grammar-translation approachthe grammar-translation approach, as its name suggests, took grammar as the

17、starting point for instruction (liu 10-12). grammar-translation courses followed a grammar syllabus and lessons typically began with an explicit statement of the rule, followed by exercises involving translation into and out of the mother tongue. it provides students with a clear understanding of th

18、e grammatical rules as well as an ability to comprehend written text, but it usually results in an inability on the part of the students to use the target language for communication. in addition, the monotonous teaching style tends to make students lose interest in foreign language learning.b. the d

19、irect approachthe direct approach, which emerged in the mid-to-late nineteenth century, prioritized oral skill while rejecting explicit grammar teaching. during that period, linguists emphasized that speech, rather than the written word, was the primary form of language. language teaching was based

20、on phonetics and a scientifically established coherent grammar. the emphasis was on sounds and simple sentences and direct association of language with objects and persons of the immediate environment, for example, the classroom, the home, the garden, and the street (束 10). the direct concern betwee

21、n the target language and the real world contributes to the learners ability to think in the target language, and the emphasis on pronunciation, intonation and spoken language can effectively develop students ability to understand and speak the target language. however, its rejection of the students

22、 mother tongue leads to the failure in understanding abstract and complicated concepts. students are apt to make grammatical errors in speaking due to the lack of explicit explanation in the teaching process.c. the audio-lingual approachthe audio-lingual syllabus consists of a graded list of sentenc

23、e patterns, which are grammatical in origin. these patterns form the basis of pattern-practice drills, the distinguishing feature of audio-lingual classroom practice. the major objective of language teaching is for the students to acquire the structure patterns. the audio-lingual approach encourages

24、 students to use the target language to communicate, which enables them to develop their speaking ability. the pattern drills give beginning learners great help in learning and memorizing structures. but the mechanical mimicry and repetition make students lose the initiative in learning. and knowled

25、ge of structures alone is insufficient for actually using the language in real life situation.d. the communicative approachthe communicative approach advocates that language is not just bits of grammar, it also involves functions such as greeting, apologizing, agreeing and persuading and so on(chen

26、22-23). it sees language as a vehicle for the expression of functional meaning. the goal of this approach is to develop learners ability to communicate in target language. students often engage in many activities to adjust the use of target language in different social contexts and the teachers prim

27、ary role is to facilitate communication. it largely contributes to the development of students communicative ability, but its tolerance towards the students errors may result in the lack of accuracy in their spoken language. e. task-based language teaching(tblt)the focus of tblt is on the task rathe

28、r than the language. a task is an activity or action which is carried out as the result of processing or understanding language, for example, drawing a picture while listening to the description. it emphasizes the learning process, during which the students complete real life tasks in order to devel

29、op the communicative ability in the target language. the central principle is learning by doing, and students success is judged in terms of whether the tasks are performed. tblt provides students with a real need to use the target language and therefore is beneficial to the development of their comm

30、unicative ability. but it is undoubtedly a demanding method. the teacher must be proficient in the target language. f. the features of current english teachingthe english curriculum reform that began at the beginning of this century has so far brought about many changes. to begin with, teachers now

31、agree that the aim of teaching is to foster students ability of using the language rather than to transmit the knowledge about the language. students thus play an important role in the english classroom by participating in language practice and problem solving activities. another important change is

32、 that teachers are more flexible in teaching. few teachers use the text book in a rigid manner (周, 102). they make various adaptations to better achieve the teaching aims. apart from the flexibility in using materials, many teachers adopt different teaching methods for different aims and contents.ii

33、i. research of the papera. subject120 students aging from sixteen to eighteen in senior grade two and 20 teachers in shi hezi no.1 middle school were chosen to finish the questionnaire. all the students chosen began to learn english when they were in elementary school, grade three. half of them are

34、from the classes of science while the other half from the classes of art. all the students and teachers were chosen randomly.b. procedure1. questionnaire designthe questionnaire was designed in shi hezi university with the help of a professor in english department from 9th to 10th october, 2009. que

35、stionnaire 1, which consisted of 15 questions, was for the students, while questionnaire 2 including 9 questions was for the teachers. most of the questions were multiple-choices and one open question was included in each questionnaire. the questions were designed from three aspects: students, teach

36、ers and textbooks which are supposed to investigate the condition of english grammar teaching and learning in middle schools at present, including the students and teachers attitude towards english grammar, the importance of grammar in learning english, and whether the text book is useful for learni

37、ng grammar and so on. all the questions can be seen in the appendix.2. questionnaire investigationthe investigation was conducted in shi hezi no.1 middle school in january 10th, 2010. 120 pieces of questionnaires (100 pieces for students and 20 pieces for teachers) were handed out and 118 pieces wer

38、e received back.3. data collectionthe data is collected by the author herself with the help of a computer.c. results of the investigation1. results from the studentsquestion numberrate of the answers()questionnaire1abcde16.7834.748.4732.2017.79234.7432.2015.2517.79321.1836.4432.2010.17461.0111.0127.

39、96051.6920.3466.1011.86610.1646.6136.446.78761.0127.968.472.5489.3235.5929.6625.42910.1646.6136.446.781066.1020.3411.861.69table 1a. almost all the students think grammar is very important in their english learning, and they should pay due attention to it.b. most of the students dont have a good com

40、mand of english grammar, which lead to their low score in the examination and greatly influence their abilities of reading, speaking and comprehending.c. a large amount of the students feel english grammar boring and difficult to learn, although they are aware that grammar is very important in their

41、 english learning. and having no interests is one of the reasons of their poor learning.2. results from the teachersquestion numberrate of the answer()abcdequestionnaire11149.1521.1816.9412.711247.4527.1919.495.93questionnaire2193.336.6600223.3366.6601036.66106.662056.66416.667013.330616.6666.6616.6

42、6076016.6613.33108033.332046.66table2a. most of the teachers think grammar teaching is significant and necessary, as grammar can help improve the students other abilities, such as listening, speaking and writing.b. the present syllabus is to change the tendency of overemphasizing grammar and try to

43、cultivate the students comprehensive ability. it advocates acquiring language naturally. to some extent, grammar is downplayed.c. some of the teachers teach grammar in a flexible way but more of them teach in the traditional way. they think the traditional way is the quickest to improve students mar

44、k.3. results from the textbookquestion numberrate of the answer()abcdquestionnaire11417.7929.66502.54questionnaire2533.334016.6610questionnaire115open-minded questionsquestionnaire29table3a. from the students, the textbook they use now has colorful content and interesting, but doesnt do much help to

45、 their grammar learning.b. from the teachers, the textbook focuses on improving students comprehensive ability, and grammar is not an important part.v. efficient methods of present grammar teachinga. carrying on task-based grammar teaching under the communicative law1. introduction of task-based gra

46、mmar teachingone approach to teaching language that has attracted a lot of attention over the past twenty-five years was task-based approach for learning and teaching. in task-based approach, the focus of classroom activities is on the task, and at last on meaning. the advantage of the task-based ap

47、proach is that during the task the learners are allowed to use what language they want. they can focus entirely on the meaning of their message and express themselves very freely. this makes it closer to a real-life communicative situation. one danger is that learners become quite fluent, but their

48、utterances are not often accurate. nevertheless, the task-based model is an attractive and liberating one.2. reasons of taking task-based grammar teaching a lot of students feel dull when they learn grammar, and few of them can sustain their enthusiasm for learning when the lesson focuses on the par

49、ts of language. if teachers use task-based approach to teach grammar, give students some interesting tasks and create free environment, students will learn grammar rules in a special way, and sustain their enthusiasm in dull grammar learning.3. how to carry on task-based grammar teaching under the l

50、anguage communicative law in task-based language teaching, the teacher must create an environment that is conducive to collaborative learning. in such environment, students express their opinions and ideas bravely and freely. this allows the teacher to see a more authentic performance and provides t

51、he teacher with a more realistic picture of the students capabilities. so it is the teachers responsibility to provide an appropriate setting in which tasks can be demonstrated effectively. the establishment of language scene is the best way to embody the communication law. grammar knowledge and lan

52、guage situation, the classroom real scene organically unifies in particular, the grammar rules would not arbitrary and vague. so students can grasp the grammar knowledge easily in a relaxed situation, and practice grammar at the same time.e.g. if a teacher wants to explain, “ have somebody do someth

53、ing” “have something done” “have somebody doing something”, he must attract students attention to that pattern, and then give them some examples:(1) the nurse has several patients. (look after)(2) they had the patient (take) to the hospital.(3) the boss had them (work) all day long.(4) she had him (

54、wait) at the gate.students may make many mistakes, but teacher should not correct their mistakes first. he should use a correct one, such as “open the door, please” instead, and then asks the whole class “what did i ask him to do?” students will answer, “you asked him to open the door.” “yes, i had

55、him open the door, and i had the door open.” in this way, students can understand how this grammar point is used in a real situation.according to the second language acquisition theory, as a second language learner, especially a novice, it is very difficult to give attention to both meaning and form

56、, so they often give up pattern to make sure the correct meaning. but during the period of the task teaching, the students can be involved in an almost real situation. although some students feel difficult because of their lack of basic grammar knowledge, the situation of group activity will affect them, making them forget their difficulty to be eager to participate the group discus