英語專業(yè)畢業(yè)論文定稿

1、本科生畢業(yè)論文（設計）題目On Grammar Teaching in Middle School姓名 學號院系 外國語學院 專業(yè) 英語 指導教師職稱 講師 曲阜師范大學杏壇學院教務處制On Grammar Teaching in Middle SchoolA ThesisSubmitted toXingtan College Qufu Normal UniversityIn Partial Fulfillment of the RequirementsFor the Degree of Bachelor of ArtsBy Fan GuangboUnder the Supervision o

2、f Lu YanfangMayACKNOWLEDGEMENTSI am deeply indebted to Lu Yanfang, my supervisor, who has given me constant and valuable advice, read my drafts through meticulously and offered incisive comments on then. Without her help, the thesis could never have reached its present form. I am also grateful to my

3、 friend Kiki who has provided me with useful materials, given me valuable advice and polished the thesis as well.My sincere gratitude also goes to all my teachers who have given me excellent lectures and great help, which are indispensable to the completion of this thesis. I also give my hearty than

4、ks to all my classmates who have offered help and useful suggestion in the process of writing this thesis. Finally, I would like to express my appreciation to all the writers whose works have been referred to in this thesis. 摘 要“英語語法教學”貫穿于中學英語教學過程的始終，是學生提高聽說讀寫譯五項技能的基礎，但不少學生學習意識淡薄,對語法知識望而生畏，由此出現的一些原則

5、性的語法錯誤也比比皆是。本文抓住這一特點，首先提出了學生語法學習中的誤區(qū)。其次，本文分析了要改變這一狀況,必須充分發(fā)揮學生在語法課堂教學活動中的主體作用，教師應根據學生實際,設計一些趣味性強、真實性和實踐性突出的英語語法教學活動，更新觀念,制定措施,層層突破,從而調動學生學習語法的積極性,掌握理解語法術語和基本概念,一定程度上提高他們解決實際問題的能力。最后，討論了一些關于英語語法教學的策略。關鍵詞：英語；語法教學；策略ABSTRACTThroughout the process ofhigh school English teaching, grammar teaching is the f

6、oundation which can help students improve their basic skills of listening, speaking, reading, writing and translating.But many students are poorly aware of the importance of grammar teaching. There are some principles of grammar.Firstly, this thesis proposed students learning grammar errors. Secondl

7、y, analyzes the changing errors in order to change the situation, we must give full play to students in grammar teaching activities and teachers should design students practice with authenticity and practicality. We should teach English grammar with new ideas, develop measures to break through layer

8、 upon layer, mobilize students enthusiasm in grammar learning, and master the terminology and basic concepts in order to understand grammar. To some extent, we can enhance their ability to solve practical problems. Finally, this thesis proposessome strategies in English grammar teaching. Keywords: E

9、nglish, grammar teaching, strategy CONTENTS0. Introduction.11.Therole of grammar in English language11.1 The definition of grammar.11.2 The importance of grammar in English learning22. The problems of grammar teaching43. The principles in grammar teaching.63.1 Practical principle.63.2Sentence and gr

10、ammar principle.73.3Individual and integrated principle.84.Conclusion9Works Cited110. IntroductionGrammar is the means by which linguistic creativity is ultimately achieved and inadequate knowledge of grammar would lead to serious limitation on the capacity for communication. As we know we cannot us

11、e words unless we know how they should be put together. In China the teaching of grammar however is an area of some controversy and debate. In the grammar teaching classroom, some teachers excessively pay attention to the importance of teaching rules and grammatical structures, however, there are no

12、t many grammar rules that can be clearly formulated and some are relatively difficult. These more difficult rules are not always governed by the immediate linguistic environment and thus are difficult to practice in simple contexts. So gradually the students are not interested in learning English. T

13、hey negatively accept and store the grammar knowledge. They are successful in mastering only small amounts of structural forms which are useless in improving their integrative communicative competence. Some other teachers excessively pursue the communicative function, emphasize the notionalfunction,

14、 and totally reject grammar instruction. The method of ignoring structure is as putting the cart before the horse. The result is learners, who in Richards words are “successful but grammatically inaccurate communicators.” It is not surprising that a Chinese cant express himself fluently and accurate

15、ly after spending more than ten years in learning English. To some extent, the lack of grammar knowledge leads to the difficulty of communications.1. The role of grammar in English language Grammar teaching has a long history. Grammar learning is very important in our daily life. Because we use it e

16、very day. It is the foundation of speaking, reading and writing.1.1 The definition of grammarCollinsnew Englishdictionary gives two explanations to “grammar”: 1）the rules of language that show how sentences are formed, or how words are inflected.2）the way in which grammar is used; the teacher found

17、errors of spellingThere are many kinds of grammar: prescriptive grammar and descriptive grammar; synchronic grammar and diachronic grammar; contrastive grammar; pedagogical grammar and so on.A grammar is a description of certain organizing aspects of a particular language. It usually includes sound,

18、 word composition, and sentence composition. Its the central component of language. It mediates between the systems of sounds or of written symbols, and the system of meaning on the other. According to the theories of modern linguistics, a grammar for teaching purposes describes the usages of educat

19、ed speakers. They called it “standard” language. The description is carried out by an analysis of the language by taking apart the various patterns of the language and examines them separately.In a word, Grammar is the system of a language. People sometimes describe grammar as the “rules” of a langu

20、age; but in fact no language has rules. If we use the word “rules”, we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences. No comm

21、only-spoken language is fixed. All languages change over time. What we call “grammar” is simply a reflection of a language at a particular time.1.2 The importance of grammar in English learningGrammar Teaching and learning are very important in English study. For a long time, the education sectors w

22、ho taught English grammar are not aware of this. Some people think that grammar is the rules which can not be expressed, but on the contrary the target language is usually acquired in subconscious as long as more usual imitation exercises involved, such as listening to English tapes. Only in this wa

23、y can more people naturally acquire the relevant syntax in good conversations. In English class, teachers often only pay attention to the dissemination of existing knowledge of books, including the terms of the recitation, dialogue and explain the texts, but often pass over or ignore to explain the

24、sentence structure. Even if some teachers explained the grammar in class, but most of the teachers used a kind of matter-of-block-style with fragmented explanation and translation model. Because of the importance of English grammar or syntax are ignored in the methods of grammar learning process, ma

25、ny students can not get into the university because of the weak knowledge of its grammar, syntax, the concept. Similarly, they can not properly analyze sentence structure in reading comprehension. As a result they gulped down little grammar knowledge. According to incomplete statistics: about 80% of

26、 the students admitted that their English test scores are not ideal, mainly because the concept of syntactic structure, vocabulary, grammar, translation, or writing. Today, we stress college English teaching reform in order to improve the English ability of students. Therefore, the voice of grammar

27、teaching should return into the classroom gains more and more strongly support. When Chinese students learn English, they did not use the target language; after all, they can not quickly and accurately identify the features of mother tongue language and target language as well as the differences bet

28、ween them. From this sense, the study of grammar becomes very important. American society linguist Hymens said: “When a person learn a foreign language, he first focuses on the sentence which identifies the capacity in line with the rules of grammar and grammatical rules of sentence, linguistic stru

29、cture and organization of the law, so that the meaning of the language is clear and understandable for each other by a set of rules.It is necessary to master the language skills, knowledge and train the important part of it. Therefore, the Chinese students are able to grasp the English grammar firml

30、y and improve their ability of English language. In other words, in English teaching, it is essential to emphasize grammar teaching in order to improve the students English ability.2. The problems of grammar teachingGrammar teaching is an old but heat topic. On one hand, grammar is so important that

31、 we have to master it. Because it is the foundation of language. On the other hand, we have made many mistakes in grammar teaching. Some people think that grammar is a natural acquisition and it can not be taught by teacher in class. Someone may say grammar learning is a boring process because there

32、 are tremendous of meaningless matters with hard-line requirement. Others support that learning grammar needs special learning styles which can not acquired by all of the students. If we can not learn it well, it is better that we should not learn it at all. The followings are the current problems i

33、n grammar learning.First,it is a natural acquisition of English grammar and it can not be taught. Some native learners do not need to know that English grammar canbe learned. For example, many U.S. immigrants gain their English proficiency quickly, especially young people. However, not all learners

34、can achieve this. In the same immigrant groups, the English proficiency of some learners is high, but not accurate. Learning English grammar really needs a lot of time. Carol Chomskys study shows that(1969):“even some native English speakers also constantly get some grammar knowledge in the process

35、of learning. It is far from enough to master grammar. There are many studies on this issue (Larsen-Freeman & Long, 1991). Pienenman (1984) study show: the learners with grammar guide in two weeks can get into the second stage of study; otherwise it is generally take several months.”Second, thela

36、nguage structure is a meaningless set of matter. This misperception appeared when people combined grammar with verb conjugation tables and a number of structural rules together. But grammar is not diverse and meaningless. These three aspects are interdependent, but some times when one changes it may

37、 cause other changes. However, they were each provided unique perspective syntax. Therefore, grammar structure is not a meaningless set of matter to some degree.Third, the syntax is hard-line requirement. It is no reason to say this. Grammar does have a number of synchronic rules. However, the provi

38、sion which people think is not always the case. If a persons perspective eye border is broad enough, he will find some things. Let us consider the following two sentences:1) There is the book missing.2) There is a book missing. The grammar book may give the explains of sentences in another way which

39、 will tell you 1) is an ungrammatical “there” is always after the noun and a non-restrictive phrase. Why? “There” is used to lead to new information; his information is usually not in the end of sentence; and the new information of noun phrase is obviously a sign that the indefinite article “a” or “

40、an”.Fourth, grammar is boring.This misunderstanding stems from the impression: English Grammar drills and we can memorize it by repetition. Grammar is not letting students to drill a number of fixed patterns, nor to memorize some rules. So, it is certainly very boring.It is hard to teach grammar. Fi

41、fth, students have unique learning styles, not all students can learn grammar well. Research shows that some people have a more analytical learning style. According to Hatchs study, the accuracy of these peopleis high, but they are good at English. Hatch called these students the “data collector”, t

42、he language they spoke is very fluent but inaccurate. This phenomenon does not indicate all learners can learn grammar well. Although students have different learning styles, but so far, there is no studyhas showed that some students do not have ability to learn syntax. Each student has their own st

43、rengths and weaknesses. Students can learn grammar, which can be proved because they can grasp their mother tongue. All in all, it is not a proper expression that not all students can learn grammar.Sixth, grammar is learned by one sentence and another. This view can be proved wrong. Teachers may onl

44、y teach one grammar point in class;students may also get one breakthrough in a grammar class plan. However, students do not fully grasp a grammar after another syntax item. Between the old and the new syntax items there are interrelated effects. We can not learn them separately in English grammar le

45、arning.Seventh, Grammar provides all the eternal rules of language structure.The exploration of the syntax will be a constant theme. Because of thelanguage is changing all the time. Linguisticss description of the language will not be permanent. They have to reveal the internal changes in the langua

46、ge. For example, most grammar books say a static verb can not used in present form, so the following sentence is ungrammatical:“I am wanting a new car.” To the English speaking people this is possible. My point is, language is changing, and the rules of grammar should be subject to change unconditio

47、nally. Grammar itself and the study of grammar are not static.3. The principles in grammar teachingThere are may principles in grammar learning. We should follow the principles when we learn grammar. Only in this way can we improve our ability of learning English. 3.1 Practical principleAs the sayin

48、g goes, practices makes perfect. Practice principle is a simple but effective way of improving our ability of learning. Fox example, you should use visual means to explain the grammar. When you teach adjective, you can take three different sizesof things (apple), one bigger than another. Answer the

49、question when you put up the question:Side A: A: What's this?B: It's an apple. A: Which is bigger? B: The first one is bigger. B: Which is the biggest of all? B: The second one is the biggest of all. After this repetition, the teacher can allow students repeat several times until they can pe

50、rform itindependentlythen the teacher should write the sentences on the board to enhance students understanding. Finally you can cite some examples, through repeating practices, there will be a more profound understanding. 3.2 Sentence and grammar principleSentence is combined with words with correc

51、t grammar principle. It is a wrong way to learn sentence or grammar alone. When you repeat the sentence, you remember the grammar at the same time. If you want to memorize the grammar point forever, it is a better way that you put the grammar point into a sentence. Only in this way can we learn gram

52、mar in a vivid way. Grammar and sentence should be taught together. Structuresentence is sentences structure.It is summarized from a large number of typical sentences. Grammar principle is the teaching of grammar .It can be used in the sentence structure practice. The teaching of grammar and sentenc

53、e can be beneficial to each other. First let the students master a certain amount of sentenceswhich are provided for students to learn grammar emotionally, then,students can learn English morphology and syntaxbasedon the practice sentence, also, they should have capacity of English grammar knowledge

54、. Sentence practice should be practiced by repetition, imitation, substitution, conversion, expansion and utilization the training, which means more practice in grammar teaching and more training opportunities in speaking. Take “there be” as an example, it is a grammar point, but we can use differen

55、t forms to express it. Such as: making up a sentence, filling in the blanks with correct grammar form and sentence transformation exercises.There is a river near a house. There are two boats in the river There is some milk in the bottle. There are some apples on the tree. There was only a student in

56、 the class yesterday evening. There were some apples on the tree last year. There is a book and two pens on the desk. There are some pencils and a pen in the pencil-box. Then fill in the blank form: There _( be) an apple in the bag. There_(be) two cups of tea on the table. There_ (be) a pen and some

57、 books in the bag. There _( be) a meeting last Wednesday. There _( be) a meeting tomorrow. Finally, sentence transformation exercises: 1) There is some milk in the bottle. (To negative sentences, the general questions, and answers) 2) There are some apples on the tree. (Ibid) 3) There is some meat on the plate. (Question on the dash) 3.3 Individual and integrated principleIndividual exercises, such as the plural noun form practice, practice of prepositions, articles practice, possessive noun practice, the individual fi