如何講授英語語法

Unit7TeachingGrammarTheroleofgrammarinELTGrammarpresentationmethodsGrammarpracticeFocalpoints如何講授英語語法QuestionsfordiscussionWhataretheadvantagesofmeaningfulpractice?Doesithaveanypossibledisadvantages?GrammarpracticeGrammarpresentationisconcernedwithHowtomakethestudentsunderstandordiscovergrammarrules.Itispracticethathelpsstudentsdevelopgrammaticalcapability.Substitutetheunderlinedpartwiththeproperformsofthegivenwords： greenlawn cleanhouse prettygarden niceflowers

MrsGreenhasthelargesthouseintown.UsingpromptsforpracticePracticebasedonpromptsisusuallymeaningfulpractice.Usingpictureprompts.Usingmimeorgesturesasprompts.Usinginformationsheetasprompts.Usingkeyphraseorkeywordsasprompts.Usingchainedphrasesforstorytelling.Usingcreatedsituations.GrammarpracticeGrammarpresentationisconcernedwithHowtomakethestudentsunderstandordiscovergrammarrules.Itispracticethathelpsstudentsdevelopgrammaticalcapability.AtaskforyouSupposeyouhavejustpresentedthesimplepasttensetoagroupofJunior2students.Designameaningfulpracticeactivity.Thestudentsarepresentedwithcontextualisedexamplesillustratingaspecificstructure.2.studentsareguidedtodiscovertheunderlyingruleofthestructureaswellasitsmeaningincontext.3.theteacherteachesthetargetstructureexplicitly.Twocategoriesofpractice

Mechanicalpractice

MeaningfulpracticeUrpredictsthatthefollowing6factorscontributetosuccessfulpractice：Pre-learning.Learnersbenefitfromclearperceptionandshort-termmemoryofthenewlanguage.Volumeandrepetition.Themoreexposuretoorproductionoflanguagethelearnershave,themorelikelytheyaretolearn.Success-orientation.Practiceismosteffectivewhenbasedonsuccessfulpractice.QuestionsfordiscussionWhatisthepurposeofmechanicalpractice?Whataretheadvantagesanddisadvantageofmechanicalpractice?TheroleofgrammarinELTThevalueofgrammarinforeignlanguageteachinghasbeenafocusofdebatefordecades,andnoconclusionisinsight.SomeassumptionsaboutgrammarinlanguagelearningReadthefollowingstatementsaboutgrammarinEnglishlearninganddecideifyouagreewiththemornot.1.Studentsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.2.Childrendonotlearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedthemeitherwhenlearningaforeignlanguage.3.Ifstudentsgetenoughchancetopracticeusingaforeignlanguage,theydonotneedtolearngrammar.4.Makingstudentsawareofgrammaticalinformationisoneoftheteachingobjectives,allowingstudentsopportunitiesforusingthelanguageisjustasimportant.5.Grammarshouldbetaughttohelpstudentstoanalyzedifficultstructuresintexts.6.Teachingandlearninggrammarshouldfocusonpracticeratherthanthestudyofgrammaritself.7.Grammarshouldbetaughtandpracticedincontext.8. Knowinggrammarisnotenoughforrealcommunication.9. Aninadequateknowledgeofgrammarwouldseverelyconstrainthecapacityforcommunication.10.Grammarwillalwaysbe“theboringbit”oflanguagelearning.

overemphasizetherolesofgrammaroverlooktherolesofgrammarTwoextremesingrammarteachingTheanswertowhethergrammarshouldbetaughtandtowhatextentgrammarshouldbetaughtdependsonsomevariablesinthelanguageteaching/learningcontext,suchaslearnervariablesandinstructionalvariables.ItisgenerallybelievedthatGrammarteachingislessimportantforchildrenthanforadults;Grammarteachingislessimportantinlisteningandreadingthaninwriting.Generallyspeaking,ChineselearnersofEnglishasaforeignlanguageneedacertaindegreeofmasteryofEnglishgrammar.However,itshouldbenotedthatlearninggrammaritselfisnottheultimategoalofleaningEnglish.Grammarteachingcanbeseeninmostformalclassroomlanguageteaching.OveremphasisAvoidanceWeakeningteachingClassroomprocedureofgrammarinstructionForastructure-basedlessonPresentationPracticeProductionForaskill-basedlessonPre-readingWhile-readingPost-readingpresentationTheteacherintroducesnewlanguageinparticularcommunicativesituations,focusingonitsmeaning,formandonitsfunction.Theemphasisatthisstageisonmeaningandform.(2)practiceStudentsworkthroughactivitiesfromcontrolledtofreeinordertopracticethenewlanguageindifferentsituations.Theemphasisatthebeginningofthisstageisonaccuracy.(3)productionStudentshavethechancetousethenewlanguagefreelyandincorporateitintotheirexistinglanguage.Theemphasisatthisstageisonuse.VideoObservationSheetPresentationPracticeproductionAccuracycontrolteacher-centeredFluencycommunicationstudent-centeredGrammarpresentationmethodsStudiesinthepasttwodecadesdisplaycontroversialfindingsonexplicitandimplicitinstruction.如何講授英語語法Explicitgrammarteaching(顯性語法教學(xué))Implicitgrammarteaching(隱性語法教學(xué))Asresearchindicates,grammarinstructionshouldbemainlyimplicit,supportedbyexplicitinstruction.Atthebeginningstage,itisbettertoadoptmainlytheimplicitapproaches,andasstudentsprogress,theratioofexplicitinstructioncanbeincreased.Thebestapproachisthecombinationofbothimplicitandexplicitinstruction.thedeductivemethod（演繹法）theinductivemethod（歸納法）theguideddiscoverymethod(引導(dǎo)發(fā)現(xiàn)法）ThedeductivemethodThedeductivemethodreliesonreasoning,analysingandcomparing.1.Theruleisgivenfirst.2.Theteacherexplainstheruleswithexamples(inthestudents’nativelanguageandusegrammaticalterms,comparisonmaybedonebetweenthenewlypresentedstructureandpreviouslylearnedstructureslanguageandthenativelanguage).3.Studentsapplytherulestogivensituations(practices).Thedeductivemethodiscriticizedbecause：Grammaristaughtinanisolatedway;Littleattentionispaidtomeaning;Thepracticeisoftenmechanical.However,thedeductivemethodisnotwithoutmerits.Itcouldbeverysuccessfulwithselectedandmotivatedstudents.Itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.Itmayhelptoincreasestudent’confidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess.ExplicitgrammarinstructionTheinductivemethodStudentsaregiventhestructureincontext(authenticornearauthentic)&areaskedtoworkouttheruleforthemselves.Theyaregivenguidancefromtheteacherinusingevidencefromthecontexttoworkouttheusageofthestructure.Intheinductivemethod,theteacherinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.ImplicitgrammarinstructionItisbelievedthattheinductivemethodismoreeffectiveinthat(=because)studentsdiscoverthegrammarrulesthemselveswhileengagedinlanguageuse.Whattheydiscoverbythemselvesarebetterremembered.Butifthestructureisnoteasyforthelearnerstodiscoverthemselvesevenwithacontextprovided,itisbettertoteachtheruleexplicitly.Inpractice,thedistinctionbetweenthedeductivemethodandtheinductivemethodisnotalwaysapparent.theguideddiscoverymethod(引導(dǎo)發(fā)現(xiàn)法）AcombinationofthedeductivemethodandtheinductivemethodthecombinationofbothimplicitandexplicitinstructionThestudentsareinducedtodiscoverrulesbythemselves.Theprocessofthediscoveryiscarefullyguidedbytheteacherandtherulesareelicitedandtaughtexplicitly.Thestudentsarepresentedwithcontextualisedexamplesillustratingaspecificstructure.2.studentsareguidedtodiscovertheunderlyingruleofthestructureaswellasitsmeaningincontext.3.theteacherteachesthetargetstructureexplicitly.

Grammarpractice

GrammarpresentationisconcernedwithHowtomakethestudentsunderstandordiscovergrammarrules.Itispracticethathelpsstudentsdevelopgrammaticalcapability.AccordingtoUr,“practicemaybedefinedasanykindofengagingwiththelanguageonthepartofthelearner,usuallyundertheteachersupervision,whoseprimaryobjectiveistoconsolidatelearning”.(Ur,1988：11)Urpredictsthatthefollowing6factorscontributetosuccessfulpractice：Pre-learning.Learnersbenefitfromclearperceptionandshort-termmemoryofthenewlanguage.Volumeandrepetition.Themoreexposuretoorproductionoflanguagethelearnershave,themorelikelytheyaretolearn.Success-orientation.Practiceismosteffectivewhenbasedonsuccessfulpractice.Heterogeneity.Practiceshouldbeabletoelicitdifferentsentencesandgeneratedifferentlevelsofanswersfromdifferentlearners.Teacherassistance.Theteachershouldprovidesuggestions,hintsandprompts.Interest：anessentialfeaturethatiscloselyrelatedtoconcentrationTwocategoriesofpractice

Mechanicalpractice

MeaningfulpracticeMechanicalpractice

Mechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy.e.g.SubstitutiondrillsTransformationdrillsSubstitutetheunderlinedpartwiththeproperformsofthegivenwords： greenlawn cleanhouse prettygarden niceflowers

MrsGreenhasthelargesthouseintown.Changethefollowingsentencesintothepasttense.Usetheadverbsgiveninthebrackets.NowhelivesinLondon.(lastyear,Paris)WehaveEnglishandmathstoday.(yesterday,musicandP.E.)Heusuallygetsupatseven. (thismorning,eight)QuestionsfordiscussionWhatisthepurposeofmechanicalpractice?Whataretheadvantagesanddisadvantageofmechanicalpractice?MeaningfulpracticeInmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaning,thoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess.e.g.Afterthepresentationandmechanicalpracticeofadjectivecomparativesandsuperlatives：Pairwork：Lookatthetablebelow.Ranktheitemsontheleftcolumnaccordingtothecriterialistedonthetop.Thestudentsmaycomeupwith：Ithinkbeerischeaperthanfruit.No,no,Ithinkfruitischeaperthanbeer.QuestionsfordiscussionWhataretheadvantagesofmeaningfulpractice?Doesithaveanypossibledisadvantages?AtaskforyouSupposeyouhavejustpresentedthesimplepasttensetoagroupofJunior2students.Designameaningfulpracticeactivity.Thereisnoclear-cutdistinctionbetweenmechanicalpracticeandmeaningfulpractice.e.g.ChainofeventsTeacher：Nowletsplayagame.Thefirststudentstartsasentencewithasecondconditionalclause.Thenextstudenttakestheresultofthesentence,reformsitintoanotherconditionandsuggestsafurtherresult. Forexample,thefirststudentsays“IfIhadamilliondollars,Iwouldbuyayacht”.Thesecondstudentssays“IfIboughtayacht,Iwouldgoforasail”.…如何講授英語語法Thestudentsmaycomeupwith：IfIwentforasail,theremightbeastorm.Iftherewereastorm,myyachtwouldsink.Ifmyyachtsank,Iwoulddie.IfIdied,myparentswouldcry.…UsingpromptsforpracticePracticebasedonpromptsisusuallymeaningfulpractice.Usingpictureprompts.Usingmimeorgesturesasprompts.Usinginformationsheetasprompts.Usingkeyphraseorkeywordsasprompts.Usingchainedphrasesforstorytelling.Usingcreatedsituations.UsinginformationsheetaspromptsTeacher：Whataboutyou?Tellyourneighbour.Usingcreatedsituations：forsimulativecommunicationYourareastrangerinthistown