浅谈英语语法学习的方法与策略.docx

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1、浅谈英语语法学习的方法与策略语法学习是语言学习中十分重要的一部分；语法学习的最终目的是为了培养学习者的交际能力。交际教学论认为，语法的学习是为交际服务的，语法的掌握也必须通过应用来实现。语法只是一个媒介，而不是语言学习的目的。在语言使用中显性的语法知识未必有效，最重要的是潜意识中促进语言使用的语法意识。由此可见，形成有效的英语语法教学策略和构建有效的英语语法教学模式，不仅与英语语法的教学关系重大，还将直接影响着学习者综合运用语言能力的发展。 Grammar study is a part of language learning is very important; The ultimate

2、goal of grammar learning is to cultivate learners communicative competence. Communicative teaching theory thinks that grammar learning is for communication services, must also be implemented by applying grammar. Grammar is merely a medium, not the purpose of language learning. In language use explic

3、it grammar knowledge is not necessarily effective, the most important thing is the subconscious promote consciousness of the grammar of the language use. Thus, form effective English grammar teaching strategy and building the effective English grammar teaching mode, not only with English grammar tea

4、ching matter, will also directly affects the learners the development of the integrated use of language ability. 二、与语法相关的几个问题 Second, several problems related to grammar 英语语法教学内容 (a) English grammar teaching content 从内容上来看，语法教学的内容应该包括三个方面：语言结构、语义和语用。语法教学不仅要使学生掌握语言的形式和意义，更要使学生清楚形式的运用，赋予语法以交际意义。因此，从这个

5、角度来看，高中英语语法的教学与其说是教给学生语法知识，不如说是培养学生的语法意识。 From the content point of view, grammar teaching content should include three aspects: language structure (including morphemes, voice, sound form and syntactic form, etc.), semantics and pragmatics. Grammar teaching is not only to enable students to master l

6、anguage form and meaning, to make more students know the use of forms, grammar with communicative meaning. Therefore, from this perspective, the high school English grammar teaching is not so much to teach students knowledge, cultivate the students grammar consciousness rather. 从语法学习的过程来看，语法学习的过程有两种

7、形式，一种是显性的，另一种是隐性的。那么究竟是显性学习方式有助于掌握语法，还是隐性学习方式有助于掌握语法呢？Lightbown的研究甚至发现显性教学反而阻碍了学生语言能力的发展。因此，通常认为，英语语法教学的最佳方式是显性教学与隐性教学的结合；既传授陈述性语法知识，同时又通过各种交际活动使用语法，促进程序性语法知识的习得，培养学生综合运用语言的能力。 From the perspective of the process of learning grammar, grammar learning process has two forms, one is dominant, the other

8、 is recessive. So what is the dominant learning style can help to master grammar, or implicit learning helps to master the grammar? Lightbown research even found that dominant teaching has hindered the development of students language ability. Therefore, generally believes that the best way to Engli

9、sh grammar teaching is the union of dominant and recessive teaching; Declarative syntax is imparting knowledge, but also through a variety of communicative activities using grammar, programmed to promote the acquisition of grammar knowledge, cultivating students comprehensive ability of using langua

10、ge. 英语语法的作用和地位 (2) the role and status of the English grammar 1.英语语法与英语语言 1. English grammar and English language 对于英语语法与英语语言的关系，章振邦认为，语言是社会交际的工具，是音义结合的词汇和语法的体系。从建构主义的角度来看，语法是语言的组织规律，它赋予语言结构系统，而词汇则是语言的建筑材料，它通过语法而赋予语言意义内容。同时，在语言的结构系统、语音系统和语义系统中，结构系统是中心成分，是结合语音系统与语义系统的枢纽，这里可用公式简单的表示为：语义语法语音系统/文字系统。由此可

11、见，英语语言知识对英语语言学习起着至关重要的作用。特别是对于像中国这种把英语作为一门外语进行学习的国家来说，由于缺乏相应的英语语言环境，想通过“语言习得”掌握英语是很难做到的。因此，英语语言知识的学习在一定程度上就显得十分重要。除此之外，我们还应该明白，英语语法学习并不是、也不可能是高中英语课堂教学的最终目标。语法学习只是学习者综合运用语言能力的基础和有机组成部分，其目的是通过掌握该语言的结构系统，从而为准确、熟练地使用该语言服务。但长期以来，怎样确保学习者能全面、系统、有效地掌握英语语法知识并熟练运用从而达到语用的目的，则是一个长期的难题。对于这一点，本文提出的语法教学的PWP模式以期对学习

12、者学习英语语言知识有所帮助。 About English grammar and English language, the relationship between ZhangZhenBang believes that language is a tool of social communication, is the significance of vocabulary and grammar system. From the point of view of constructivism, grammar is the organization law of language, it

13、gives the structure of language system, and the vocabulary is the building material, it is through grammar and language meaning content. At the same time, in the structure of language system, voice system and semantic system, the structure of the system components (that is, syntax) is a center, is a

14、 combination of phonetic and semantic systems hub, here is expressed by formula is simple: semantics, grammar, pronunciation system/writing system. English language knowledge (grammar), therefore, plays an crucial role in English language learning. Especially for like this to learn English as a fore

15、ign language in China, because of the lack of the corresponding English language environment, want to master English language acquisition is difficult to do. Therefore, English language knowledge (English grammar) learning is very important to a certain extent. In addition, we should also understand

16、, English grammar learning is not, and can not be the ultimate goal of high school English classroom teaching. Comprehensive grammar learning is learners use the language ability and organic part of the basis of the purpose is to through the grasp of the language structure system, which is accurate,

17、 skilled use of the language services. But for a long time, how to ensure that learners comprehensive, system, effective to master English grammar and skillfully use so as to achieve the aim of pragmatics, it is a long-term problem. For this, this paper proposes the grammar teaching of PWP model in

18、order to help learners to learn English language knowledge. 2.英语教学大纲与英语课程标准中的语法地位 2. English syllabus and the grammatical status of the English curriculum standard Wilkins认为，教学大纲是对语言教学内容的具体规定，对这些教学内容做某些安排，以便于教与学都更有成效。教学大纲一般以以下几个方面为依据：语法项目和词汇：不同类型的情景所需要用的语言；学生要用所学的语言表达意思和所起的交际作用。因此，在外语教学史上就产生了以语法为纲、结

19、构为纲、情景为纲、功能为纲的不同教学法体系。由此可见，语法在英语语言学习中占有十分重要的地位。 Wilkins believes that the syllabus is the specific rules of language teaching content, the teaching content to do some arrangement, in order to facilitate teaching and learning are more productive. Syllabus is generally based on the following aspects:

20、(1) grammar and vocabulary: (2) different types of situations need to use the language; (3) the students learned to use language to express meaning and social role. In the history of foreign language teaching, therefore, was produced with the grammar, for classes and scenarios for structure and func

21、tion of the different teaching method system. Grammar, therefore, occupies an important position in English language learning. 英语新课程标准倡导多元教学大纲，语法则是其中的重要内容之一。英语新课程标准指出，学习者进行语法学习的最终目的是为了培养学习者的听、说、读、写等各项技能。基于此，语法教学也应融入听、说、读、写等任务，使语法真正服务于交际。 English new curriculum standard advocate diverse syllabus, gra

22、mmar is one of the important content. Learners of English new curriculum standard points out that the ultimate goal of grammar study is to develop learners listening, speaking, reading and writing skills. Based on this, grammar teaching should be integrated into the listening, speaking, reading and

23、writing tasks such as, grammar truly serve the communication. 三、英语语法教学策略与课堂教学模式 Three, English grammar teaching strategies and classroom teaching mode 朱纯指出，英语语法教学有三种方法，即：类比、归纳和推演。实际上，新课标高中英语语法的教学就教学策略来说，也主要是类比、归纳和推演为主。本文认为，和传统的语法教学相比，新课标高中英语语法教学应该注意以下三个方面： Lightbrown, points out that there are three

24、 ways of English grammar teaching, namely: analogy, induction and deduction. In fact, the new level of English grammar teaching in terms of teaching strategy, also mainly analogy, induction and deduction is given priority to. This paper argues that, compared with the traditional grammar teaching, ne

25、w elevation in English grammar teaching should pay attention to the following three aspects: 新课程标准指导下的英语语法教学应在注重显性语法教学的基础上，更关注隐性语法的教学。这是因为隐性语法教学需要学生对大量的语用材料进行探索和领悟，并在此基础上采取归纳、类比等语法学习策略对隐性语法进行归纳与总结，并达到正确使用的目的，这将有利于学习者思维能力的训练和对英语语法的有效学习。 (1) the English grammar teaching under the guidance of new curri

26、culum standard should be on the basis of the explicit grammar teaching, pay more attention to implicit grammar teaching. This is because the implicit grammar teaching requires students to explore and plenty of language materials, and on this basis, adopt induction, analogy and so on grammar learning

27、 strategies on implicit grammar induction and summary, and achieve the goal of proper use, it will be beneficial to the learners thinking ability training and effective learning of English grammar. 就语法教学策略而言，不管是传统英语语法的教学还是新课标英语语法的教学，在语法教学策略的选择上大体相同。所以，新课标英语语法的教学应该在语法课堂教学模式上有所转变和突破，有效运用探究性学习模式，培养学生的探

28、究性思维和批判性思维。 (2) in terms of grammar teaching strategies, whether traditional or new standard of English grammar teaching of English grammar teaching in grammar teaching strategy on the choice of the same. So, new standard of English grammar teaching should change and breakthrough on grammar class te

29、aching mode, effective with the model of inquiry-based learning, cultivate the students exploratory thinking and critical thinking. 英语语法的学习是英语语言结构的学习。从英语作为一门外语的角度来看，英语语法知识的学习在英语语言的学习中具有关键性的作用。如上所述，由于语法教学仍然是任务教学的中心，语法教学过程，特别是在Post-task阶段实施的任务教学策略具有以语言形式为中心的特点。 (3) English grammar learning is learning

30、 the English language structure. From the perspective of English as a foreign language, English grammar learning has a key role in learning the English language. As mentioned above, because the grammar teaching is still the focus of the task of teaching, grammar teaching process, especially in the s

31、tage of Post - task the task of teaching strategy has the characteristics of language form centered. 因此，笔者认为，新课标理念下的英语语法教学应该在语法课堂教学模式上突破传统语法教学的束缚。 Therefore, the author thinks that, under the curriculum concept of English grammar teaching should break through the traditional grammar teaching in gram

32、mar class teaching mode. 四、基于任务型语言教学的高中英语语法PWP教学模式的构建 Four, PWP based on task-based language teaching of high school English grammar teaching mode construction 任务型语言教学与交际语言教学 (1) task-based language teaching and communicative language teaching 新课标理念下的英语语言教学实际上是任务型语言教学。从本质上来说，任务型语言教学和交际语言教学具有相同的理念，即语

33、言学习的最终目标：如何让学习者在真实的语言环境中学会运用英语。交际语言教学中所强调的交际能力、交际原则、交际语言教学和语言基本技能的关系、交际活动，实际上也都是任务型语言教学秉承的原则。 New standard of English language teaching is, in fact, in the concept of task-based language teaching. Essentially, task-based language teaching and communicative language teaching has the same idea, that i

34、s the ultimate goal of language learning: how to make the learners learn to use English in real language environment. Communicative language teaching stresses the communicative ability (including language, pragmatics, discourse and strategic competence and language fluency), the principle of communi

35、cation, communicative language teaching, and the relationship between language basic skill and communicative activities, in fact also is adhering to the principles of task-based language teaching. 与交际语言教学相比，任务型语言教学强调形式教学和交际教学相结合的重要性，并以此达到其教学目标。任务型语言教学具有以下特点：强调通过交流学会交际；将真实的语言材料引入学习的环境；关注语言本身，也关注学习过程；

36、把学习者个人的经历作为课堂学习的重要因素；试图把课内语言学习与社会语言活动结合起来。 Compared with the communicative language teaching, task-based language teaching emphasizes the form of teaching and the importance of communicative teaching, and to achieve the teaching goal, the degree of accurate, comprehensive, fluency). Task-based langu

37、age teaching has the following characteristics: (1) stress the communication society of communication; (2) the real language materials to study the environment; (3) focus on language itself, but also pay attention to the learning process; (4) the learners personal experience, as an important factor of classroom learning; (5) attempts to combine classroom language learning with language activities in the society.