中学英语语法教学(1)(3)
2015-07-21 01:37
导读：In the late 70’s, Krashen distinguish the conception between “acquisition “ and “study “. He proposed that study was to learn language rules, but it is useless to master language. Therefore,
In the late 70’s, Krashen distinguish the conception between “acquisition “ and “study “. He proposed that study was to learn language rules, but it is useless to master language. Therefore, in Krashen’ theory, grammar lost its position. Till late 80’s, Krashen started publicly to reject the grammar teaching’s important position in the foreign language teaching. During 80’s, grammar teaching had once disappeared in class.
Nowadays, many foreign language teachers considered that grammar teaching could make language learning more easily. They emphasize on the importance of the grammar teaching in the class. After the development of teaching method, people all focus on the grammar awareness, they disagree to learn grammar rules through mechanical practice, their research stress is to find a best way to master grammar .So, how to teach grammar effectively is an important task. [1] p1-3
2. The Status Quo of English Grammar Teaching
From 1980’s, task –based grammar teaching held the view of communication, and took the meaning as its task. Although the learner says words smoothly, but they are lack of accuracy; the learners complete the task with enhancement, but the language usage and the pattern need more actually exercises. Under the development of the task –based grammar teaching, the communicative ability that including the grammar ability is discussed by all linguists. So, to express meaning, complete language task, people must be taught grammar. The grammar teaching cannot be given up at any time, any stage, in any situation. The foreign linguists also consider that is helpful for the accuracy of people’s expression. Student's study effect must depend on the human relations -like study effect. Regarding lacks of enough significance, the foreign language cannot only depend on the acquisition, but also depend upon the study. The grammar teaching’s essence is to use the language knowledge to help students with their communication in the real life. [2] P31
The duty of grammar teaching is to foster people’s real communicative ability. By Janewills’ flexible modal for tasked-based learning, the alignment between form and meaning apply a real environment for students, and cause the students to study language easily, to learn the language knowledge at same time. In the pre- task period, the teacher introduces the topic and the duty to the students; pops out the key point, and help the students to understand and prepares for their task. In the while task period, students develop their task in pairs or in groups first, teacher is just a monitor around the class. The teacher should just encourage students to communicate in various ways, and not to interrupt them in order to make students feel relaxed. However, in this period, the communicative task doesn’t pay too much attention to the language form. In the post-task period, each group must show the task they have finished to the whole class. After the preparation for the task, students must give a report and have a discussion about their task, and listen to others’ representation, so they can have a comparison with others’ task. In this period, the teacher should play a role as an assessor, he must do two things, that is, correcting mistakes and organizing feedback. [3] P38 And in the post-task period, the teacher can give examples to tell students how to learn foreign language in order to cause students to reflect. After these task periods of sensation, suspicion, supposition, attempt, students could understand the language point clearly. At this moment, the teacher can design some activities in order to consolidate students’ mastery of language knowledge. To the learner who is accustomed to the traditional 3P model, task-based grammar teaching is an attractive and creative model for them. This kind of teaching method achieves the aim of making the task-based teaching ideas and grammar teaching into conformity. It affords students chances to foster communicative ability. [4]
