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1、精选优质文档-倾情为你奉上论以学生为中心的教学原则摘 要 ：本文立足于我国英语语法教学的现状，总结出了英语语法教学中存在的问题。并针对这些问题，提出交际原则与英语语法教学的联系并对之进行了探讨。关 键 词 ：交际原则 ；英语语法教学内 容：一、 引言随着我国与外国的交流日益频繁，社会对英语人才的要求也越来越高。社会需求促使英语教育工作者重视起对学生英语交际能力的培养。我国英语课堂一直广泛使用着传统的语法教学法。实践证明传统的语法教学培养出来的学生虽然能掌握一定的英语知识，但往往缺乏用英语进行交际的能力。因此，笔者认为 ：语法教学是培养学生交际能力的一大障碍。在语法教学中如何贯彻交际原则？在此笔
2、者就英语语法教学提出了一些意见和建议。二、英语语法教学的重要性及其目的1英语语法教学的重要性当前，外国使用的交际英语教学法，很大限度地强调英语的功能和交际作用，使语法的地位受到削弱。部分语言学家（如Krashen 等人）认为，语法教学几乎没有任何地位，等于把语法教学赶出英语教学。外国的英语交际教学法强调功能、交际，淡化语法，是更符合以英语为母语的学生学习语言的规律。中国学生学习英语，一定要学好语法，英语课完全不教语法是不符合我国实际的。因为英语作为我们的外来语言，缺乏语言的自然环境，学生不能通过大量的观察模仿和实践学会语言。那么，学习语法规则就成为学好英语的关键所在。而且，我们的汉语在语法上与
3、英语有很大的差异，不讲授英语语法，就无法培养学生对汉语与英语语法之间差异的认识，导致学生在英语实践中套用汉语的语法习惯，因而造成一些错误，无法提高学习效果。另外，大量研究表明 ：英语语法教学使以英语为母语的人与学生对语言材料的输入更易接受，语法知识能帮助学生更好地理解语言，证实对目的语语法的不自觉的假设（束定方、庄智象，2004）。英语教学的第一功能就是向学生传授语法知识，使其在实际的语言阅读和理解过程中省去部分时间。关于语法教学在英语教学的地位和作用，已不是语法该不该教的问题，而是怎么教的问题。2英语语法教学的目的我们运用语言进行交际，除了具有一定的语言能力之外，还必须具备在什么场合、对谁、
4、用何方式、说什么的能力交际能力。语言交际活动应该依据两个方面 ：一是来自语言本身的内部规律，则语法规律 ；二是社会交际的原则，则语用原则（束定方、庄智象，2004）。因此，语法教学必须充分考虑到语法规则与交际原则关系，把语言形式和功能结合起来，使其成为培养语言和交际技能的手段。英语语法教学的目的是使学生更好地进行听、说、读、写、译等语言实践活动，而非让学生死记硬背语法规则，但长期以来，我国语法教学注重规则的讲解和结构的记忆，忽略语法在实际语境和语篇中的运用。学生虽然记住了大量的语法规则，但在实际的语言交际中，却无法根据语法规则去组织有效的句子或话语。可见我国当前语法教学存在的最大问题是理论脱离
5、实际，忽略了从语言知识向语言技能的转化，削弱了语法知识的交际能力。因此，英语语法教学必须要将语法知识与交际原则结合起来。三、交际原则在英语语法教学中的应用要在语法教学中贯彻交际原则，英语老师就要有意识地把语法教学过程交际化，向学生展现一个丰富的语言环境，让学生置身于一种真正“用语法”而不是“讲语法”的英语氛围中。这对于长期习惯用汉语讲解语法的老师来说，的确是一个的挑战。不同的语法项目有不同的方法，因而语法教学不可能有一个固定的模式，目前只得按照交际化方向探索。笔者在多年的教学实践中做了一些尝试，总结出以下两种方法 ：1结合学习和生活情景用交际原则讲解语法讲授语法，我们必须先改变“为语法而教语法
6、”的观念，认识语法到语法教学只是一种手段，是为了指导语言实践活动，讲语言规则是为了培养语言技能。“我们不能只是单纯的让学生苦练、死背语法规则，更重要的是要让学生掌握各种语法形式所表示的语法功能”（张国扬、黄子成，1993）。为达到这一目的，教师在讲授语法时，需有意识地创造和设想各种语言使用的情景，即把一个语法项目的形式运用在特定的情景中。情景的创造和设想有多种办法，如捕捉课堂的真实情景、创造和设想情景，或者利用实物来模拟一些情景，有条件的老师甚至可以拍摄或在网络上下载一些日常生活的真实情景，利用学校的多媒体教学设备，运用到语法教学中。例如，在讲授情态动词时，可把交通灯指示行人和车辆通过的情景拍
7、下来，教师可以根据画面向学生描述 ( 用 should, must, mustnt 等词 )。通过真实的生活情景，学生对情态动词的功能和运用就一目了然。2通过各种交际活动进行练习和巩固人们之间存在信息差，就有产生信息交流的动机。英语老师要善于利用语法知识造成师生和学生之间的信息差，从而促进各种信息传递和信息分享的交际活动，让学生在交际活动中总结和掌握语言规律，并在交际活动实践中培养学生运用英语的能力。设计语法教学的交际活动，可以借助交际语言教学法的教学活动形式，如会话、角色扮演、游戏、采访、看图说话、讨论问题，讲故事等等。例如，在讲授到有关被动语态句子时，可以让学生用被动语态，必要时也可以用主
8、动语态来描述校园的变化，然后就这主题，把学生分为四人一组，其中一人扮演记者，负责采访其他三个学生。并要求每个小组把采访内容整理成一篇小的新闻报道，课后让学生评比，选出最佳的三篇新闻报道。其他的一些语法项目，如方位介词，可结合一些地区的地理方位或设计成猜想同学的宿舍摆设的活动 ；情态动词可设计成父母对子女的要求，表示允许或禁止的对话，部分时态练习可以设计成讲故事或采访假期经历等。通过各种交际活动给学生提供实践的机会，让学生在运用中自然掌握语法知识及其交际功能。四、结束语传统的英语语法教学模式（讲解、举例、练习）不符合语言学习的规律和学生的认知规律，导致语法教学耗时、低效，众多英语教学者应走出语法
9、教学“讲的多、记的多、就学的多”的误区，根据我国英语教学的实际情况，遵循语法规则与交际原则相结合的教学方法，以培养学生的语言交际能力为语法的教学的最终目标，努力提高我国英语语法教学的成果。On learner-centered teaching principlesAbstract: This article is based on English grammar teaching in China s current situation, summed up the problems in English grammar teaching. Aiming at these problems,
10、 put forward communicative principles and English grammar teaching links and carried on the discussion.Key words: Communication principles, English Grammar TeachingInternal volume:First:IntroductionAlong with our country and foreign exchanges have become increasingly frequent, the demands to English
11、 talented person is more and more high. Social demand prompted the English educators pay attention to the students communication ability in english. Our English class has been widely used in traditional grammar teaching method. Practice has proved that the traditional grammar teaching to train stude
12、nts can grasp certain English knowledge, but often lack of communicative competence in english. Therefore, the author thinks: grammar teaching is to cultivate students communicative competence in a big obstacle. In the grammar teaching how to carry out the communication principle? In this paper the
13、author of English grammar teaching and puts forward some opinions and suggestions.Second: The importance and of grammar teaching.First of all,The importance of grammar teaching at present, foreign use of communicative approach in English teaching, greatly emphasizes the functions of English and comm
14、unicative action, make the position of grammar is weakened. Some linguists ( such as Krashen et al. ) think, grammar teaching without almost any position, equivalent to the grammar teaching from the English teaching. Foreign English communicative teaching method emphasizes the function, communicativ
15、e, weaken the grammar, is more in line with the native speakers of English learning the language of the law. Chinese students learning English, we must learn grammar, English grammar teaching is not incompatible with Chinas actual situation. Because English as our foreign language, the lack of langu
16、age environment, students cant through the observation of imitation and practice to learn language. So, studying grammar rules will become the key to learn English well. Moreover, our Chinese in grammar and English has great difference, not teaching English grammar, to train students on the Chinese
17、and English grammar to realization of the difference between students in the English practice, to apply Chinese grammar habits, resulting in some mistakes, to improve the learning effect. In addition, a large number of studies show that: English teaching grammar to English speakers and students of t
18、he language material input more acceptable, knowledge of grammar can help students better understand language, confirmed on the target language grammar of unconscious assumptions ( Verschueren, Zhuang Zhixiang, 2004). The first function of English teaching is to teach students knowledge of grammar,
19、so that in the actual language reading and understanding the process of eliminating part of the time. On grammar teaching in the English teaching status and role, is not a grammar should not be taught, but how the issue of Education.Secondly, English grammar teaching purposes we use language to comm
20、unicate, in addition to having certain language skills, but also must have what the occasion, who, what, what ability - communicative ability. Communicative activities should be based on two aspects: one is from the language itself the internal rules, grammar rule is; two is the social communicative
21、 principles, pragmatic principles ( Verschueren, Zhuang Zhixiang, 2004).Therefore, grammar teaching should give full consideration to the rules of grammar and communicative principles of relations, to the form of language and function together, make its become culture language and communicative skil
22、ls means. English grammar teaching is to enable students to better listen, say, read, write, language practice activities, rather than for students to memorize grammar rules, but long-term since, my mandarin teaching pay attention to the rules explain and structure of memory, to ignore grammar in co
23、ntext and discourse in the use of. Although the students remember a large number of grammar rules, but in real communication, but not according to the rules of grammar to organize effective sentence or utterance. So our current grammar teaching the biggest problem is the theory divorced from reality
24、, neglect from the language knowledge to language skills transfer, weakened the grammar knowledge, communicative competence.So, English grammar teaching must be combined with the knowledge of grammar and communicative principles.Third:The communicative principle in English Grammar Teaching.To carry
25、out the communication principle in the grammar teaching, English teachers should consciously take grammar teaching communicative, to demonstrate to students a rich linguistic environment, let the students to stay in a really grammar instead of grammar English atmosphere. This to long-term habit of u
26、sing Chinese explaining grammar teacher, is indeed a challenge. Different grammatical items in different ways, so the grammar teaching may not have a fixed pattern, at present only in accordance with the communication direction of exploration.Based on years of teaching practice has made some attempt
27、s, summed up the following two methods.First of all,Combination of learning and life to explain grammar teaching with communicative principles of grammar, we must change the syntax and grammar teaching concept, understanding of grammar to grammar teaching is only a means, in order to guide the pract
28、ice of language activity, speak the language rules in order to develop language skills. We cant simply let the students practice, memorize grammar rules, more important is to make students master various grammatical forms expressed by grammatical function ( Zhang Guoyang, Huang Zicheng, 1993). In or
29、der to achieve this goal, teachers in the teaching of grammar, need to create awareness and ideas for all language use scenarios, in which a grammar item form used in the specific scene. Scene creation and ideas have a variety of ways, such as capture the true scene creation and classroom, scenario,
30、 or the use of physical simulation for some scenarios, qualified teacher can even shoot or on the network to download some of the daily life of the real situation, use of school multimedia teaching equipment, applied to the grammar teaching. For example, in teaching modal verbs, the traffic lights f
31、or pedestrians and vehicles through the picture the scene, teachers can according to the picture to the students to describe the ( should, must, mustn t word ). Through real life situations, students on the function and application of modal verbs is stick out a mile.Secondly,Through various communic
32、ative activities in practice and consolidation of information difference exists between people, have generated information communication motivation. English teacher should be good at using grammatical knowledge from the teachers and students the information gap between, so as to promote all kinds of
33、 information transmission and information sharing of communicative activities, let students in communicative activities in the summary and master the rules of language in communicative activities, and practice of cultivating students abilities of using english. Design of grammar teaching in communic
34、ative activities, can make use of communicative language teaching method in the teaching activity, such as session, cosplay, games, interviews, talk, discuss issues, story telling. For example, in teaching about the passive voice sentence, can let the students use the passive voice, if necessary, ca
35、n also use the active voice to describe the campus change, then this theme, put the students into groups of four, one journalist interview, responsible for three other students. And ask each group to arrange interview content into a small news reports, after-school students appraisal, selects the be
36、st three news reports. Some other grammatical items, such as prepositions, can be combined with some geographical range or designed to guess students dormitory furnishings activities; modal verbs can be designed into the parents of their children s request, that allow or prohibit the dialogue, some
37、tenses can be designed to tell a story or interview holiday experience. Through various communication activities provide opportunities for students to practice, let the students in the use of natural grasp the knowledge of grammar and communicative function.Four: EndThe traditional grammar teaching
38、mode ( for example, explanation, practice ) does not conform to the rules of language learning and students cognition rule, leading to grammar teaching time-consuming, inefficient, many English teachers should walk out of grammar teaching talk much, remember more, learn more error, according to our practical English Teaching situation, follow the rules of grammar and the communicative principle of the combination of teaching methods, to cultivate students communicative competence for grammar teaching is the ultimate goal, and strive to improve our English grammar teaching results.专心-专注-专业