在英语语法教学中引入交际法

论文摘要

随着语言学、心理学和教育学的发展,人们对外语教学有了新的认识,语法的定义也被赋予了新的涵义。这种新的涵义实际上反映了一种新的语言观念。这种新观念并不把语言仅仅解释为一种知识体系或规则,而是更加强调语言作为交际工具的本质意义,从而必然要求对传统的语法教学进行改革。本文介绍了语法的定义和重要性,同时指出我们面临的问题不是要不要教语法,而是如何有效地教语法.作者在说明传统语法教学的优缺点之后,详细介绍了交际教学法的各方面,包括交际法的特点,原则,以及在中国实行交际教学法的有利和不利条件.本文主要探讨如何通过结合语言的形式和功能有效地教语法.作者提供了大量的课堂活动以此来说明如何用交际法教语法,在这些课堂活动中学生可以讨论,分析和练习各种语法知识.与此同时,作者以定语从句为例详细介绍用交际法教语法的策略.作者通过一个实验对用交际法进行的英语语法教学和传统的英语语法教学进行对比,主要想知道以下两个问题:交际法教语法对中学生是否适合,能否收到效果;用交际法教语法的教学效果是否优于传统的语法教学的效果。本文作者在为期六周的实验中以被动语态为教学内容,对控制班采用传统的语法翻译法,实验班则采用交际法。实验结果表明:用交际法教语法的教学效果优于传统的语法教学的效果。实验中得到的启示是:语法的教学应该是结合语法的功能和意义在一定的情景中教学。

论文目录

• Acknowledgement
• Abstract
• 摘要
• Introduction
• Chapter 1 Grammar and Related Issues
• 1.1 The definition of grammar
• 1.2 The importance and necessity of grammar teaching
• 1.3 Grammar teaching under traditional methods
• 1.3.1 Grammar-Translation Method
• 1.3.2 Direct Method
• 1.3.3 Situational Language Teaching
• 1.3.4 Audio-Lingual Method
• Chapter 2 CLT and Related Issues
• 2.1 Historical background to CLT
• 2.2 Theoretical background to CLT
• 2.3 Characteristics of the CLT
• 2.4 Principles of the CLT
• 2.5 Adverse factors in implementing CLT in China
• 2.6 Favorable factors in Carrying out CLT in China.
• Chapter 3 Grammar Teaching and CLT
• 3.1 Communicative competence and linguistic competence
• 3.2 Some viewpoints for teaching grammar with CLT
• 3.3 Combination of communicative approach and structural approach
• Chapter 4 The Implementation of Teaching Grammar with CLT
• 4.1 Some related issues in the grammar teaching with CLT
• 4.1.1 Form and communicative function
• 4.1.2 Accuracy and Fluency
• 4.1.3 The right ways of mistakes-correction
• 4.1.4 Psychological factors in the classroom
• 4.1.5 Teaching materials---authentic or not
• 4.2 Communicative activities for grammar teaching with CLT
• 4.2.1 The principles of communicative activities designed for grammar teaching
• 4.2.2 Preparing for learner-directed activity
• 4.2.3 Using Songs to Teach Grammar
• 4.2.4 Problem-Solving Activities
• 4.2.5 Asking students to induce grammatical rules
• 4.2.6 Re-using the text to design related questions
• 4.2.7 Role-playing
• 4.3 Teachers’and students’roles in teaching grammar with CLT
• 4.3.1 Teacher’ roles
• 4.3.2 Students’roles
• 4.4 An example of teaching English grammar with communicative language teaching in detail
• Chapter 5 The Experiment
• 5.1 Purpose of the experiment
• 5.2 Method
• 5.2.1 Subjects
• 5.2.2 Materials
• 5.2.3 Procedures
• 5.3 Results
• 5.3.1 Results from the Questionnaire
• 5.3.2 Pre-test and Post-test Results
• 5.3.3 Discussion
• 5.3.4 Limitation
• Conclusion
• Bibliography
• Appendix
• 攻读学位期间的研究成果