高中英語教學(xué)中語法翻譯法與交際教學(xué)法相結(jié)合的調(diào)查研究_百度文

1、分為兩部分:第一部分:選題的意義、原因第二部分:正文Nowadays, the chief aim of foreign language teaching (FLT is to cultivate the students communicative competence, thus the Communicative Language Teaching (CLT is accepted by many teachers in many countries. The goal of language teaching is to develop what Hymes (1972 referr

2、ed to as” communicative competence", which includes: knowledge of the grammar and vocabulary of the language; knowledge of rules of speaking; knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks and invitations; knowing how to use language approp

3、riately.Traditionally, English teaching in China is dominated by a teacher-centered, book-centered, grammar-translation method, audio-lingual method and an emphasis on rote learning (Zhang Zheng-dong, 2000 these traditional language-teaching approaches reflect the typical Chinese classroom for learn

4、ing English; that is, most of the interaction in the classroom is from the teacher to the students.However, the outcome of teaching English exclusively using the communicative approach has not provided the expected results since it was introduced into China in the 1990s. Communicative language teach

5、ing takes its basis in Chomsky's theory that the nature of language isessentially creative, that through the use of language we inductively develop our knowledge of grammatical structures, in other words, our linguistic competence. Communicative Language Teaching, which is different from Grammar

6、- translation Method, teaching materials used with a communicative approach often teach the language needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes, etc. It also emphasizes the process of situations, uses language to perfo

7、rm different kinds of tasks, e.g. to solve puzzles, to get information, etc. In language teaching, Nuan (1988: 26-8 distinguishes traditional approaches (TA from contrasting a number of features. Wang Maojin (2001: 24-25 describes the differences between communicative approaches and the traditional

8、approaches in his book “ Studies of English Teaching and Learning in China” .In those recent years, both Chinese and Western researchers of EFL teaching in China have struggled with the question that why Chinese learners of English strongly resist the communicative approach that has proven successfu

9、l in the West. In fact resistance to the communicative approach has an explanation rooted in Chinese philosophy, culture, and basic concepts of education (Rao, 1996.We can see that some challenges in applying communicative approaches in the Chinese educational context.1. Non-native teachers wit a la

10、ck of English proficiency2. National examinationWhat makes the communicative approach even more difficult is the fact that the Matriculation English Test (MET, one of the National College Entrance Exams developed by the SEDC does not test communicative skills. Although the examinations are locally s

11、et or by our teachers themselves, there are strong expectations on the part of the students and the school administration that3. Large class sizes4. Traditional practices5. MotivationIntroductionAs is well known, language is the tool of communication, and language teaching is much more than teaching

12、 students how to analyze sentence structures and master grammatical points. Therefore, grammar has been a focus of debate for decades in foreign language teaching and no conclusion is in sight. The goal of language teaching is to develop what Hymes(1972referred to as “communicativ e competence”, whi

13、ch includes: knowledge of the grammar and vocabulary of the language; knowledge of rules of speaking; knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks and invitations; knowing how to use language appropriately. The key is how to improve thestudent

14、s communicative competence. Communicative competence is therefore concerned not only with what is grammatical but also what is appropriate in a given situation. He proposed that language should be taught in communicative situations in order for learners to achieve communicative competence. Learners

15、should not only be equipped with language knowledge but also be capable of appropriately using the foreign language in various situations. And this should be the ultimate goal of foreign language teaching.Grammar plays a very significant role in language learning and teaching. One of the teachers ce

16、ntral pedagogical roles of language teaching would probably be the teaching of grammar. Given that there is a perfect match between learning and teaching, how well the learner learns will be greatly influenced by how he is taught.Then how should grammar be taught? When considering this question, tea

17、chers should take into first account where grammar fits in language teaching. Some of them tend to go to extremes, either laying too much emphasis on grammar or just ignoring it. Neither of the two attitudes is adoptable, just as David Nunan(1991:151argued:“ It is wrong to imply that teachers are co

18、nfronted with two mutually exclusive choices when it comes to teaching grammar, either avoiding the teaching of grammar altogether or returning to a traditional form-focused approach.” In other words, grammar should be put somewhere on thecontinuum between greatly emphasizing and completely ignoring

19、 grammar. Nowadays, more and more attention has been paid towards developing communicative competence in the foreign language teaching. Accordingly, grammar, as a part of language competence, should be considered as means rather than an end in itself. In traditional pedagogy, the teaching focus is o

20、n language form rather than language use. As a result, great efforts are made to keep the complex and boring grammar rules in mind, neglecting to cultivate the students communicative competence and the ability to use language. But in real life, language is used to perform certain communicative funct

21、ions. So when students have learned a lot of sentences or patterns, they do not know their functions. Thus they are unable to use them appropriately in real social situations. They need to know how to perform a particular function or express an intention clearly. As a result, the traditional methods

22、 produced unsatisfactory teaching results. After studying English several years, the students might have learned how to analyze sentence structures and how to translate and appreciate English literature, but they remain at a loss when they meet English speakers. Students became almost “deaf and dumb

23、” and had little ability to speak and understand English. In 1992, the State Education Development Commission (SEDC introduced a functional syllabus, in which the communicative teaching aim was set and the communicative functions to be taught were listed. Thesystemic-functional view sees language as

24、 a linguistic system but also as a means for doing things. The syllabus required teachers to teach communicatively in classrooms. Most of our day-to-day language use involves functional activities, such as, offering, suggesting, advising, apologizing, etc. To perform functions, learners need to know

25、 how to combine the grammatical rules to express notions that perform the functions.To sum up, the teaching of grammar must deal with three dimensions of language: the form or structures; the meaning; the use or functions. We can not isolate language form from its functions. We should integrate form

26、, meaning and use.正文Chapter One Literature ReviewFor the past 2,500 years, grammar teaching has played the central part in foreign language teaching and learning (Howatt, 1984.Grammar teaching has undergone some changes throughout history. Teaching methods in different periods have had their own bac

27、kgrounds of development and teaching objectives that differentiate them from each other. Changes in teaching methods result from changing views on grammar teaching. And the twentieth century saw a shift away from the emphasis on grammar as a mental discipline and an end in itself towardmore emphasis

28、 being put on grammar as a means of improving learners communicative competence.1.1An Overview of Grammar TeachingGenerally speaking, grammar teaching is viewed as the presentation and practice of discrete grammatical structures. Ur(1996,for example, in her chapter entitled “ Teaching Grammar” has s

29、ections on “presenting and exp laining grammar” and“ grammar practice activities.” Hedge (2000 in her chapter titled “Grammar” similarly only considers “presenting grammar” and “practicing grammar”. This constitutes an overly narrow definition of grammar teaching. It is certainly true that grammar t

30、eaching can consist of the presentation and practice of grammatical items. But, as will become apparent, it need not. First, some grammar lessons might consist of presentation by itself (i.e., without any practice,while others might entail only practice(i.e., no presentation. Second, grammar teachin

31、g can involve learners in discovering grammatical rules for themselves (i.e., no presentation and no practice. Third, grammar teaching can be conducted simply by exposing learners to input contrived to provide multiple exemplars of the target structures. Here, too, there is no presentation and no pr

32、actice, at least in the sense of eliciting production of the structure. Finally, grammar teaching can be conducted by means of corrective feedback on learner errors when these arise in the context of performing some communicative task.In this part, we will look at the two main methods in grammar tea

33、ching: the inductive method and the deductive method. The deductive method is very popular in traditional grammar teaching. But nowadays, the inductive method is more in favor.The inductive method is a method “in which learners are not taught grammatical or other types of rules directly but are left

34、 to discover or induce rules from their experience of using the language”. (Longman Dictionary of Language Teaching & Applied Linguistics,1992The deductive method is a method “in which learners are taught rules and given specific information about a language”. (Longman Dictiona ry of Language Te

35、aching & Applied Linguistics, 1992Nowadays, the inductive method is more in favor because of its advantages, which are summarized as follows:The inductive method may “facilitate the learning process by providing data through which learners may form and test hypothesis, and also by helping learne

36、rs link the new with what they already know.”(Nunan, 1991:149.And in such a method, learners may achieve their grammatical competence in the target language with gradual acquisition of the grammatical rules.The inductive method emphasizes the use of the language in context rather than presentation o

37、f grammatical rules in isolation.The inductive method involves interactive learning which promotes effective language learning, with learners cooperating with each other in the process of communicative activities.The inductive method can develop learners sensitivity and analytical powers by involving themselves actively in the communicative tasks to observe the auth