Teaching Grammar 语法教学.ppt

TeachingGrammar AimsofthisUnit ActivityGrammaris Whatdoyouthinkandfeelaboutgrammar Writedownthefirstideasthatcomeintoyourhead Mustalearnerlearngrammarwhenusingaforeignlanguage I Theimportanceofgrammar EnglishgrammaristhecoreofEnglishlanguage WithoutgrammarEnglishlanguagecannotbewellconstructed ThereisnaturallyChinesegrammarinthemindsofChinesestudents andit snoteasytotakeinthegrammarofaforeignlanguage Ifyoucannotsolvethisdifficulty theforeignlanguageyouwrite thoughitmaybeunderstandable willbeChinesestyleEnglish II TheroleofGrammarinELT Thevalueofgrammarinforeignlanguageteachinghasbeenafocusofdebatefordecades andnoconclusionisinsight 1 HowgrammariscurrentlytaughtTask1ReadthefollowingstatementsaboutgrammarinEnglishlearninganddecideifyouagreewiththemornot Whenyouhavefinished compareyourresultswithyourpartner Trytogivereasonsforyourdecisions TheAssumptionsaboutgrammarinlanguagelearning1 Studentsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully 2 Childrendonotlearngrammarruleswhentheyacquiretheirfirstlanguage sotheydonotneedthemeitherwhenlearningaforeignlanguage 3 Ifstudentsgetenoughchancetopracticeusingaforeignlanguage theydonotneedtolearngrammar 4 Makingstudentsawareofgrammaticalinformationisoneoftheteachingobjectives allowingstudentsopportunitiesforusingthelanguageisjustasimportant 5 Grammarshouldbetaughttohelpstudentstoanalyzedifficultstructuresintexts 6 Teachingandlearninggrammarshouldfocusonpracticeratherthanthestudyofgrammaritself 7 Grammarshouldbetaughtandpracticedincontext 8 Knowinggrammarisnotenoughforrealcommunication 9 Aninadequateknowledgeofgrammarwouldseverelyconstrainthecapacityforcommunication 10 Grammarwillalwaysbe theboringbit oflanguagelearning FormanyyearsChineseteachersofEnglishhavefollowedthetraditionalwayofteachinggrammarasthefollowingthreesteps overemphasizetherolesofgrammaroverlooktherolesofgrammar Twoextremesingrammarteaching Theanswertowhethergrammarshouldbetaughtandtowhatextentgrammarshouldbetaughtdependsonsomevariablesinthelanguageteaching learningcontext suchaslearnervariablesandinstructionalvariables ItisgenerallybelievedthatGrammarteachingislessimportantforchildrenthanforadults Grammarteachingislessimportantinlisteningandreadingthaninwriting 2 PlaceofGrammarinEnglishteaching Grammarisnotaseparate subject norisitevenaseparatedivisionofEnglishwork Languageteachingtheoryhastendedtoemphasizetherapiddevelopmentofautomaticspeechhabits andtheneedtodiscouragestudentsfromthinkingconsciouslyabouttheunderlyinggrammaticalrules 2 PlaceofGrammarinEnglishteaching Advocatesofthe OralMethod theAudio lingualmethod andtheNaturalApproachintheirmoreextremeformshaveassumedthatlanguagelearningisaninductiveratherthanadeductiveprocess themosteffectivemethodofteachingistoprovideplentyoforalandwrittenpractice soastousethelanguagespontaneously 本能地 withouttheneedforovert 明显的 grammaticalanalysis Generallyspeaking ChineselearnersofEnglishasaforeignlanguageneedacertaindegreeofmasteryofEnglishgrammar However itshouldbenotedthatlearninggrammaritselfisnottheultimategoaloflearningEnglish Grammarteachingcanbeseeninmostformalclassroomlanguageteaching thedeductivemethod 演绎法 theinductivemethod 归纳法 theguideddiscoverymethod 引导发现法 III Grammarpresentationmethods Thedeductivemethod Thedeductivemethodreliesonreasoning analysingandcomparing 1 Deductivemethod Thedeductivemethodreliesonreasoning analyzingandcomparing Teachingprocedure Deductivemethod Advantages goodforselectedandmotivatestudentssavetimetoexplaincomplexrulesincreasestudents confidenceinexaminationDisadvantages grammaristaughtisolatedlylittleattentionispaidtomeaningthepracticeisoftenmechanical Task Supposeyouaregoingtoteachthestructure usedtodo inadeductivemethod Howwouldyoudoit 10minutespreparationandthendemonstrate Theinductivemethod Intheinductivemethod theteacherinducesthelearnerstorealizegrammarruleswithoutanyformofexplicit clear explanation Studentswillbecomeevidenttothegrammarrulesiftheyaregivenenoughappropriateexamples Teachingprocedures inspirestudents thinkingactivitiesmotivatestudents learninginterestsgrammaristaughtincontext Advantages Disadvantages thepresentationofgrammarismorecomplexandtimeconsumptiongrammarisnottaughtdirectlysomerulescannotbeinducedeasily Inpractice thedistinctionbetweenthedeductivemethodandtheinductivemethodisnotalwaysapparent Similartotheinductivemethodthestudentsareinducedtodiscoverrulesbythemselves similar theprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly different 3 Theguideddiscoverymethod ImplicitandexplicitknowledgeImplicitknowledgereferstoknowledgethatunconsciouslyexistsinourmind whichwecanmakeuseofautomaticallywithoutmakinganyeffort Explicitknowledgereferstoourconsciousknowledgeaboutthelanguage Wecantalkaboutit analyseitandapplyitinconsciousways Thestudentsarepresentedwithcontextualisedexamplesillustratingaspecificstructure 2 studentsareguidedtodiscovertheunderlyingruleofthestructureaswellasitsmeaningincontext 3 theteacherteachesthetargetstructureexplicitly Task workingroupsof4 Howwouldyoupresentthestructure have hasbeendoing 10minutespreparationandthendemonstrate Thesynthesisapproachestogrammaticalpedagogy Penningtonemphasizedthatgrammarteachingshouldbe CollocationalConstructiveContextualContrastive Thesynthesisapproachestogrammaticalpedagogy Collocational grammarshouldbebuiltoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories Constructive one sknowledgeofgrammarisbuiltbitbybit whichcloselymodelthewaylanguageislearnedandused Thesynthesisapproachestogrammaticalpedagogy Contextual Elementsandstructuresaretaughtinrelationtotheircontext Syntacticandlexicalchoicesareexplicitlyrelatedtopragmaticones andtosocialandculturalcontexts Contrastive grammarinvolvesdrawingthelearner sattentiontocontrastthedifferencesbetweenthetargetlanguageandotherlanguage IV Grammarpractice Grammarpresentationisconcernedwithhowtomakethestudentsunderstandordiscovergrammarrules Itispracticethathelpsstudentsdevelopgrammaticalcapability AccordingtoUr practicemaybedefinedasanykindofengagingwiththelanguageonthepartofthelearner usuallyundertheteachersupervision whoseprimaryobjectiveistoconsolidatelearning Ur 1988 11 Urpredictsthatthefollowing6factorscontributetosuccessfulpractice Pre learning Learnersbenefitfromclearperceptionandshort termmemoryofthenewlanguage Volumeandrepetition Themoreexposuretoorproductionoflanguagethelearnershave themorelikelytheyaretolearn Success orientation Practiceismosteffectivewhenbasedonsuccessfulpractice Heterogeneity Practiceshouldbeabletoelicitdifferentsentencesandgeneratedifferentlevelsofanswersfromdifferentlearners Teacherassistance Theteachershouldprovidesuggestions hintsandprompts Interest anessentialfeaturethatiscloselyrelatedtoconcentration Activity Readandthink Readwhathappensintheselessons Theteachershavepresentedthestructure Let s andarenowdoingMechanicalpractice Controlledpracticewiththeirstudents 1 Repetition T Let swatchtelevision Ss Let swatchtelevision Let swatchtelevision Let swatchtelevision T Let swatchtelevision Ss Let swatchtelevision Let swatchtelevision Let swatchtelevision T Let swatchtelevision Ss Let swatchtelevision Let swatchtelevision Let swatchtelevision T Let swatchtelevision Ss Let swatchtelevision Let swatch 2 Pictureprompts T Youareathomewithyourfriend Youarebored gestures bored Butyouhavesomeideas Forexample youwanttowatchtelevision Soyousay Let swatchtelevision gesturesforSstorepeat Ss Let swatchtelevision T holdsuppictureofafootball Let s Ss Let splayfootball 3 Substitution T Youwanttoplayfootball Ss Let splayfootball T Youwanttowatchtelevision Ss Let swatchtelevision T Youwanttoflyakite Ss Let sflyakite T Youwanttohaveapicnic Ss Let shaveapicnic 4 Singlewordprompts T Picnic Ss Let shaveapicnic T FootballSs Let splayfootballT TelevisionSs Let swatchtelevisionT KiteSs Let sflyakite 4 Singlewordprompts T Picnic Ss Let shaveapicnic T FootballSs Let splayfootballT TelevisionSs Let swatchtelevisionT KiteSs Let sflyakite 5 Freesubstitution T Youareathomewithyourfriend Youarebored gestures bored Butyouhavesomeideas Forexample youwanttowatchtelevision Soyousay Let swatchtelevision gesturesforSstorepeat Ss Let swatchtelevision T Verygood Canyouthinkofsomemoreideas S Let sgofishing T Verygood Anymoreideas S Let splaycards T Great Anymore S Let sgoshopping T Excellent Now talkinpairsandthinkof5moreideas Discussion Whichmethodshaveyouusedbefore Whichdoyouthinkarethebestmethods Why Andtheworstmethods Why Doyouthinkthesemethodsareeasytouse Whendothestudentshavetothinkthemost TwocategoriesofpracticeMechanicalpracticeMeaningfulpractice Mechanicalpractice Mechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy e g SubstitutiondrillsTransformationdrills Substitutetheunderlinedpartwiththeproperformsofthegivenwords greenlawncleanhouseprettygardenniceflowersMrsGreenhasthelargesthouseintown Changethefollowingsentencesintothepasttense Usetheadverbsgiveninthebrackets NowhelivesinLondon lastyear Paris WehaveEnglishandmathstoday yesterday musicandP E Heusuallygetsupatseven thismorning eight Meaningfulpractice Inmeaningfulpracticethefocusisontheproduction comprehensionorexchangeofmeaning thoughthestudents keepaneyeon thewaynewlylearnedstructuresareusedintheprocess e g Afterthepresentationandmechanicalpracticeofadjectivecomparativesandsuperlatives Pairwork Lookatthetablebelow Ranktheitemsontheleftcolumnaccordingtothecriterialistedonthetop Thestudentsmaycomeupwith Ithinkbeerischeaperthanfruit No no Ithinkfruitischeaperthanbeer Ataskforyou SupposeyouhavejustpresentedthesimplepasttensetoagroupofJunior2students Designameaningfulpracticeactivity Thereisnoclear cutdistinctionbetweenmechanicalpracticeandmeaningfulpractice Usingpromptsforpractice Practicebasedonpromptsisusuallymeaningfulpractice Usingpictureprompts Usingmimeorgesturesasprompts Usinginformationsheetasprompts Usingkeyphraseorkeywordsasprompts Usingchainedphrasesforstorytelling Usingcreatedsituations Usinginformationsheetasprompts Teacher Whataboutyou Tellyourneighbour Usingcreatedsituations forsimulativecommunication Yourareastrangerinthistown Youwanttobuysomefruit youwanttopostaletter an