HowtoTeachGrammar

1、Teaching GrammarI. The importance of grammarEnglish grammar is the core of English Ianguage. Without grammar En glish Ian guage cannot be well con structed.There is naturally Chinese grammar in the minds of Chinese students, and it's not easy to take in the grammar of a foreign Ianguage. But thi

2、s difficulty must be overcome. If you cannot solve this difficulty, the foreign Ianguage you write, though it may be understandable,will be Chi nese style En glish.II. The role of Grammar1. How grammar is currently taughtTask 1Read the stateme nts about grammar in En glish lear ning and decide if yo

3、u agree with them or not.The Assumptions about grammar in language learningAgree/ disagree1Students need to be given detailed grammar rules if they are to lear n a foreig n Ian guage successfullyV2Children do not need to learn grammar rules when they acquire their first Ianguages, so they do not nee

4、d them either whe n lear ning a foreig n Ian guage.X3If stude nts get eno ugh cha nee to practice using a foreig n Ian guage, they do not n eed to lear n grammar.X4Maki ng stude nts aware of grammatical in formatio n is one of the teaching objectives, allowing students opportunities for suing the Ia

5、n guage is just as importa nt.V5Grammar should be taught to help students analyse difficult structures in texts.x / V6Teach ing and lear ning grammar should focus on practice rather tha n the study of grammar itself.V7Grammar should be taught and practiced in con text.V8Knowing grammar is n ot eno u

6、gh for real com muni catio n.V9An in adequate kno wledge of grammar would severely con stra in one ' s capacity for effective com muni cationV / x10Grammar is always “ themost boring bit ”of Ianguage lear ning.XIn China grammar is taught in a traditi on ally teacher-ce ntred way. Obviously there

7、 is too much teacher dominance and too little stude nt invo Iveme nt in such a class. Often prepari ng such a grammar less on means collect ing all the concerned rules or ideas on a topic from various books together with copied examples, and teachi ng grammar simply means read ing aloud to the class

8、 what has bee n prepared beforeha nd. Stude nts are supposed to take no tes for the final assessme nt.For many years Chinese teachers of English have followed the traditi onal way of teachi ng grammar as the followi ng three steps:lear n about the grammar rules,study a few examples,do some writte n

9、grammar exercises.2. What is the place of Grammar in English teaching?Grammar is not a separate 'subject', nor is it eve n a separate divisi on of En glish work.Lan guage teachi ng theory has ten ded to emphasize on the rapid development of automatic speech habits, and the need to discourage

10、 students from thinking consciously about the underlying grammatical rules.Advocates of the 'Oral Method', the Audio-lingual method' and the Natural Approach in their more extreme forms have assumed that Ianguage learning is aninductive rather than a deductiveprocess, and that the most e

11、ffective method of teachi ng is to provide ple nty of oral and writte n practice, so that stude nts lear n to use the Ian guage spontan eously without the n eed for overt grammatical an alysis.IV. Grammar presentation methodsThere are differe nt ways of prese nti ng grammar in the classroom. Among t

12、hem, three are most freque ntly sued and discussed:deductive methodin ductive methodguided discovery method.1. Deductive method:The deductive method relies on reas oning, an alyz ing and compari ng.Its teachi ng procedure is:teacher ' s example on the boardteacher ' s explanation of the rule

13、s (in student' s native Ianguagstudent ' s practice applicaobthe rules.2. Inductive methodIn the in ductive method, the teacher provides lear ners with authe ntic Ian guage data and in duces the lear ners to realize grammar rules without any form of explicit (clear) expla nati on. Stude nts

14、will become evide nt tothe grammar rules if they are give n eno ugh appropriate examples.It ' s teachi ng procedure is:authe ntic Ian guage prese ntati on( give grammar examples) let stude nts observe, an alyse, compare examples help stude nts in duct grammar rules more examples.It is believed t

15、he in ductive method is more effective in that stude nts discover the grammar rules themselves while en gaged in Ian guage use. This is especially true with grammatical regularities which are easily perceived, un derstood and applied.3. The guided discovery method Similar to the inductive methodthe

16、stude nts are in duced to discover rules by themselves (similar) the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(differe nt)Implicit and explicit knowledgeImplicit kno wledge refers to kno wledge that uncon sciously

17、exists in our mind, which we can make use of automatically without making any effort.Explicit kno wledge refers to our con scious kno wledge about the Ianguage. We can talk about it, analyse it and apply it in conscious ways.Lear ning and acquiri ng (sec ond Ian guage acquisiti on theory)V. Grammar

18、practiceAccord ing to Ur successful practice should con sists of the followi ng factors:Pre-lear ning;Volume and repetiti on: Success-orie ntati on.Heterogeneity 侈样化) Teacher assista neeIn terest1. Mechanical practice:Mechanical practice invoIves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure.The form of practice: Substituti on and tran sformatio n drills2. Meaningful practice:the waIn meaningful practice the focus is on the production, comprehension or excha nge