英语教学论文-高职高专英语语法教学构想的论文

1、高职高专英语语法教学构想的论文摘要:传统的语法教学大都使用演绎、推理或归纳法。传统的教学法受到现代教学法的冲击。淡化语法教学是现代英语教学的必然趋势。本文从高职院校学生的实际情况出发,以不定式为例提出英语语法教学的一些构想。关键词:高职院校;语法教学;构想1intrdutinreent develpments in language teahing have left many dubting abut h t teah grammar h t teah it effetively and meaningfully is the prblem e fae the traditinal ays

2、f grammar teahing has been beaten by the mmuniative apprahes but they still have sme instrutive meanings in designing a language lass, ne f the first things is t identify the influential fatrs that have t be taken aunt at least the designer shuld nsider the features unique t the learning f a languag

3、e learning a language ell alays means the use f ears, muth, hands, brain, et as ell as the eyes this ill mean signifiant adjustment f a learning lass invlving a lt f ntents inluding the materials and the ativities and this is ne f the reasns hy mdern language lasses are usually all mmuniative, ith v

4、ery rare exeptins frm his experiene, the riter finds that the traditinal ays f grammar teahing suh as dedutin and indutin are still instrutive thus,he ants t try a mprehensive ay t teah english grammar this paper tries t intrdue a mprehensive apprah f teahing english rammar in ntext instead f in isl

5、atin2the students bakgrund21features f students in vatinal llegeif a language lass is mmuniative, it is then basially learner-entered therefre mst f the influential fatrs in the designing f suh a lass ill be very muh related t r deided by the nature and need f the learners in questina language-teahi

6、ng plan may be vieed as the teahers main guidelines, but it is the students h are set t benefit therefre hen planning a lass, first ne has t learn abut the learners, h the learners are and hat they d researh has shn the differenes beteen llege students and hild language learners, hih must be nsidere

7、d in the planning f a language lass sme experts summaries 10 harateristis f llege language learners, hih may serve as a guide fr the lass planning llege students, fr instane, are mre likely t be learning rather than aquiring a ne language, and this feature shuld exlude sme ppular materials and ativi

8、ties as unsuitable t them yet llege students an learn mre effiiently, beause they have a greater emry strage apaity, a greater apaity fr analyti reasning and an develp a strng instrumental mtivatin t them, the subjet matter invlved in the learning an be mre abstrat, serius, less playful but mre frma

9、l, and, s far as the input is mprehensible, and at the apprpriate level, they an be quite effiient lassrm learners all these differ frm hild learners needs, reating hlly different teahing plan22students needsmst f the students have learned english fr mre than six years ith a vabulary f abut 2 500 rd

10、s and superfiial knledge f grammar fr many reasns sme f them have jbs and even have quitted learning english fr many years english is mstly taught at middle shls using the traditinal grammar-translatin methd, beause f the exam-entered eduatin system this emphasis n examinatins is due t the pereptin

11、that results are superir t ther qualifiatins in evaluating a teahers rk in rder t pe ith the demands f these exams, lessns are usually teaher-riented, ith teahers predminantly using hinese t teah english therefre, students had little pprtunities t aept a ne teahing methd they ant t btain mre knledge

12、 f grammar in rder t understand and use the target language rretly and effetively 3nstrutive thinking f grammar teahing31ratinalesdesigners shuld nt frget the findings in language learning that learners, adults r hildren, share a similar language aquisitin sequene teahers shuld rk ith suh a press ra

13、ther than against it thus, the theretial basis f the design f a grammar lass is suppsed t inlude the flling elements32teahing methdlgy traditinal and mmuniativeapprahteahing methds influene the result that prdues in lassrm teahing traditinal ays in hinese lassrm teahing have been questined and ne ap

14、prahes are being tried grammar shuld be taught in a ntext, nt rules and strutures alne penny ur(1988)suggests that: “hen e teah grammar, e are r shuld be getting the learners t learn quite a number f different, thugh related, bits f knledge and skills: h t regnize the examples f struture, h t prdue

15、the frm, h t understand its meaning in ntext, and prdue meaningful sentenes using it themselves”as desribed abve, grammar shuld be taught and pratied as a means f mmuniatin, rather than as a means f rreting the auray f individual sentenes learners shuld be taught h t frm rret strutures and als their

16、 funtins, as the first step tards meaningful mmuniatin learners shuld have a reasn t use the infrmatin given in an exerise grammar shuld be best intrdued thrugh a traditinal apprah then, ne students have a fairly thrugh understanding f the grammar pint, they are gently led int sme mmuniative ativiti

17、es that all them t demnstrate and nslidate their knledge f that grammar pint in this ay the mmuniative apprah is nt intended as a replaement fr the traditinal ne, but as a supplement t it33psyhlgial basis humanisti psyhlgythis thery initiates the full develpment f individual ptential and realizatin

18、f self-value it prpses that a friendly and harmnius envirnment is the premise t satisfy the needs f bth teahers and learners s p rder, a famus applied linguist, has pinted ut that language teahers atually annt teah a language t students, hat they an d is t reate a harmnius language-learning envirnme

19、nt fr them34enter f the grammar lass learners and learningsine learners are the res f the learning and learning is the press t ahieve learners target, the grammar lass is t fus primarily n bth the learners and the learning it is bth learner-entered and learning-entered and the learners autnmy is t b

20、e emphasized4the priniples and aims f the teahing plana teaher shuld prepare his/her lessn suffiiently, explain learly and use varius teahing aids t stimulate the students interest gd lassrm ntrl shuld be maintained and the teahing ntent shuld nt nly be presented theretially but als put int pratieat

21、 the same time, the students shuld be mre relaxed, inreasing the effetiveness f their study they shuld be enuraged t partiipate and interat lsely bth ith their lassmates and the teaher an envirnment shuld be reated here they feel free t express their ideas ithut inhibitin s the aims are: at prvide s

22、tudents ith pprtunities t develp their language usebt raise aareness f the mmuniative apprah t grammart get the students t study grammar using the mmuniative apprah41teahing ntent: the basi usages f infinitive42the bjetivesdt give the students pratie in the use f the basi usages f infinitiveet under

23、stand the priniples f mmuniative apprah, dedutin and indutin t grammar43teahing predurestep ne: arming-up ativities(2 minutes)greetings: gd mrning, everyne! h are yu tday?e learned auxiliaries in hapter 18 last time this mrning ell learn hapter 19 nn-finite verb did yu previe this hapter befre lass?

24、did yu find any differene frm hat yu had learned in the middle shl?mments: sme students may say “yes” and sme may say “n” n matter hat ansers ill be, teahers shuld get sme infrmatin abut the students as mentined befre, there are sme differenes beteen a pratial english grammar ritten by prfessr zhang

25、 dazhen and ur textbk an english grammar fr general readers ritten by prfessr zhang zhenbangintrdutin: finite verb and nn-finite verbverb an be lassified as finite-verb and nn-finite verb arding t itshanges in persn and number finite-verb is subjeted t its subjets persn and number hile nn-finite ver

26、b is nt nn-finite verb inludes infinitive, partiiple(present and past partiiple) and gerund and n ell learn the basi usages f infinitive n page 380 f yur textbkstep t: the basi usages f infinitive(8 minutes)the sentene funtins f infinitive an be used as subjet, prediative, bjet, attributive, adverbi

27、al, subjetive mplement and bjetive mplement f a sentene lets see the flling sentenes please pay attentin t the underlined partsahis plan is t spend a fe days in the muntainsblei fengs nly desire as t be useful t the peple and the untryt make a deisin ithut kning all fats is diffiultdits neessary fr

28、us t master a freign languageeshe began t learn frenh at the age f telvefhat d yu plan t d tmrr?gperhaps this uld be a gd hane t g t hainanhshe as the nly ne t lk after the hildiin 1918 he ent t japan t study medial sienejthe girls jumped ith jy t hear the neslhe asked yu t all him bak at 11 lkmplea

29、se remind me t take my mediine tmrrstep three: questins(5 minutes)aan yu tell me the sentene funtins f infinitive in the abve sentenes?bask ne r t students t anser the questinmments n the students ansersstep fur: summing-up(15 minutes)athe infinitive in sentenes a and b is used as prediativebthe inf

30、initive in sentenes and d is used as subjets please pay attentin t the different sentene patternsthe infinitive in sentenes e and f is used as bjets nte:the infinitive used as bjet is ften ited behind transitive verb the flling verbs ften have infinitive as their bjets, suh as ant, like, ish, hate,

31、start, frget, pretend, deide, expet et dthe infinitive in sentenes g and h is used as attributive the infinitive used as attributive is ften ited behind the nun r prnun it mdifiesethe infinitive in sentenes is used as adverbial, expressing purpse and ause respetively besides hen infinitive is used a

32、s adverbial, it an als express result and degreeeg he lifted a rk nly t drp it n his n feet(result)mary uldnt be s areless as t frget her key(degree)fthe infinitive in sentenes l and m is used as bjetive mplement but if sentene l is hanged int passive vie, its infinitive is subjetive mplementeg yu a

33、re asked t all him bak at 11 lkfurthermre, the flling verbs may have infinitive as their bjetive mplement, suh as:tell, rder, invite, fre, all, expet, enurage, advise, permit, persuade et the flling verbs may have infinitive ithut “t” as their mpund bjets, suh as:make, have, let, see, hear, ath, nti

34、e eteg did yu ntie him leave the huse?i ften hear her sing in her rmif the sentenes abve are hanged int passive vie, the bjetive mplements in riginal sentenes have beme subjetive mplement, “t” an nt be mittedeg as he ntied t leave the huse?she is ften heard t sing in her rmstep five: lassrm ativity(

35、8 minutes)diretin: identify the usages f infinitive in the flling sentenesamrs brn made me stay in ne yrk fr t mre eeksbg in quietly s as nt t ake up the babya fe years later she ame hme t find that her hmetn had greatly hangeddshe usually has a lt f meetings t attend in the eveningsei like t g fr a

36、lks in the arm sunshinefher ish is t marry an hnest mangits imprtant t make a plan fr ur futurehthe ld man sat dn t have a rest(alk arund t find ut if the students have any questins t ask and be ready t anser r explain)step six: hmerk(2 minutes)arevie hat e have learned in this perid after lassbdisuss the basi usages f