On Grammar Teaching in Middle School 英语专业毕业论文.doc
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1、On Grammar Teaching in Middle School 摘 要“英语语法教学”贯穿于中学英语教学过程的始终,是学生提高听说读写译五项技能的基础,但不少学生学习意识淡薄,对语法知识望而生畏,由此出现的一些原则性的语法错误也比比皆是。本文抓住这一特点,首先提出了学生语法学习中的误区。其次,本文分析了要改变这一状况,必须充分发挥学生在语法课堂教学活动中的主体作用,教师应根据学生实际,设计一些趣味性强、真实性和实践性突出的英语语法教学活动,更新观念,制定措施,层层突破,从而调动学生学习语法的积极性,掌握理解语法术语和基本概念,一定程度上提高他们解决实际问题的能力。最后,讨论了一些关于
2、英语语法教学的策略。关键词:英语;语法教学;策略ABSTRACTThroughout the process of high school English teaching, grammar teaching is the foundation which can help students improve their basic skills of listening, speaking, reading, writing and translating. But many students are poorly aware of the importance of grammar teac
3、hing. There are some principles of grammar. Firstly, this thesis proposed students learning grammar errors. Secondly, analyzes the changing errors in order to change the situation, we must give full play to students in grammar teaching activities and teachers should design students practice with aut
4、henticity and practicality. We should teach English grammar with new ideas, develop measures to break through layer upon layer, mobilize students enthusiasm in grammar learning, and master the terminology and basic concepts in order to understand grammar. To some extent, we can enhance their ability
5、 to solve practical problems. Finally, this thesis proposes some strategies in English grammar teaching. Key words: English, grammar teaching, strategy CONTENTS0. Introduction.1 1. The role of grammar in English language11.1 The definition of grammar.11.2 The importance of grammar in English learnin
6、g22. The problems of grammar teaching43. The principles in grammar teaching.63.1 Practical principle.63.2 Sentence and grammar principle.73.3 Individual and integrated principle.84. Conclusion9Works Cited11110. IntroductionGrammar is the means by which linguistic creativity is ultimately achieved an
7、d inadequate knowledge of grammar would lead to serious limitation on the capacity for communication. As we know we cannot use words unless we know how they should be put together. In China the teaching of grammar however is an area of some controversy and debate. In the grammar teaching classroom,
8、some teachers excessively pay attention to the importance of teaching rules and grammatical structures, however, there are not many grammar rules that can be clearly formulated and some are relatively difficult. These more difficult rules are not always governed by the immediate linguistic environme
9、nt and thus are difficult to practice in simple contexts. So gradually the students are not interested in learning English. They negatively accept and store the grammar knowledge. They are successful in mastering only small amounts of structural forms which are useless in improving their integrative
10、 communicative competence. Some other teachers excessively pursue the communicative function, emphasize the notional function, and totally reject grammar instruction. The method of ignoring structure is as putting the cart before the horse. The result is learners, who in Richards words are “successf
11、ul but grammatically inaccurate communicators.” It is not surprising that a Chinese cant express himself fluently and accurately after spending more than ten years in learning English. To some extent, the lack of grammar knowledge leads to the difficulty of communications. 1. The role of grammar in
12、English language Grammar teaching has a long history. Grammar learning is very important in our daily life. Because we use it every day. It is the foundation of speaking, reading and writing.1.1 The definition of grammar Collins new English dictionary gives two explanations to “grammar”: 1)the rules
13、 of language that show how sentences are formed, or how words are inflected.2)the way in which grammar is used; the teacher found errors of spellingThere are many kinds of grammar: prescriptive grammar and descriptive grammar; synchronic grammar and diachronic grammar; contrastive grammar; pedagogic
14、al grammar and so on.A grammar is a description of certain organizing aspects of a particular language. It usually includes sound, word composition, and sentence composition. Its the central component of language. It mediates between the systems of sounds or of written symbols, and the system of mea
15、ning on the other. According to the theories of modern linguistics, a grammar for teaching purposes describes the usages of educated speakers. They called it “standard” language. The description is carried out by an analysis of the language by taking apart the various patterns of the language and ex
16、amines them separately.In a word, Grammar is the system of a language. People sometimes describe grammar as the “rules” of a language; but in fact no language has rules. If we use the word “rules”, we suggest that somebody created the rules first and then spoke the language, like a new game. But lan
17、guages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences. No commonly-spoken language is fixed. All languages change over time. What we call “grammar” is simply a reflection of a language at a particular time.1.2 The importance of gram
18、mar in English learning Grammar Teaching and learning are very important in English study. For a long time, the education sectors who taught English grammar are not aware of this. Some people think that grammar is the rules which can not be expressed, but on the contrary the target language is usual
19、ly acquired in subconscious as long as more usual imitation exercises involved, such as listening to English tapes. Only in this way can more people naturally acquire the relevant syntax in good conversations. In English class, teachers often only pay attention to the dissemination of existing knowl
20、edge of books, including the terms of the recitation, dialogue and explain the texts, but often pass over or ignore to explain the sentence structure. Even if some teachers explained the grammar in class, but most of the teachers used a kind of matter-of-block-style with fragmented explanation and t
21、ranslation model. Because of the importance of English grammar or syntax are ignored in the methods of grammar learning process, many students can not get into the university because of the weak knowledge of its grammar, syntax, the concept. Similarly, they can not properly analyze sentence structur
22、e in reading comprehension. As a result they gulped down little grammar knowledge. According to incomplete statistics: about 80% of the students admitted that their English test scores are not ideal, mainly because the concept of syntactic structure, vocabulary, grammar, translation, or writing. Tod
23、ay, we stress college English teaching reform in order to improve the English ability of students. Therefore, the voice of grammar teaching should return into the classroom gains more and more strongly support. When Chinese students learn English, they did not use the target language; after all, the
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