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第7章语法教学

7.1 复习笔记

本章要点：

1. The role of grammar in language learning

语法在语言教学中的角色

2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法

3. Distinction between implicit and explicit knowledge

隐性知识与显性知识的差异

4. New approaches to teaching grammar

新的语法教学

5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice

语法练习：机械性练习；意义性练习；使用提示

本章考点：

语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。

本章内容索引：

Ⅰ. The role of grammar in language learning

Ⅱ. Grammar presentation

1. The deductive method

2. The inductive method

3. The guided discovery method

4. Distinction between implicit and explicit knowledge

5. New approaches to teaching grammar

Ⅲ. Grammar practice

1. Mechanical practice

2. Meaningful practice

3. Using prompts for practice

Ⅳ. Conclusion

Ⅰ. The role of grammar in language learning（语法在语言教学中的角色）

【考点：语法在语言教学中的角色】

Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.

人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。交际活动中的语法能力是必不可少的。

Grammar teaching depends on certain variables （learner and instructional）in the language teaching/learning context.

语法教学取决于语言教学或学习情境中的特定因素，如学习者因素和教学因素。

As research indicates, grammar instruction should be mainly implicit, supported by explicit instruction. At the beginning stage, it is better to adopt mainly the implicit approaches, and as students progress, the ratio of explicit instruction can be increased.

研究表明，语法教学应该以隐性教学为主，显性教学为辅。在初学阶段，最好以隐性教学为主。随着学生逐渐进步，显性教学的比例可以适当增加。

The best approach is the combination of both implicit and explicit instruction.

最好的方法是隐性教学和显性教学相结合。

Ⅱ. Grammar presentation（语法展示）

【考点：演示法：演绎法，归纳法和引导发现法及其优缺点；隐性知识与显性知识的差异；新的语法教学】

There are different ways of presenting grammar in the classroom. Among them, three are most frequently used and discussed.

课堂教学中有不同的展示语法的方法，其中有三种方法是最常用的：

1. The deductive method（演绎法）

The deductive method relies on reasoning, analyzing and comparing.

演绎法建立在推理、分析、比较的基础上。

Teaching procedure: teacher’s examples on the board, teacher’s explanation

of the rules （in student’s native language）, student’s practice application of the rules.

教学步骤：老师把例子写在黑板上，并用学生本族语解释规则，学生练习使用这些规则。

Advantages（优点）

good for selected and motivated students;

适合优等生和积极性高的学生；

save time to explain complex rules;

节约解释复杂规则的时间；

increase students’confidence in examination.

增强学生考试的自信心。

Disadvantages（缺点）

grammar is taught isolatedly; 孤立讲授语法；

little attention is paid to meaning; 很少关注意义；

the practice is often mechanical. 机械练习。

2. The inductive method（归纳法）

The teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.

教师提供给学生真实的语言数据，引导学生在没有任何形式的明确解释时意识到语法规则。

Teaching procedure（教学步骤）

authentic language presentation（give grammar examples）;

呈现真实的语言（给出语法例子）；

let students observe, analyze, compare examples;

让学生观察、分析、对比例子；

help students induct grammar rules.

帮助学生感应语法规则。

Advantages（优点）

inspire students’thinking activities;

激发学生思考；

motivate students’learning interests;

提升学生的学习兴趣；

grammar is taught in context.

在一定语境中教授语法。

Disadvantages（缺点）

The presentation of grammar is more complex and time consumption is huge;

语法教学更加复杂，大量耗费时间；

grammar is not taught directly;

间接讲授语法；

some rules can not be induced easily.

不易归纳语法规则。

3. The guided discovery method（引导发现法）

Similar to the inductive method: the students are induced 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.（different）

与归纳法相类似，引导学生发现语法规则；不同的是：老师仔细地指导、帮助学生发现、引出语法规则，并对其做出明确讲授。

4. Distinction between implicit and explicit knowledge（隐性知识与显性知识的差异）

Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort. （our first language knowledge）.

隐性知识指的是我们头脑中的无意识的知识，我们不用做任何努力自动利用的知识。（母语知识就是隐性知识）。

Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyze it and apply it in conscious ways. （second language acquisition theory）.

显性知识指的是可以意识到的语言知识，我们可以谈论、分析并有意识的利用的知识（第二语言知识）。

In practice, learner variables and instructional variables need to be considered when teachers decide which method to use in presenting a particular grammatical structure.

在教学实践中，教师在决定采用哪种方式呈现语法结构时，要考虑学习者因素和教学因素。

5. New approaches to teaching grammar（新的语法教学）

Synthesis approach （by Pennington）: grammar teaching should be ‘collocational, constructive, contextual and contrastive’, which can serve as useful guidelines for teaching grammar.

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教学法期末本科重点 Unit 1: language and language learning What is language : language is a system of signs, which is arbitrarily chosen,vocal, conventionalized,graphic, and gesture symbol for verbal communication in a given society. Design features:refer to defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness,duality, productivity,displacement,cultural transmission, and interchangeability. Features of language和views on language在P-3 Several theories on language learning （behaviourist theory,cognitive theory , constructivist theory,socio-constructivist theory）在P5-P6 A good devotion, language teacher professional ’s features qualities, (ethic personal styles, language competence) Unit 2 ：communicative principles and TBLT CLT(goal 在 P-16): communicative language

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英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question. 1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7.What are the characteristics of audio-lingual method? https://www.sodocs.net/doc/d112580136.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised. C.Students should be allowed to create their own sentences based on their understanding of certain rules. D.Both A and B. 8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher