the creation of context in Senoir English Grammar Teaching 初稿.docx
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the creation of context in Senoir English Grammar Teaching 初稿.docx
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thecreationofcontextinSenoirEnglishGrammarTeaching初稿
CreatingContextinSeniorEnglishGrammarTeaching
By。
。
。
UndertheSupervisionof
ProfessorWangLizhong
SubmittedinPartialFulfillmentoftheRequirements
FortheDegreeofBachelorofArts
ForeignLanguageDepartment
NanchangUniversity
March15,2013
ABSTRACT
Grammarplaysanessentialroleinalanguage,especiallyinlanguageteaching.Whethergrammarshouldbetaught,howtoteachgrammar,andhowtoenablestudenttoabsorbbetterandtoadaptgrammartoreallifehavebeenacontroversialtopicingrammarteachingarea.
ThisthesisexpoundshowtoenablestudentstolearnandadaptEnglishGrammarinitiativelyandhappilybycreatingcontextingrammarteaching,whichistoaccomplishthetaskofteachingsituations,totrulyunderstandthegrammarinordertouseinreallife.Thismethodishelpfultochangethetraditionalcramminggrammarteaching,whichcanachievethecomprehensivegoalofthecurrentnewEnglishcurriculum.
摘要
语法不仅在语言中占着重要地位,而且在英语语言教育中也起着不可忽视的作用。
中学语法教不教、如何教语法、怎么样才能让学生更好地吸收并运用于实际生活成为了中学语法教学界一直以来争论的话题。
本文章探讨了如何在语法教学中通过设置情景,让学生们主动地愉快地参与情景中完成教学任务,达到真正学懂语法,运用语法到现实生活的目的,这有助于改变传统的填鸭式语法教学,真正地达到现行教学大纲的综合目标。
CONTENTS
ABSTRACT2
摘要3
ChapterOneINTRODUCTION6
1.1PurposeandSignificanceoftheThesis6
1.2Structureofthethesis9
ChapterTwoLiteratureReview10
2.1Grammarteaching10
2.2TheCreationofContext11
2.3TheCreationofContextinGrammarteaching11
2.3.1Definition11
2.3.2Goalofthecreationofcontextingrammarteaching12
ChapterThreeThestatusquoofPresentSeniorEnglishGrammarTeaching13
3.1Monotonousteachingmethods15
3.2Fewinteractionsbetweenstudentsandtheteacher16
3.3Fewrelationofgrammarteachingandculture16
ChapterFour
THEWAYSOFCREATINGCONTEXTINSENIORENGLISHGRAMMARTEACHING18
4.1Theteacher’srole18
4.2TheStudents’role20
4.3TheWaysofCreatingContextinSeniorEnglishGrammarTeaching21
4.3.1Usinglanguage21
4.3.2Linkingthereallifetothegrammar24
4.3.3Usingmulti-media26
4.3.4UsingTask-basedLanguageTeaching27
ChapterFiveConclusion32
BIBLIOGRAPHY33
Acknowledgement34
ChapterOne
INTRODUCTION
1.1PurposeandSignificanceoftheThesis
Afiercedebatehasarisingwhosefocushasbeenontheroleofgrammarinlanguageteachingandthemethodsinwhichgrammarshouldbepresentedandpracticed.Someholdtheviewthatstudentsneedtobegivendetailedgrammarrulesiftheyaretolearnaforeignlanguagesuccessfully,andsomethinkoneofgrammarteachingistomakestudentsawareofgrammaticalinformation.Intermofmethods,grammarshouldbetaughtandpracticedincontext.
Theteachingofcontextisthecombinationofteachingbackground,teachingsceneandtheteachingactivitieswhicharesuitableforthelearnerstoachievetheteachinggoals.JustlikeaGermanscholaroncesaid:
”youcan’teatup15gsaltifitisjustsalt.Butifitismixedupinabowlofdelicioussoup,youcaneasilygetitintheprocessofenjoyingthemeal”(Pachelbel’Johann,1991).Thecontextingrammarteachingisaccordancewithmanytheories.
1.BehavioralPsychologyconsidersalanguageasabehavior,whichisaseriesofstimulusandresponses:
S1-R1,S2-R2…S1istherealstimulus,R1isresponse.WhiletheS1isequivalenttowhatiscalledthecontextinlanguageteaching,S2isequivalenttothecontextcreatedbytheteacher’slanguage.IncombinationofS1andS2,thevirtualcontextcanbetransferredbylanguageandlearnersfinishthewholeprocessoflearningunderthetwostimulus.
2.TheConstructivistlearningtheoryfocusesonthecreationofteachingatmosphere,andcriticizesthetraditionalteachingmethodwhichhasnoteachingcontext.Itadvocatesthatweshouldlearnknowledgeincertainkindsofcontext.Thecontextlearningmeansthatlearnersshouldgraspknowledgeintheprocessofrelatedteachingcontextunderthedirectionoftheteachingobjectives.Accordingtotheconstructivistlearningtheory,knowledgeisnotabsorbedthroughteachers’analysis,butwiththehelpofteachersandclassmates.
3.SituatedCognitionholdstheviewthatthedevelopmentofknowledgeandcompetenceislikethedevelopmentoflanguage,whichoccursundertheactivitiesthatpracticetheknowledge.White—head,A.N.pointsoutthatdullknowledgecanonlybeenacceptedbutnotadoptedorexamined.Therefore,SituatedCognitionsurpassesthetraditionaltheoryoflearningandfocusesonthesituational,real,exercisable,andsocialknowledge.
AccordingtothenewEnglishcurriculumstandards,thefocusofitistochangethemethodwhichoveremphasesinitiationofgrammarandnewwordsandignoresthedevelopmentofstudents’competenceofspeaking,listeningandwriting.Itdoesnotmeanthatwedonotneedgrammarteachinganymore.Itmeansthatgrammarteachingshouldbeimprovedandintegratedwithcommunicativecompetencewhichincludeslistening,speaking,reading,andwriting.Grammarteachingshouldbeclosertoreallife,arousestudents’interestsanddeveloptheirthinkingandcommunicativecompetence.
Itiswellknownthattheknowledgecomesfromthepractice,anditalsoreflectstheobjectivethings.Theknowledgeismadeupofplentifullifelikecontents,whilethewordsandtextbooksareabstractandbrief,andtherestjobisfortheteacherandstudents.Theteachingcontextistoregeneratetherealobjectsandtherelatedknowledgebackgroundintextbooks.
Weshouldapplyanewkindofteachingmethodinordertochangethetraditionalgrammarteachingmethodandimprovestudents’communicativeability.WeshouldcreateteachingcontextsinseniorEnglishgrammarteaching.
1.2Structureofthethesis
Thisthesisconsistsoffiveindispensibleparts.ThefirstpartservesasanintroductiontoidentifythepurposeandsignificanceofcontextinGrammarteachingasthestructureofthisthesis.
ChapterTwomainlyexpoundstheDefinitionofGrammarandthemethodoftheCreationofContextinGrammarTeaching.Aconceptualframeworkwhichincludesdefinitionofgrammar,context,andgoaloftheCreationofContextinGrammarTeachingpresents.
ChapterThreepresentsthestatusquoofpresentseniorEnglishgrammarteaching.Somedisadvantagesarediscussedinthischapter.
ChapterFouristhemostimportantpartwhichdealswiththewaysofCreatingContextinSeniorEnglishGrammarTeaching.Inthispart,thosewaysareputforwardtoenhancetheabilityofadoptingthecreatingContextinGrammarTeachingpresents.
ChapterFiveservesastheconclusionforthethesis.
ChapterTwo
LiteratureReview
2.1Grammarteaching
AccordingtotheLongmanDictionaryofContemporaryEnglish(Longman,1995),Grammaristhestudyandpracticeoftherulesbywhichwordschangetheirformsandarecombinedintosentences.Therearetwobasicelementsinthisdefinition:
therulesofgrammarandthestudyandpracticeoftherules.
Despitemanydifferentviewsabouttheroleofgrammarinlanguagelearning,theimportanceofgrammarcannotbedenied.Itisbelievedthatteachinggrammarislessimportantforchildrenthanforadults,anditislessimportantinlisteningthaninwriting.Theanswerstowhethergrammarshouldbetaughtornotandtowhatextentgrammarshouldbetaughtarebeinganswered.
2.2TheCreationofContext
Whatisthecontext?
Tosimplelevel,contextistheenvironmentoflanguage.Indeepterms,contextisdiscoursesthatsurroundsalanguageunitandhelpstodetermineitsinterpretation.Contextisthesetoffactsorcircumstancesthatsurroundasituationorevent.
Contextisanarrowlyusedsourceofinformationinourcomputingenvironments.Asaresult,wehaveapoorunderstandingofwhatcontextisandhowitcanbeused.
2.3TheCreationofContextinGrammarteaching
2.3.1Definition
Grammarisaformoflanguage.Contextisoneoftheelementsthatdecidethemeaningofthelanguage:
asamewordwouldhavedifferentmeaningsindifferentcontexts(Maynard,1998).Iflearnershavecontextsorparticularsituations,grammardifficultiescouldbesolvedeasily.Asteachers,whenweareteachinggrammar,wemustpayattentiontosubjectiveinitiatives,andmakegrammaranalysisunderakindofteachingcontextinordertoenablestudentstohaveadeepperception.Ingrammaticalclassroomteaching,teachersshouldcreateteachingcontextsasrealisticaspossible.
Astheprofessionalknow,therearedifferentwaysofpresentinggrammarintheclassroom.Amongthem,therearemostfrequentlyusedanddiscussed;theyaredeductivemethod,theinductivemethod,andguideddiscoverymethod.Intheinductivemethod,theteacherprovideslearnerswithauthenticlanguagedataandinduceslearnertorealizegrammarruleswithoutanyformofexplicitexplanation,whichthedifferenceinguideddiscoverymethodistheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.Whentheinductivemethodandguideddiscoverymethodareused,contextingrammarteachingareoftenused.Forexample,inordertopresentthetwoforms‘thisis’and‘theseare’,theteacherwillfirstholdupabook,saying‘Thisisabook.’He/Shewilldothesameshowingotherobjects.Thentheteacherholdsupseveralbooksandsays‘thesearebooks.’Afterseveralsimilarexamples,itishopedstudentswillunderstandthat‘theseare’isusedwithpluralformsofnouns.Thenstudentsareinvitedtoapplythenewlypresentedstructuretoproducesentenceswithgivenvisualaidsorverbalprompts.
2.3.2Goalofthecreationofcontextingrammarteaching
Therearevariousformsofcreatingcontext,whichcombinesauthenticityandvirtual,indiv
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