开题报告.docx
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开题报告.docx
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开题报告
Contents
1.Introduction1
2.LiteratureReview2
2.1TheDefinitionofGrammar2
2.2TheConceptofGrammarTeaching3
2.3StudiesofGrammarTeaching4
2.3.1StudiesAbroad4
2.3.2StudiesinChina6
5.DesignoftheStudy8
6.PossibleConclusion........................................................................................................................8
References10
1.Introduction
Asthedevelopmentinvariouskindsandfieldsinourcountry,Chinahascloserconnectionwithotherforeigncountries.Asthemostwidespreadlanguage,Englishoccupiesmoreandmorepartsininternationalexchange,therefore,thelearningofEnglishisvaluedinourcountry.School,astheessentialandformalplaceforstudying,isregardedasthebasicplaceforcultivatingpracticalEnglishtalents,somoreattentionispaidtoschooleducation,especiallymiddleschooleducation.MiddleschoolisthecrucialperiodofEnglishlearning,grammaristhebasicprincipleofEnglishlanguage,thereforegrammarteachinginmiddleschoolispaidmuchattention.
Byteachingpractice,weknowthatlearningaforeignlanguagemustbecloselyrelatedtolanguageformsandgrammaticalknowledgeinanon-nativelanguageenvironment,otherwiseitisdifficulttoobtaingoodresults.Asanimportantpartoflanguage,languageknowledgeandlanguageskillshavecomplementaryrelationships.ThecomprehensiveabilityofEnglishisbasedonEnglishlanguageknowledge,therefore,intheprocessofteachingEnglish,studentsshouldlearnconventional,stablesystemofsymbols,thatisgrammar,whichcannotonlyimprovetheefficiencyoflearning,butalsocandevelopstudents'practicalability.Englishlearningneedstohavesomegrammarknowledge.Grammarisabranchofknowledgethatstudiestheinternalregularitiesoflanguages.Itreferstothewaylinguisticformscombineasmorphemesinthestructureofwordsandasconstituentsinthestructureofsentences(Widdowson,2000:
48).Inotherwords,boththestructures,form,usagesofwordsandthetype,structure,constituents,therelationshipamongtheconstituentsofsentencesareconcernedaboutingrammar.Nomatterwhatkindsoflanguageitis,thereissuchasetofrulesgoverningit.Correspondingly,manyexpertsinsecondlanguageacquisitionproposethatgrammaticalcompetenceisveryimportantforcultivationofcommunicativecompetence.However,accordingtothecurrentsituation,Englishgrammarteachingisoftenignoredorevendeserted,whichleadstothelearners’inefficiencyinmasteringaccuratelinguisticforms(WangQiang,2006:
103).Whilegrammarlearningisanimportantwaytoenhancestudents’basicknowledge.Therefore,grammarteachingisaninseparablepartinmiddleschool.
Thispaperaimstoresearchintothecurrentsituationofgrammarteachinginmiddleschool.ThemainproblemsofcurrentEnglishgrammarteachingarepresentedandanalyzedinthispaperwhichimplicateEnglishgrammarteachinginmiddleschoolisimportantandcannotbeseparated
fromlanguagelearning.AfteraclearunderstandingofthecurrentEnglishgrammarteaching,thispaperholdsthatgrammarteachingisnecessaryandcrucialinthelongterm.Becauseasthefoundationoflanguageskills,grammarisnotonlyawaytoobtainnewknowledge,butalsoawaytohavepropersocialconversations.Themainpurposeofgrammarteachingistocultivatethecommunicativeabilityofstudents,sodoitforthebeginnersinmiddleschool.Thatistosay,learninggrammarisawaythatwedonotneedtorelyongrammarwhenwecommunicate.(WangMingyu&JiaJingyu,1999:
185).Middleschoolisthe“criticalperiod”ofEnglishlearning,sogrammarteachinginmiddleschoolcanbedis-considered,evenbeneglected.Onthecontrary,grammarteachinginmiddleschoolshouldbetakenseriouslyandgrammarshouldbetaughtbypositiveandeffectiveways.
2.LiteratureReview
2.1TheDefinitionofGrammar
Grammarasamodelinforeignlanguagestudydatesbacktothesixteenthcentury.Thequestionwhatgrammariscannotbeansweredinafewwords.Actuallythedefinitionofgrammarchangesalongwiththechangingoftimeandsociety.Moreover,theconceptsofgrammarisexpresseddifferentlybydifferentlinguisticsanddifferentteachingapproaches.
InH.DouglasBrowns’view(2001),grammarisasystemofrulesgoverningtheconventionalarrangementandrelationshipofwordsinasentences.
Hammer(1983&1984)alsoanalyzegrammaratthelevelofphrasesandsentences.Theseconceptsareusuallyregardedasstatic,sincetheyviewthatgrammarisasystemofrulesthatcontrolshowwordsareorganizedtoformsentences.
Chomsky(1965)hasmadeafurtherdescriptionofconceptofgrammar,heholdsthatgrammarisasystemofrulesthatdeterminehowsentencesaretobeformed,usedandunderstood,whichisknowas“syntax”.AccordingtoLyons(Stern,1983),grammarexplainsthewayinwhichphrasescombinestoformsentences.Thisdefinitionrepresentstraditionalgrammarapproach.Itemphasizesthelanguageformandstructureandgrammarisstudiedatmicrolevel.
However,moreandmorelinguistsrealizethatgrammarshouldberesearchedinamorecomprehensiveway.Withthetimegoing,theconceptofgrammarhasbeenextend.Grammarisconsideredtobeadynamicprocessintheeyesoffunctionalists.AccordingtoLeech(1982),agrammaristhemechanismaccordingtowhichlanguageworkswhenitisusedtocommunicatewithotherpeople.LongmanDictionaryemphasizesthatgrammartakesintoaccountthemeaningandfunctionsofsentencesinlanguage(2000).DavidNunandefinesgrammaras:
thestudyofhowsyntax(form),semantics(meaning),andpragmatics(use)worktogethertoenablepeopletocommunicatethroughlanguage(DavidNunan2001:
101).Syntax,semanticsandpragmaticsareinterrelated.Itisimpossibletoteachandlearntheminaseparateway.BasedontheviewofGeorgeYule(2002),grammarisdynamic,whichshowsdifferentmeaningsofthesamestructureindifferentcontexts.Hesummarizesgrammarshouldbelearnedfromthreeaspects:
form,meaningandcontext.Thornbury(2003:
13)holdsthat“adescriptionoftherulesforformingsentences,includinganamountofthemeaningthattheseformsconvey.”LarsenFreeman(2005:
142)alsoclaimsthat:
“Grammarisoneofthedynamiclinguisticsprocessofpatternforformationinlanguage.”Fromthesedefinition,itisknownthatstudentsshouldbetrainedtouselanguageintherealcontexts.
Basedonthethreeconceptsofgrammarshownabove,wefoundthatLeech’sviewofgrammarcanbeappliedtoanylanguageintheworld.Itisanimplicitknowledgethatmakeanindividualtoapplyhisfirstlanguagesuccessfully.ComparedwithLeech’view,H.DouglasBrownsandChomsky’viewofgrammarareknownasstructuralgrammar.H.DouglasBrownsdescribesgrammaratthewordlevelwhileChomskyhasaninsightofgrammaratthesentencelevel.Buttheyshareacommonthingthatgrammarisasystemofrules,whichisexplicitknowledgeofaparticularlanguage.Wecanseeconceptofgrammarhaschangedintothecombinationofthreeaspects:
form,meaninganduse.Itsuggestedthatgrammarteachingshouldfocusonboththemeaningandfunctionoftheformratherthanmemorizationofgrammarrules.2.2.TheConceptofGrammarTeaching
Thispaperstudiesthegrammarteachinginmiddleschool.Asfortheconceptofgrammarteaching,thispaperexplainstheconceptofgrammarteachingfromtwoaspects.Thecorecharactersofgrammarteachingarelistedasfollowing.
First,thegoalofgrammarteachingistotrainstudents’comprehensivecapabilityofEnglishlanguagehandling.Therefore,grammarteachingemphasisonthepracticeandtheusageofknowledgebasedontheknowledgeteaching.Grammarteachingfirstlyaimstoenablestudentstomastergrammarknowledge,thenguidethembetter,monitoroflistening,speaking,readingandwritingskills,thusitcancontributelanguageknowledgeintothelanguageskillsanddevelopintocommunicativecompetence.
Second,grammarteachingpaysattentiontodevelopstudentsgrammarawareness,whichmeanstotheabilityandsensitivenessofjudgingwhetherthelanguageisrightandappropriateintheprocessofunderstandingandusinglanguage.
Aboveall,aftertheexplanationofconceptsandfunctionsofgrammaticalstructures,teachershouldorganizeauthenticmaterialsandclassroomactivitiestotestthestudents’comprehensionofthisknowledge.Thisprocesscanhelpstudentsabsorbgrammaticalknowledgeandchangeitintothe“power”tousethemfreelyandcorrectly.
2.3StudiesofGrammarTeaching
AsavitalpartofEnglishteaching,grammarteachingisconcernedbymanyteachersandscholars.Recently,moreandmoreresearchesaboutgrammarteachingappear.withthechangingoftime,peopleholedifferentviewsaboutaboutgrammarteaching.
2.3.1StudiesAbroad
Atabroad,thestatusofgrammarteachinginforeignlanguageteachingischangingalongwiththeevolutionoflanguagepedagogyandarenotfixed,upsanddowns.Generallyspeaking,foreignlanguageteachingcanbedividedintotwocategories:
oneisthetraditionalgrammarteachingwithabsolutepositioninforeignlanguageteaching.Itmainlyreferstothegrammar-translationmethod.Theotherisnon-traditionalgrammarteaching,whichisdownorevenexclude.Sincethe1960sand1970s,thereareaseriesofanti-traditionalteachingmethodsinforeignlanguageteachingfields,includingnaturalapproach,listening-speakingmethod,audiovisualmethod,thesilentway,thecommunicativeapproachandtask-basedapproach.Allofthesemethodsemphasisontheforeignlanguagelearningthroughpracticalactivitiesinnaturalorman-madeastherealcontext,rejectthespecialize
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