英语毕业论文 交际语言教学模式下中学英语语法教学研究.doc 18页

'AbstractAsanessentialpartoflanguage,grammarplaysanimportantroleintheprocessoflanguagelearning.Grammarteachingisaheatedlydiscussedtopicinforeignlanguageteachingcircle.SincetheapplicationofCLTinChina,grammarteachinghascausedmoreconcernthanbefore.Thisthesisillustratesthenecessityofgrammarteachinginthetheoreticalandpracticalperspectives.Intheory,thegoalofCLTistocultivatestudents’communicativecompetenceandgrammaticalcompetenceispartofit,soCLTdoesnotexcludegrammarteachingbutincludeit.Inpractice,ChineserealisticconditionsdeterminethatgrammarshouldbetaughtintheCLTframework.Thenthisthesisproposessomestrategiestoimprovegrammarteaching,whichtendstogivesomeenlightenmenttoEnglishteachers.Keywords:grammarteaching;CLT(communicativelanguageteaching);communicativecompetence;grammaticalcompetence摘要语法作为语言的重要组成部分，在语言学习中起着非常重要的作用。语法教学是外语教学界讨论最多的话题。自中国实施交际教学法以来，语法教学更是受到了前所未有的关注。本文从理论和实际角度探讨了语法教学的必要性。理论上，交际教学法的目标就是培养学生的交际能力，而语法能力是交际能力的一部分，所以交际语言教学模式并不排斥而是包含语法教学；从实际角度看，中国的具体国情决定了在交际语言教学模式下语法必须教。本文又提出了在交际语言教学模式下推进语法教学的几点意见，希望能给广大英语教学工作者提供一些启示。关键词：语法教学；交际教学法；语法能力；交际能力论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. Contents1.0Introduction------------------------------------------------------------------12.0AnIntroductiontoCommunicativeLanguageTeaching----------------22.1FeaturesofCLT---------------------------------------------------------22.2PrinciplesofCLT-------------------------------------------------------33.0NecessityofGrammarTeachingintheCLTFramework---------------34.0RealisticReasonsofTeachingGrammarinChina-----------------------64.1EnvironmentofEnglishLearning-------------------------------------64.2GoalofEnglishLearning-----------------------------------------------74.3FormofEnglishAssessment-------------------------------------------75.0StrategiesofGrammarTeachingintheCLTFramework---------------75.1CreatingAuthenticSituations------------------------------------------85.1.1MakingFullUseoftheClassroom-----------------------------85.1.2CreatingSituationswithPictures-------------------------------85.2OrganizingCommunicativeActivities--------------------------------95.2.1Role-playing------------------------------------------------------95.2.2AdoptingDiscussionandDebate--------------------------------95.3TeachingGrammarinDiscourse--------------------------------------105.4MakingOldThingsNew-----------------------------------------------116.0Conclusion-------------------------------------------------------------------12论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. Bibliography---------------------------------------------------------------------13Acknowledgements-------------------------------------------------------------15AStudyofCulturalDifferencesonTranslationofEnglishNewsHeadlines1.0Introduction（一级标题小三加黑，timesnewroman,左对齐）Abstract:WiththehelpofmaincharacteristicsofEnglishnewsheadlinesandplentyofpracticalexamples,thispaperdiscussessometranslatingmethodsinrenderingEnglishnewsheadlinesintoChinesefromsevenaspectswhichincludesacronyms,participles,punctuationmarksandrhetoricaldevices.Keyword:newsheadlines;English;translation随着国际交流的日益频繁英语新闻以其内容新颖语言现代传播的时效性强为社会生活提供了获取中外信息的便捷渠道但是文化上的差异尤其是东西方文化的差异导致不同文化背景下的人对于同一新闻报道中的事件或理念有着不同的理解和解释在英语新闻翻译时若不注意文化背景可能会造成新闻的受众与原媒体原作者之间理解上的差异甚至误解因此英语新闻中文化因素的翻译越来越受到重视.英语新闻翻译东西方文化差异形成的原因:1地域环境的差异跨文化交际学表明特定的生长环境使人们养成了特定的思维定式多数人类学者社会学家都认为一个国家的地理条件在不同程度上对文化起着重要的作用比如英国是一个岛国对水和渔业有着较深的感情而中国位于亚欧大陆上人们的生活与土地耕作息息相关所产生的语言文化现象就存在差异例如英语中有许多关于鱼的习语说某个人喝水量大而快英语就用鱼作比喻叫做drinklikeafish而在汉语中却用牛饮这个词又如说某人花钱浪费大手大脚英语是spendmoneylikewater而汉语则是挥金如土.论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. 2生活习惯的差异如一则新闻中说微软日前敦促其用户立即登录微软的网站下载并安装一个免费的补丁程序专业人士称Untiltheyhavethispatchin-stalleditwillbeSwisscheeseany-bodycanwalkinandoutoftheirservers．对于美国人来说理解这句话非常容易原来瑞士产的奶酪Swisscheese最明显的特征就是表面的孔非常多在这里指视窗操作系统的漏洞很多任何人都可以利用这些漏洞自由进出服务器可是对于缺乏上述生活背景没有吃过瑞士奶酪的读者而言要把这种从生活中走入新闻报道的词汇理解正确还是需要一定的解释和背景知识的.3风俗习惯的差异各民族的风俗习惯贯穿于社会生活和交际活动中西方国家和中国风俗习惯差异通常表现在个人主义和集体主义观念社会关系友谊义务等方面因此我们在翻译时应了解风俗文化差异根据具体情况选用合适的准确的目的语如以20世纪70年代初美国总统尼克松访华这一重大新闻事件中曾说过的一句话为例尼克松说Wetwocountrieshavecommoninterestoverandaboveourdifferences．这句话如果机械地从字面上理解很容易翻译成我们两国具有远远高于我们分歧的共同的利益而尼克松真正要表达的意思是我们两国除了有分歧也有共同的利益两者中的差异可想而知虽然前一种译法看上去更让人愉悦但未能真实反映出原意事实上本例中的overandabove并不是常用的在之上之意而是相当于besides;’4宗教信仰差异中西方信仰的差异对文化的影响相当深远佛教对中国文化发生过很大影响和作用中国历史上留下了灿烂辉煌的佛教文化遗产中国与佛教有关的习语有很多如借花献佛临时抱佛脚人争一口气佛争一炷香等而在信奉基督教的许多西方国家人们认为世上一切都是上帝的安排就多见Godhelpsthosewhohelpthemselves自助者天助和gotohell下地狱去一类的说法5历史典故的差异在漫长的历史进程中形成的一些典故已经成为语言文化的一部分这些历史典故体现了该国的文化色彩它们的意义往往是不能单单从字面意义上去理解和翻译的如911事件发生后某报道中有这么一句话BinLadenGroupthebusinessempireownedbyrelativesoftheworldsmostwantedmanisseekingadvicefromBritishpublicrelationsfirmsonhowtodistanceitselffromtheblacksheepofthefamily．此处如果仅仅将blacksheep一词翻译成黑色的绵羊论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. 中国读者恐怕不能接受其实在汉语中也有类似的表达方法即害群之马其实该报道无非要表达这样一个意思本拉登家族其他亲戚拥有的商业集团均怕受其牵连纷纷表示要与本拉登这一害群之马划清界限6词语内涵的差异语言与文化之间存在血肉相连的关系每一种语言都有一些词语具有特定的文化内涵比如red红色在中国人们习惯用红色表示喜庆热闹的气氛但西方文化认为red与人的血液颜色一样所以red一词则表示愤怒气愤等意思此外英语中有些词含有丰富的关联意义cowboy所包含的意思不仅是词典中注释的放牛娃或牛仔所能准确表达的它还具有以下关联意义吃苦耐劳酷爱自由敢于冒险大量词语看上去与某些汉语词相似但实际上是貌合神离如politicalcampaign不是政治运动而是竞选运动easymeat不是可嚼的肉而是容易上当受骗的人不了解这些词语真正的内涵根据结构望文生义就会造成误解文化背景的差异世界各个民族历史文化传统及政治生活环境的差异形成了各自特有的文化背景如我国新闻报刊中两岸一词专指台湾海峡两岸关系对于我国人民来说这是不言而喻的但是在对外国受众翻译发展两岸关系推进祖国和平统一进程这句话时其中的两岸应补译成台湾海峡两岸可译为developrelationsbetweenthetwosidesoftheTaiwanStraitsandpromotethepeacefulreunificationofthemotherland结语总之新闻翻译的目的是为了传递信息语言准确规范清晰易懂是新闻翻译的基本要求和原则要想达到这个目的译者必须深入地理解原文和译文文化争取把两种语言文化贯通起来做到语言通和文化通2.0AnIntroductiontoCommunicativeLanguageTeaching2.1FeaturesofCLT1.【摘要】作为国际间信息和文化交流的重要手段之一,新闻语篇的翻译是一种典型的跨文化交际活动。就象跨文化交际一样,新闻语篇的翻译中也会出现语用失误Z包括语用语言失误和社交语用失误。产生语用失误的根源在于译者语境认知能力的局限。因此Z译者要努力提高语境认知能力Z尤其是要加强文化意识Z培养对文化的感性认识。论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. Asoneoftheimportantmeansofinternationalcommunication,NewsTextTranslationisatypicalcross-culturalcommunicationactivities.Thesameascross-culturalcommunication,PragmaticfailuresarecommonlyseeninNewsTexttranslationIncludingbothpragmalinguisticfailureandsocialpragmaticfailure.Ontheauthor’spart,pragmaticfailuresusuallyoriginatefromthelimitationsofthetranslator’scontextualcognitivecompetence.Therefore,it’sofvitalimportanceforthetranslatorstoimprovethecontextualcognitivecompetence.Especially,toenhance(Strengthening)theculturalawarenessandcultivateTheperceptivecompetenceofculturalknowledge.DOnthebasisofpreviousliterature(e.g.Nunan,1991),theprinciplesofCLTcouldbesummarizedasbeingcontext-oriented,experience-basedandlearner-centered.Bybeingcontext-orientedismeantthatanewitemshouldbepresentedandpracticedincontext.Fromacommunicativepointofview,languageitemsonlytakeonmeaningasaresultofthecontextinwhichitisused,thatistosay,anitemdevoidofcontextcannotproperlybesaidtohaveameaningatall.Forexample,onewordmayhavemanymeaningsinthedictionary,butitisthecontextinwhichitissetthatdecideswhichmeaningisrightandsuitable.Learner-centerednessmeansthatlearnersarethecenteroftheclassroom.CLTlaysemphasisonlearnersandlearning.Learnersareseenasactiveparticipants,ratherthanpassiverecipientsofinformationprovidedbytheteacherorthetextbook.CLTinvolveslearnersinthewholeprocessoflearningandmakeslearnerslearnbydoing.Therefore,teachersarenolongerregardedasanauthorityonlanguage,butafacilitator,amanagerandanadvisoroflearners.3.0NecessityofGrammarTeachingintheCLTFrameworkAsthefactthatthegoalofEnglishteachingistocultivatelearners’communicativecompetencehasbeenacceptedbyresearchersandEnglishteachers,CLThasbeenwidelyappliedinourcountry.TheemergenceofCLTmakessometeachersthinkthatCLTisadvancedandobjectstothetraditionalmethod,sotheyneglectgrammarteachingintheclassroom.However,theoverlookofgrammarbringsaboutbadinfluences,thatis,studentscannotoutputgrammaticallycorrectsentences.论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. Manyteachersareconfusedwhethergrammarshouldbetaughtornot.Ofcoursetheanswerisaffirmative.Infact,CLTdoesnotexcludegrammarteaching,andthiscanbeillustratedfromtherelationshipbetweengrammaticalcompetenceandcommunicativecompetence.AccordingtoHymes,communicativecompetencereferstotheabilityofhowtouseknowledgeofrulestounderstandandproduceappropriatelanguageinavarietyofsocioculturalsettings,andhe(1972:280)thinkscommunicativecompetenceincludes:1.knowledgeofthegrammarandvocabularyofthelanguage;2.knowledgeofrulesofspeaking(e.g.howtobeginandendconversation);3.knowinglanguagefunction(e.g.agreeing,disagreeing,arguingandadvising.etc.);4.knowinghowtouselanguageappropriately(talkingtoafriendisdifferentfromtalkingtoyourboss);Hymes’interpretationofcommunicativecompetenceputsgrammarinthefirstpart,sogrammarisnecessarytocultivatecommunicativecompetence.Latter,CanaleandSwain(1980)developedanewinterpretationofcommunicativecompetenceconsistingoffourcomponents:1.Grammaticalcompetence.Itistheknowledgeoflexicalitemsandofrulesofmorphology,syntax,sentence,grammar,semanticsandphonology.2.Sociolinguisticcompetence.Itistheknowledgeofsocial-culturalrulesoflanguageanddiscourse.3.Discoursecompetence.Itistheabilitytoconnectsentencesinstretchesofdiscourseandformameaningfulwholeoutofaseriesofutterances.4.Strategiccompetence.Itistheverbalornonverbalcommunicativestrategiesthatmaybecalledintoactiontocompensateforbreakdownsincommunicationduetoperformancevariablesorduetoinsufficientcompetence.CanaleandSwain(1980)agreedthatbothgrammaticalcompetenceandsociolinguisticcompetenceareimportantelementsinanytheoreticalframeworkofcommunicativecompetence.They(1980:5)say:“justasHymes(1972)wasableto论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. saythattherearerulesofgrammarthatwouldbeuselesswithoutrulesoflanguageuse,sowefeelthattherearerulesoflanguageusethatwouldbeuselesswithoutrulesofgrammar.”SogrammarisnecessaryandessentialforcommunicationtotakeplaceLittlewood(2000:28)suggeststhatthefollowingfourdomainsofskillmakeupaperson’scommunicativecompetenceandmustberecognizedinforeignlanguagelearningandteaching.1.Thelearnermustattainashighadegreeaspossibleoflinguisticcompetence,thatis,hemustdevelopskillsinmanipulatingthelinguisticsystem,tothepointwherehecanuseitspontaneouslyandflexiblyinordertoexpresshisintendedmessage.2.Thelearnermustdistinguishbetweentheformswhichhehasmasteredasapartofhislinguisticcompetence,andthecommunicativefunctionswhichtheyperform.Inotherwords,itemsmasteredaspartofalinguisticsystemmustalsobeunderstoodasapartofcommunicativesystem.3.Thelearnermustdevelopskillsandstrategiesforusinglanguagetocommunicatemeaningsaseffectivelyaspossibleinconcretesituations.Hemustlearntousefeedbacktojudgehissuccess,andifnecessary,remedyfailurebyusingdifferentlanguage.4.Thelearnermustbecomeawareofthesocialmeaningoflanguageforms.Formanylearners,thismaynotentailtheabilitytovarytheirownspeechtosuitdifferentsocialcircumstances,butrathertheabilitytousegenerallyacceptableformsandavoidpotentialoffensiveones.InLittlewood’sdefinitionofcommunicativecompetence,linguisticcompetencealsooccupiesaprominentposition.Hestatedtheimportanceofgrammarasfollows:“Acommunicativeapproachtothecontentofacourseneednotinvolveabandoningtheuseofstructuralcriteriaforselectionandsequencing,…,Masteryofthestructuralsystemisstillthebasicrequirementforusinglanguagetocommunicativeone’sownmeanings”(Littlewood,2000:77).Wilkins(1976:66)alsoadmittedtheimportanceofgrammar:“itistakenheretobealmostaxiomaticthattheacquisitionofthegrammaticalsystemofalanguage论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. remainsamostimportantelementinlanguagelearning.Thegrammaristhemeansthroughwhichlinguisticcreativityisultimatelyachievedandaninadequateknowledgeofthegrammarwouldleadtoaseriouslimitationonthecapacityforcommunication”.Fromtheanalysisandstatementsabove,itcouldbesafelyconcludedthatgrammarisnecessaryintheCLTframework,andtheapplicationofCLTdoesnotexcludegrammarteaching.“Withoutgrammaticalknowledgeasthefoundation,itisimpossibleforlanguagelearnerstogofarindevelopingtheircommunicativecompetenceofaforeignlanguage”(Gao,2003:51).4.0RealisticReasonsofTeachingGrammarinChina4.1EnvironmentofEnglishLearningAccordingtoKrashen(1981),grammarteachingisunnecessary,becauselanguageincludinggrammarcanemergeasaresultofcomprehensibleinput.Thatistosay,beingexposedtothetargetlanguageenvironment,learnerscannaturallyacquireitandinternalizethegrammarrules.Thisispartlytrueinacquiringasecondlanguage,butEnglishistypicallytaughtasaforeignlanguageinChina,andlearningplaysamoreimportantrolethanacquisitionintheprocessofmasteringEnglish.Secondlanguageteachingtakesplacewithinthetargetlanguagecommunity,whileforeignlanguageteachingiscarriedoutoutsidethetargetlanguageenvironment,mostlyintheclassroom.Foreignlanguagelearningusuallyrequiresmoreformalinstructionforthelackofenvironmentalsupport.Acquisitionreferstosubconsciouslearninginthenaturalenvironment,whichisnotinfluencedbyexplicitformalinstruction.Learningalanguageisaconsciousprocessoflanguagedevelopment,whichneedstheintendedandexplicitformalinstructionintheartificialenvironmentsuchasthelanguageclassroom.AsmostChinesestudentslearnEnglishinChina,whichisfarawayfromEnglishspeakingcountries,theycannotacquireEnglishandinternalizegrammaticalrulesbybeingexposedtoit.Insomepoorareas,teachersandtextbooksaretheonlylanguage论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. source,solanguageinputislimited.Whatisworse,studentshavetodealwithothersubjectsandthetimeandenergyassignedtoEnglishlearningislimited,sothechancesforthemtoacquireEnglishareverysmall.Theformalinstructionintheclasswillovercomethedifficultiesofpooracquisitionalenvironmentandacceleratetheirlearningprocess.4.2GoalofEnglishLearningThegoalofEnglishlearningisnotsimplytoimprovespokenEnglish,buttodeveloplistening,speaking,readingandwritingskillswholly.Studentswillcomeacrossmanylongandcomplexsentencesintheprocessofreading.Amasteryofgrammaticalruleswillundoubtedlyhelpthemtoanalyzethesecomplicatedsentences,andthiswillgivethemasenseofsuccessandhelpthembuildtheirconfidence.InthebeginningstageoftheapplicationofCLT,manyteacherspaidmuchattentiontofluency.Theyspentmuchtimepracticinglisteningandspeakingskillsintheclassroomandavoidedexplicitgrammarteaching.Asaresult,studentscouldnotoutputcorrectlywithoutenoughknowledgeofgrammar.TheirEnglishlevelcouldnotbeimprovedtoalargeextent,andtheirinterestandconfidencewouldbeaffectedbadly.Inthecourseofcultivatingcommunicativecompetence,accuracyisasimportantasfluencyandisthebasisforsuccessfulcommunication.“Whenpeoplespeakandwrite,grammarwillfunctionasamonitortomakesurethattheirproductionisaccurate”(Gao,2003:51).4.3FormofEnglishAssessmentInChina,itisdifficulttoavoidgrammar-basedtestforstudents.Theyneedadequategrammaticalrulestodealwithmanykindsofexaminations.TestsforHighSchoolandNationalMatriculationEnglishTestaretwoimportantentranceexaminationsforChinesestudents.Passingthemtoenterexcellenthighschoolsorcollegesforfurthereducationismoststudents’dream.Thoughthedesignoftheseexaminationshaschangedalot,grammar-orientedexercisesstilloccupyanimportantplace.ThereforestudentshavetoknowtherulesofEnglishgrammarinordertodo论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. wellinsuchtests.5.0StrategiesofGrammarTeachingintheCLTFrameworkThegoalofmiddleschoolgrammarteachingisnotonlytomakestudentsmasterthegrammarstructuresbutalsotomakethemcommunicatesuccessfullyusingappropriategrammaticalrules.Asgrammarisnecessaryandimportant,teachersshouldadoptflexiblewaystopromotegrammarteaching.5.1CreatingAuthenticSituationsInordertomakestudentslearngrammarmoreeasily,teacherscancreateauthenticsituationstopresentgrammaticalpoints.Thesituationcanbeauthenticorsemi-authenticbutshouldbeclosetostudents’life.5.1.1MakingFullUseoftheClassroomIfitisnecessaryandavailable,teacherscanmakefulluseoftheclassroom.Forexample,whenpresenting“therebe”structure,theteachercandescribetheclassroomusingthefollowingsentences:Thereisablackboardinourclassroom.Therearefourwindowsinourclassroom.Therearetwodoorsinourclassroom.Thereisaboxonthedesk.Now,studentsmayrealizethefunctionandthemeaningofthisstructure,andthentheteachermayencouragestudentstodiscovertherulesbythemselves.Next,theteachermakessomecorrectionsandassuresthestudents’guesseswithproperstructure.Finally,theteacherencouragesstudentstodescribetheirbedroomsordrawingroomswiththelearnedstructure.5.1.2CreatingAuthenticSituationsWithPicturesTherearemanypicturesinEnglishtextbooks,sotheteachercanmakefulluseofthesepicturestocarryouttheteachingprocess.Thepicturescangivestudentsalivelyimpression.论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. Forexample,iftheteacherwantstoteachthepresentcontinuoustensetothestudents,heorshecanusethepictureonPage17,Book2ofGoforit!(LiuDaoyi,2005)Teacher:Lookatthepicture,whatcanyousee?Students:Wecanseealotofboysandgirls.Teacher:Whataretheydoing?(Itisanewitemandtheteachermaytranslatewhilewritingitdownontheblackboard.)Students:They…(Studentsnowhaveadesiretoexpresswhattheboysandgirlsinthepicturesaredoing)Thestrongdesirewillmakethemlistentotheteacher’sillustrationwithhighattention.Theteachercanalsocollectsomepicturesindailylifesothattheywillusetheminthefuture.5.2OrganizingCommunicativeActivities5.2.1Role-PlayingRole-playingactivitiesarethoseinwhichstudentsareaskedtoimaginewhotheyareindifferentsituationsandactaccordingly.Moststudentsliketoplaygames,sorole-playingwillundoubtedlystimulatetheirinterest.Theywillfocusontheknowledgeaswellastheactivities.Forexample,thereisastoryhappeninginamall,andthepassivevoiceofthepastprogressiveaspectcanbeintroducedinthestory.First,theteacherassignstherole,studentAplaysthecustomer,studentBplaysthethiefandtheteacheristhedirectorandseller.AftertheteachertellsAandBhowtoplay,therestseethefollowingscene:Aisselectinggoods,BiswalkingtoAandpickingthepurseoutfromA’sbagandrunsquickly.Afeelsherbagmoved,suddenlysheseesBrunningnervously,andfindsherpursestolen,thensheshoutsloudly:“oh,mybagiscut,mypurseisstolen”.HearingA’sshouts,theselleralsoshouts:“Let’schasethethief”,thentheyarechasingthechief.Atthesametime,theteacherspeaksinahighvoice:“Herbagiscut,andthethiefisbeingchased”,atthesametime,theteacherwritesthesentences论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. ontheblackboardandasksthestudentstofollowher.Whenthegameisfinished,theteachermayasktwoquestions:(1)Whathappenedtothecustomer?(2)Whathappenedtothechief?Thenthestudentswillansweractively:“Herpursewasstolen,thethiefwasbeingchased.”Atlast,theteachersummariestheruleandfunctionofthepassivevoiceofthepastprogressiveaspect.5.2.2DiscussionandDebateDiscussionsanddebatesaremeaningfulcommunicativeactivities,inwhichstudentscanexchangeopinionsfreelyandillustratetheirownviewsinthetargetlanguage.However,itislikelytobesuccessfulforupper-intermediateandadvancedlevellearners.Besides,theteachermaymakesomechangesbystartingwithsomecontrolledpractice,andthenleadtheworkintomorecommunicativeactivities.Hereisanexample.First,theteachertellsstudentstowritedownthesentencehereads.Howdoyouthinksmokinginpublicplaces?(Possibly,it’sthefocusofthetextthathasjustbeenlearned.)Second,theteachertellsstudentstorewritethesentencetosuittheirideas.Forexample,Ithinksmokinginpublicplacesshouldbebannedbecauseitisharmfulfornon-smokers.It’shisrightforanyonetodecidewherehesmokes.Thebanonsmokinginpublicplacesistakentooseriously.Third,theteacherreadsorwritessomeofthesentences,givingstudentsadequatetimetowritetheirown.Fourth,theteacheraskssomestudentstoreadtheirwritingandwritesomesentenceswhicharecontroversialastopicsofdiscussionontheblackboard.Fifth,theteacherdividesstudentsintogroups,lettingthemdogroupworkbydiscussingthem.Lastly,whenfinishingthis,everygrouphasaspokesmantomakeamini-speechonthetopic.Discussionsanddebateswillbeveryusefulinteachingreadingandwriting.Some论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. studentsoftenfeelrefrainedwhentheycometowritingessays.Forexample,theydonotknowhowtobeginortheyhavelittleinformationaboutthetopicforthetimebeing,whereassomestudentsmayknowalotaboutthetopicbutthereisnocentralideaintheirworkorthecentralideaisawayfromtherequirement.Therefore,throughdiscussion,theformer’sviewswillbebroadenedandthelatter’sviewswillbeinorder.5.3TeachingGrammarinDiscourseInthetraditionalclassroom,grammaticalpointsareoftenintroducedinsinglesentenceswhicharenotsetinspecificdiscourses.Whatisworse,toillustratesomeitems,someteachersoftenfabricatesomesentencesrarelyusedinauthenticcommunication.However,writtensentencesinspecificdiscoursesarejustlikespokenutterancesindailycommunicationinwhichtheirmeaningsofsentencesaredeterminedbythecontext.Therefore,theexamplesusedbymostteachersinthepastcutofftherelationbetweengrammaticalrulesandfunctions.Teachinggrammarindiscoursewillstrengthenstudents’awarenessofdiscourseandmakethemrealizedthatgrammaticalrulesarenotonlyinfluencedbysinglesentencesbutalsoaffectedbythediscourse.Forexample,whenintroducingthepassivevoiceofpresenttense,theteachermayhavestudentsreadthefollowingessays:Whichlanguageisspokenbythelargestnumberofpeopleintheworld?Ofcourse,theanswerisChinese.Butwhichlanguageisthemostwidelyspokenintheworld?TheanswerisEnglish,EnglishisspokenasafirstlanguagebymostpeopleintheUS,GreatBritain,Canada,AustraliaandNewZealand.Butitisalsousedverywidelyasaforeignlanguageinmanyothercountriesintheworld.Afterreadingtheabovepassage,studentswillrealizethatthepassivesentencesarenotjustthetransformationofactivesentences,buttheyarealsotheresultoftheinfluencesofthediscoursetopic(GaoQiangandZhaoNa,2007).However,thediscourseselectedshouldbemeaningful,interestingandcomprehensible,andthetopicshouldbeup-todateandrelevanttostudents’reallife,论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. sothematerialcanstimulatestudents’interestandtheirdesiretostudy.5.4MakingOldThingsNewManyprofessors(EditorialBoardofForeignLanguageTeachingandResearchinBasicEducation,2007)advocatethattraditionalproceduresmaynotberejectedabsolutelybutcouldbereinterpretedandextended.ThehistoryofEnglishteachingisverylonginChina,andEnglishteachershaveaccumulatedexcellentexperienceinteachinggrammar,whichshouldnotbeoverlooked.Forexample,patterndrillwasoneofthemajorwaystoteachgrammarandonceprovedtobeveryeffectiveinEnglishteachinginChina.However,withthepopularizationofCLTinrecentyears,ithasbecomeatargetofattack,becausetherepeatedtrainingofasentencepatternisfarbeyondrealcommunication.Buttheteachercangoonestepfurthertomakepatterndrillscommunicative.Paulston(1976,quotedfromRivers,1983:56)groupsdrillsintomechanicaldrills,meaningfuldrillsandcommunicativedrills,whichcanbringnewmeaningtotheteachingofgrammarinourcountry.Inmechanicaldrills,thereiscompletecontroloftheresponsessothatstudentsdonotevenneedtounderstandthedrilltoproducethecorrectresponse(asinsimplesubstitutiondrills).Paulston(1976,quotedfromRivers,1983:58)suggeststhatifanonsensewordcanbeinsertedaseffectivelybythestudentsasameaningfulword,thenthedrillisoneofthemechanicaltypes.Forexample:Pattern:Iamholdingabook.Cue:Magazine.Response:Iamholdingamagazine.Cue:BananaResponse:Iamholdingabanana.Inmeaningfuldrills,thereisstillcontroloftheresponses(althoughitmaybecorrectlyexpressedinmorethanoneway),butstudentscannotcompletethedrillwithoutfullyunderstandingwhattheyaresaying.Thefollowingisanexampleofmeaningfuldrill:论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. Question:whendidyouarrivethismorning?Answer:Iarrivedatnineo’clock.Question:whenwillyouleavethismorning?Answer:Iwillleaveatsixo’clock.Inacommunicativedrill,thereisnocontroloftheresponse.Studentshavefreechoicesoftheiranswers,andthecriterionofselectionhereishisownopinionoftherealworld—whateverhewantstosay.Forexample:Question:whatdidyouhaveforbreakfast?Answer:Ihadtoastandcoffeeforbreakfast.Or:IdidnothavebreakfastbecauseIwasafraidofmissingthebus.SomestudentswhoarenotconfidentabouttheirEnglishandknowclearlywhattheteacherexpectswouldremainintheareaofpseudo-communication,butothersmayturnthisintorealinteraction.6.0ConclusionThispaperfocusesonthenecessityofgrammarteachingandthestrategiesofgrammarteachinginthemiddleschool.ThenecessityofgrammarteachingisillustratedintermsoftheoriesandrealisticreasonsinChina.NowitiswidelyacceptedthatgrammarshouldbetaughtinChina.ThedetaileddiscussionaboutthenecessityofgrammarteachingcanhelpclarifytheexistingmisconceptionthatCLTexcludesgrammarteaching.Thensomestrategiesareproposedtoimprovegrammarteaching.Grammarteachingisaheatedlydiscussedtopic.Thispaperjustmakesaskin-deepstudyofit.Morestudiesshouldbecarriedoutinordertoexplorethepracticalstrategies.论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台. 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[17]温厚一.运用交际法教语法，培养学生运用语言的能力[J].外语界，1998，（1）：39-43.[18]张瑞萍.交际法在英语语法教学中的应用[J].甘肃高师学报，2006，（11）：89-92.AcknowledgementsIamgreatlyindebtedtomysupervisorMr.LiSi,whohasgivenmevaluableadviceandenlightenedmeonanumberofacademicproblemsconcerningmythesis.Thanksshouldalsobegiventoteachersandmyclassmates,whohelpedmealotduringtheaccomplishmentofmythesis.论文写作指导：QQ625880526论文资源网www.lwenzy.com最专业的毕业设计资源学习、分享平台.'