如何在語境中提高英語語法教學(xué)的有效性論文
【摘 要】：課程改革的重點(diǎn)就是要改變英語課程過分重視語法和詞匯知識(shí)的講解與傳授、忽視對(duì)學(xué)生實(shí)際語言運(yùn)用能力的培養(yǎng)的傾向，強(qiáng)調(diào)課程從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)。文章以教學(xué)“if”真實(shí)條件狀語從句為例，闡述如何在語境中展開語法教學(xué)，使學(xué)生通過觀察、感悟、探索和運(yùn)用內(nèi)化語法知識(shí)，提高語法教學(xué)的有效性。
【關(guān)鍵詞】：英語 語境 語法教學(xué) 有效性
初中英語語法教學(xué)可采用“歸納為主，演繹為輔”的教學(xué)策略，培養(yǎng)學(xué)生的觀察、記憶、思維和想象能力，引導(dǎo)學(xué)生主動(dòng)獲得語法知識(shí)，借助語境，通過大量的專項(xiàng)和綜合性語言實(shí)踐活動(dòng)，形成綜合語言運(yùn)用能力，為真實(shí)語言交際打基礎(chǔ)。下面以教學(xué)“if”真實(shí)條件狀語從句為例，闡述如何在語境中展開語法教學(xué)，使學(xué)生通過觀察、感悟、探索和運(yùn)用內(nèi)化語法知識(shí)，提高語法教學(xué)的有效性。
一、在故事語境中切入語法主題
教者選取了朗文國(guó)際英語教程（Side by Side）第四冊(cè)教材中一篇題為《A Wishing Well》的文章作為引入，要求學(xué)生通過閱讀分別找出Mr. Wang， John，和Andy三個(gè)人物的新年愿望。學(xué)生在尋讀（scanning）的同時(shí)，接觸到了本堂課的`目標(biāo)語法 “if”條件狀語從句。
二、在游戲語境中感悟語法意義
為了引導(dǎo)學(xué)生對(duì)所接觸到的語言材料進(jìn)行更進(jìn)一步觀察，教者鼓勵(lì)學(xué)生對(duì)三個(gè)人物的其余新年愿望進(jìn)行猜測(cè)。在設(shè)計(jì)接龍猜測(cè)游戲中，教者根據(jù)學(xué)生的實(shí)際語言水平，注意游戲難度的坡度，由易到難逐漸提升。
【例1】
T: If Mr. Wang sells a lot of used cars,he’ll receive a large year-end bonus. This is Mr. Wang’s first wish. He has more wishes.What are they?
�。ㄓ谜n件呈現(xiàn)圖片，然后直接告訴學(xué)生第二個(gè)愿望。）
T: If he receives a large year-end bonus,he will travel widely.
T: If he travels widely, he will probably meet a famous person. Who? Let’s guess.
�。ㄓ谜n件呈現(xiàn)圖片并給予學(xué)生必要的提示，圖片結(jié)合最近所學(xué)的課文內(nèi)容，結(jié)果出乎學(xué)生意料，開拓了學(xué)生思維，增加了游戲的趣味性。）
S1: If he travels widely, he will probably meet Fisherman Wang Damin.
S2: If he meets Fisherman Wang Damin,he will see Damin fish with his cormorants with his own eyes.
【例2】在對(duì)最后一個(gè)人物Andy的新年愿望進(jìn)行猜測(cè)時(shí)，教者沒有給學(xué)生任何提示，要求他們獨(dú)立造句。由于有了先前的鋪墊，學(xué)生思維活躍給出了各種答案。
T: What about Andy’s next wish? If it snows next month, Andy’s school will probably be closed. If his school is closed, he will ?
Ss：If his school is closed, he will have a longer winter holiday.
If his school is closed, he will stay at home and play video games all day.
If his school is closed, he will feel sad.
三、在競(jìng)賽語境中探索語法規(guī)則
初中語法教學(xué)應(yīng)采用“歸納為主，演繹為輔”的教學(xué)策略。歸納法能調(diào)動(dòng)學(xué)生的參與積極性，有利于培養(yǎng)學(xué)生的觀察、思維、分析和歸納能力，也有助于提高學(xué)生自主學(xué)習(xí)的能力。在學(xué)生做出了各種猜測(cè)后，教者給出了含有Andy四個(gè)愿望的一個(gè)語段，鼓勵(lì)同學(xué)即興背誦，然后歸納“if”條件狀語從句的特點(diǎn)，最后筆者加以點(diǎn)評(píng)小結(jié)。
【例3】T： Please read Andy’s wishes and try to memorize his wishes. Then I want you to recite his wishes. Let’s see who has got the best memory?
S： If it snows next month, Andy’s school will probably be closed. If his school is closed, he will havea longer winter holiday.
If he has a longer winter holiday, he will go to Beijing to visit his grandparents. If he goes to Beijing, he will certainly take a chance to see the Bird’s Nest and the Water Cube. He’s sure it will be an unforgettable trip.
四、在生活語境中運(yùn)用語法規(guī)則
通過操練活動(dòng)形成的初步語言技能只有通過生活化的語言實(shí)踐活動(dòng)才有可能逐步上升為真正的語言運(yùn)用能力。“if”條件狀語從句常在提出建議時(shí)使用，在檢驗(yàn)學(xué)生是否真正掌握這一語法規(guī)則時(shí)，教者設(shè)計(jì)了若干適合目標(biāo)語法的語境，話題貼近學(xué)生生活，要求學(xué)生討論解決話題中的問題。
【例4】T: Jack is a clever boy in his class, but he often fails in the English tests. He wants to get a better mark, but he seldom listens carefully in class. He likes talking to others in class. He dislikes reading English aloud. He does his homework carelessly. He doesn’t hand in his homework on time. Now Jack needs our help. Let’s help him together. I’d like to give him a piece of advice. ‘If you listen carefully in class, you’ll keep up with your classmates.’ Please give him more advice.
�。ㄓ谜n件顯示Jack的不良學(xué)習(xí)習(xí)慣，學(xué)生通過提示給出不同建議。）
Ss：If you hand in your homework on time, you’ll be a responsible student.
If you stop talking to others in class, you’ll understand your lessons better.
If you read English every day, you’ll be able to speak English fluently.
五、在活動(dòng)語境中內(nèi)化語法知識(shí)
語法的熟練掌握離不開聽、說、讀、寫的實(shí)踐。設(shè)計(jì)不同的任務(wù)活動(dòng)，進(jìn)行有意義的言語訓(xùn)練，可以實(shí)現(xiàn)語言知識(shí)運(yùn)用的自動(dòng)化（張正東，2004）。教者應(yīng)根據(jù)所教語法項(xiàng)目的交際功能，將語法教學(xué)與聽、說、讀、寫活動(dòng)結(jié)合起來，將語法知識(shí)的學(xué)習(xí)與綜合技能結(jié)合起來，在任務(wù)活動(dòng)語境中，通過綜合運(yùn)用幫助學(xué)生內(nèi)化語法規(guī)則，真正掌握所學(xué)的語法知識(shí)。
【例5】T: Do you still remember Danny?He is a fat boy. Now he has got a big problem. He becomes even fatter. Let’s help him solve the problem. Four of you work together as one group. First discuss the possible reasons Danny has got, then write suggestions according to the reasons.
總之，語法是語言知識(shí)重要組成部分，是學(xué)習(xí)者正確理解和準(zhǔn)確輸出的前提。設(shè)計(jì)趣味性強(qiáng)、貼近學(xué)生生活、適合目標(biāo)語法的語境，讓學(xué)生在語境中探索語法規(guī)律，運(yùn)用語法規(guī)則，內(nèi)化語法知識(shí)，有助于學(xué)生形成綜合語言運(yùn)用能力，為真實(shí)語言交際打下基礎(chǔ)。
【如何在語境中提高英語語法教學(xué)的有效性論文】相關(guān)文章：
如何在新課程理念下提高語文教學(xué)的有效性論文05-04
提高課堂教學(xué)有效性的思考論文09-10
當(dāng)代語境中素描教學(xué)研究的論文04-21
提高課堂活動(dòng)的有效性的論文09-22
提高課堂展示的有效性論文09-12
改變教學(xué)方式，提高課堂教學(xué)的有效性論文09-10