對高中英語語法教學的重新認識

張立杰　王玉粉

摘要：語法是學習一門語言的基礎，也是學習者有效輸出的前提和有力保證。英語語法學習是高中英語教學的重要內(nèi)容，也是學生高考旳必考部分。而時代的發(fā)展與教學目標的改進，對語法教學也提出了新的的要求。高中英語語法教學只有不斷適應新的發(fā)展，采取與時俱進的學習方式與教學策略，才能達到最終的學習目的。

本文以某所高中在校教師的語法教學、學生在語法教學后的語言習得情況分析為基礎，發(fā)現(xiàn)語法教學中存在的普遍問題，分析產(chǎn)生這些問題的原因，從而為高中英語語法教學提供一些可行性策略。

關(guān)鍵詞：高中英語語法教學；問題；策略

I. Introduction

English is the most widely used language and plays a crucial role in social life， which thus results in the climax of English teaching and learning. In China， English teaching in high school has been greatly developed. Especially after the implementation of the new syllabus， many new teaching methods are continually applied to senior English teaching. As the dispensable part of English teaching， grammar is of great importance， for it allows students to be able to accurately understand and express opinions. Nevertheless， due to different factors， it is hard for high school students to learn grammar. Besides， some teachers unconsciously neglect grammar teaching， so that students encounter many problems in the process of learning grammar， such as the difficulty to open their mouth， the prevalence of speaking sentences full of mistakes， and the confusing structure in writing and translating sentences. Therefore， it is of necessity to reconsider grammar teaching， find existent problems and analyze the reasons in order to provide useful strategies for senior English grammar teaching.

II. Analysis of Current Situation of Senior English Grammar Teaching

2.1 Objects of Questionnaire

In order to understand the situation from a broader angle， the questionnaire is conducted in a certain high school. The participants are the sophomore students who come from four classes. Fifteen students are selected from every class and a total of sixty students are randomly chosen by teachers. Apart from the questionnaire， classroom observation and interview are also adopted.

2.2 Analysis of Questionnaire

According to the investigation， the author sums up some problems in senior English grammar teaching. Firstly， the form of grammar teaching is single. In class， grammar lessons are just regarded as a way of explaining rules and doing exercises， and few teachers employ interesting methods to interpret grammar. As for students， the boring teaching contents make them bored and absent-minded， resulting in inefficient learning. Thus， the effect of grammar teaching and learning isnt good.

Secondly， teachers are unaware of transposition thinking and employ more technical terminology. In the teaching process， teachers dont understand problems from the perspective of students， so that there are some knowledge points which teachers consider simple， but students cannot fully understand. Moreover， in order to explain grammar， teachers select technical terminology that students arent familiar with， resulting in students inadequate comprehension of grammar.

Thirdly， teachers lack rational understanding for students errors in learning grammar. Through investigation， the author finds that most teachers unscientifically understand the errors， believing that students dont remember grammatical rules and lack sufficient exercises. In fact， errors are the symbol that students are experiencing the process of grammar internalization. If the teachers can correctly understand this process and give some patience and encouragement， it will help students achieve internalized grammar faster and realize the goal of language acquisition.

Apart from the mentioned issues， there are also some problems about students grammar learning. Firstly， students lack the strong motivation to learn grammar. As is known， motivation is the direct power to stimulate students and is also the premise of language acquisition. However， students states that grammar is boring and is difficult to remember. The fundamental reason that students learn grammar has nothing to do with life and interest but only for exams. Hence， the lack of motivation makes students unable to learn grammar very well.

Secondly， students cannot put grammar into practice， leading to duplicating errors. Students cannot grasp English grammar thoroughly and just remember rules mechanically. Whenever they do exercises， they dont know how to employ grammatical rules； whenever they speak or write in English， they just do it under the guidance of Chinese thinking pattern. Failure to combine grammatical rules with situations results in various errors.

Thirdly， the method of learning grammar is single. As a second language， English learning has no advantages in environment and conditions. Learning grammar in class is the only way for most students， which isnt enough for learning English. And out of class， few students organize activities related to grammar learning. Thus， such a single learning form cannot make students keep passion for further study.

III. Strategies for Senior English Grammar Reaching

As for those problems， this thesis provides some helpful strategies for senior English grammar teaching.

Firstly， the forms of grammar teaching should be diverse. Because of boring grammatical rules， teachers can adopt diverse methods to present and practice grammar so as to enhance the depth of classroom teaching， such as teaching grammar with dramas， English songs， classic films and games. Different forms of grammar teaching can help maintain students freshness and passion for grammar learning.

Secondly， the use of grammatical explanations and technical terminology should be cautiously handled. Teachers are sometimes eager to display their meta-linguistic knowledge， but they forget that students are busy getting the language itself and the added load of complex rules and terms is too much to bear in mind. Therefore， teachers should adopt simple terms to interpret grammar.

Thirdly， teachers should rationally understand grammatical errors. Research evidence shows that some grammatical correction is helpful to improve students learning， while others are just the opposite. Hence， teachers should be prudent to engage in such treatment on the principles of maintaining communication flow and of maximizing student self-correction.

Fourth is to stimulate students motivation. The learning motivation of English grammar is an important element affecting learning effect. If students learning motivation is stimulated， it can strongly enhance the effectiveness of teaching， which requires teachers to adjust teaching methods and contents. Different ways of evaluation should also be adopted to stimulate students motivation to learn grammar.

Fifth is to make grammar teaching carried out in the communicative situation. The purpose of grammar teaching is to improve students ability to effectively use language to communicate. Therefore， teachers should teach grammar in context， so that students can consolidate learned grammar and deepen the understanding of grammar.

IV. Conclusion

Through investigation， this thesis finds that teachers and students have some problems in grammar teaching and learning， such as the single form of grammar teaching and learning， teachers unscientific understanding for students errors and the lack of learning motivation. Besides， this thesis offers some strategies to enhance awareness of grammar teaching and learning.

In short， this thesis is expected to be beneficial for teachers to promote the teaching quality of senior English grammar and for high school students to make great process in grammar learning.

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（作者單位：東北林業(yè)大學 外國語學院，黑龍江 哈爾濱 150040）