交际法在初中英语语法中的运用本科毕业论文.doc

毕业论文（设计）

题 目：
交际法在初中英语语法教学中的运用
系 别：
外国语学院
专 业：
英语
班 级：
2010级本科1班
姓 名：
刘焕博
学 号：
10072050110
指导教师：
李卿
教师职称：
讲师

2014
年
6
月
6
日

毕业论文（设计）

题 目：
交际法在初中英语语法教学中的运用
系 别：
外国语学院
专 业：
英语
班 级：
2010级本科1班
姓 名：
刘焕博
学 号：
10072050110
指导教师：
李卿
教师职称：
讲师

2014
年
6
月
6
日

The Application of Communicative Language Teaching to English Grammar Teaching in Junior Middle Schools

By
Liu Huanbo
Supervisor: Lecturer Li Qing

A Thesis Submitted to the Foreign Language
Of Cangzhou Normal University
In Partial Fulfillment of the Requirements
For the Degree of Bachelor of Arts
Cangzhou, China
June, 2014

沧州师范学院2014届毕业论文（设计）

郑重声明

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Abstract

With the developing of linguistics, psychology and pedagogy, people are taking a new look at foreign language teaching, giving grammar teaching a new meaning. It reflects a new conception. This new conception regards language not merely as a system of rules, but as a tool for human communication. Accordingly, the traditional methods of grammar teaching should be reformed.
This thesis introduces the current situation and the significance of grammar teaching, pointing out that teaching grammar with the Communicative Language Teaching (CLT) is necessary. The author introduces the theory of communicative competence and the definition of grammar in order to show that teaching grammar with CLT is feasible. Then the author presents the language teaching methods under the traditional way, including the grammar-translation method, the direct method and the audiolingual method.
To find out the main problems in grammar teaching and learning, a questionnaire was conducted by thirty students in Wangshu Middle School in Cangzhou, which reflects the attitude of the students and the way of grammar teaching.
At least, the author points out the strategies of grammar teaching under CLT, hoping can provides help for teachers in grammar teaching and achieve the goal of enhancing the ability of grammar and communication.

Key words: the grammar teaching; the communicative language teaching; communicative grammar teaching

摘 要

随着语言学、心理学和教育学的发展，人们对外语教学有了新的认识，语法的定义也被赋予了新的涵义。这种新的涵义实际上反映了一种新的语言观念。这种新观念并不仅仅把语言仅仅解释为一种知识体系或规则，而是更加强调语言作为交际工具的本质意义，从而必然要求对传统的语法教学进行改革。
本文介绍了我国初中英语语法教学的现状及进行语法教学的意义，同时指出用交际法进行语法教学是非常必要的。作者介绍了有关交际能力的理论及传统的英语语法教学的方法。
作者在沧州市望树中学对三个年级共三十名学生就语法学习情况进行了问卷调查（这些学生在2013年10月份的期中考试中班级排名第一、十、二十、三十、四十名），从而发现了一些在语法教学及学习中的主要问题，主要包括英语老师教授语法的方法以及学生学习英语的态度。
最后作者提出了用交际法进行语法教学的策略，希望可以帮助老师们更好地进行语法教学，实现提高学生语法和交际能力的目标。

关键词：语法教学；交际教学法；交际语法教学

Contents

Introduction 1
Chapter One Theoretical Framework 4
1.1 Theoretical Background to CLT 4
1.2 The Definition of Grammar 6
1.3 Grammar Teaching under Traditional Methods 6
1.3.1 Grammar-Translation Method 7
1.3.2 The Direct Method 7
1.3.3 The Audiolingual Method 7
Chapter Two Main Problems in Grammar Teaching and Learning 9
2.1 Main Problems of Grammar Teaching 9
2.1.1 Traditional Teaching Methods on the Grammar Class 9
2.1.2 Little Attention to Practice with Grammar Rules 10
2.1.3 Teachers with Less Proficiency 10
2.2 Main Problems of Grammar Learning 11
2.2.1 Students’ Negative Attitude towards Grammar Learning 11
2.2.2 Students’ Negative Attitude towards Interaction in Grammar Class 12
Chapter Three Strategies of Grammar Teaching under the Framework of CLT 13
3.1 Creating a Communicative Environment 13
3.1.1 Presenting Grammar in Discourse 13
3.1.2 Increasing Students Involvement 14
3.2 Effective Communicative Grammar Activities in Language Classroom 15
3.2.1 Presenting Grammar through Comparison 15
3.2.2 Discussion and Debate 16
Works Cited 21
Appendix 22
Acknowledgments 24

iii
Introduction
With the development of economy and culture, English is most widely used in the whole world. English becomes the most popular foreign language in China. Therefore, the importance of English is more obvious. As is known to us, language is a tool to communicate. In western countries, students do not know many detailed grammatical rules, but they can also communicate with others successfully in English. The first reason is that they have many chances to practice using it. The second reason is that English is their mother tongue or their second language. So the key point of learning English is to learn English in communication. It can not only improve students’ interest of learning English, but also can improve students’ ability of speaking, reading and writing.
In China, English is a foreign language. Chinese students can learn the structure of words or sentences well, but they are not sure to be successful communicators. Because the students have few chances to use English to communicate with others. Just as Ur said: “you cannot use words unless you understand how they should be put together”(98). Wilkins stated that grammar is the access to achieve linguistic creativity and inappropriate knowledge of grammar will cause serious limitation on the ability to communicate (66). Therefore, grammar teaching is not only necessary but also the basis of the communicative competence for students.
Several traditional teaching methods have influenced English grammar teaching in China for decades, such as grammar translation method and direct method. The present junior middle schools English classroom is still dominated by these traditional English grammar teaching methods in English foreign language teaching. The students’ English accuracy of expressions has improved under the traditional English grammar teaching methods. However, they have many disadvantages.
Firstly, English grammar teaching plays a very important role in junior middle school. Because junior middle school is the basic period of English language education. However, English grammar teaching methods are teacher-centered and examination-oriented in most junior middle schools in China.
The teacher pays much attention on the explanation of grammar form and reciting. The teacher spend majority of the classroom time on the explanation of English grammar rules. All the students are either listening or taking notes. The students are lack of the opportunities to communicate with other students..
Secondly, there is no enough interaction. In the grammar class, English learning is an individual act. Both the teacher and the students focus on English grammar points. It does not help students to develop the strategies of communication.
Thirdly, the teacher neglects the meaning and the process of language production. The teacher spends undue attention and time on grammar knowledge, key words and written English. There is no enough time for students to put English into practice. The students are cleared about the grammar rules, but they are weak in using English in communicating, reading, listening.
Last but not the least, the reading and writing are emphasized. The listening and speaking are ignored. Teachers usually pay attention to the reading and writing but pay less attention and time to listening and speaking in English teaching. So the students have fewer chances to speak and the ability of speaking is lower.
The traditional English grammar teaching makes the students unable to use English to communicate with others. The students are unwilling to engage in thinking independently. The students only receive of English knowledge passively.
We know that language is not all the structures of words or sentences. Language is also regarded as the product of sentence-meaning and context. Therefore, teachers should not only be interested in filling students’ head with grammatical rules. But teachers should teach them how to apply these rules to students' communication.
In a word, language is for communication. Being able to communicate requires more than linguistic competence. It also requires communicative competence. The students should know when to say, how to say and what to say. So teaching grammar through the communicative approach is necessary.
Communicative Language Teaching (CLT) was introduced into China in the 1980s. It influenced English grammar teaching greatly in China. Students have made great rapid progress in speaking and listening more than before. Canal and Swain suggest: “Grammar teaching is very important in CLT. Grammatical competence is an indispensable component in listening, speaking, reading and writing.” (145). Teaching grammar in CLT can stimulate students’ interest of learning English. What’s more, it can help students put what they have learned in class into practice.
The thesis is composed of five parts. In the part of introduction, the current situation of grammar teaching and the significance of grammar teaching through the communicative approach are shown. In chapter one, the theoretical framework is shown. It includes the theory about the communicative competence, the definition of grammar and the grammar teaching under traditional methods. In chapter two, the main problems of grammar teaching and learning are shown through a questionnaire. The questionnaire was finished by the students in Wangshu Junior Middle School. In chapter three, the strategies of grammar teaching under the framework of CLT are shown. These strategies can offer some methods for English teachers to teach grammar under the CLT in junior middle schools.
Chapter One Theoretical Framework
CLT originated from the changes in the British Situational Language Teaching approach dating from the late 1960s (Littlewood 8). CLT approach evolves as a prominent language teaching method with an emphasis on meaning and communication, and a goal to develop learners’ communicative competence.
1.1 Theoretical Background to CLT
Hymes introduced the concept of “communicative competence” in the mid-1960s. Communicative Competence refers to the ability of communicating with others by using the correct grammar rules. Many researchers have helped to develop the theories and principles of CLT approach after Hymes. As is known to us, one of the goals of grammar teaching is improving communicative competence.
A. Chomsky's Theory of Communicative Competence
Chomsky came up with the terms of Competence and Performance in his book Aspect of the Theory of Syntax. From his theory, we know that improving the communicative competence is one of the goals of language teaching. Competence is the perfect knowledge of an ideal speaker-listener of the language in a homogeneous speech community. Performance is the actual use of a language in concrete situations, which often imperfectly reflects the underlying competence (3). So it is very important to develop the ability of communicative competence and ability of using the language to communicate.
B. Hymes' Theory of Communicative Competence
In Hymes’ view, language was a social and cognitive phenomenon; syntax and language forms were understood not as autonomous, a contextual structures (256). The purpose of learning language is to put it into practice, that is to say, using is the purpose of learning language. Language is meaningful only in context. Only through communication, can the language is meaningful. The English teacher should make real context in grammar teaching. Only in this way, can students feel that language is useful and meaningful.
C. Canale and Swain’s Theory of Communicative Competence
Canale and Swain believe that communicative competence is understood as the underlying systems of knowledge and skill required for communication (331). The knowledge of grammatical rules can lay the foundation for the communicative skill. So students should learn grammatical rules well.
1.2 The Definition of Grammar
According to Oxford Advanced Learner’s Dictionary, grammar is explained “as the science of rules for the forms of words and words into sentences” (783). And Longman Dictionary of Contemporary English defined it as “the science of using the rules by changing forms of words and combing into sentences” (669).
Brown regarded grammar as “a system of rules that control the customary arrangement in a sentence” (19). Bastone argued that grammar is not merely formal network, but a communicative device (78). Lyons defined grammar as “the branch of description of languages that explains the way of words combining into sentences” (131).
The most comprehensive definition of grammar was stated by Larsen-Freeman. She regarded grammar as “a higher order notion that has form, meaning and use in the related dimensions” (57). Halliday regarded grammar as “the study of how form, meaning and use work together to enable learners to communicate with others successfully through language” (27).
From the definitions mentioned above, we know that grammar is not only a system of rules but also has its meaning and use. The purpose of language teaching is to put meaning, form and use together and make students communicate with others correctly and fluently. The knowledge of grammar rules is the soiled foundation of the ability of communication.
1.3 Grammar Teaching under Traditional Methods
Traditional language teaching methods, that is to say, the Grammar-Translation Method, the Direct Method and the Audiolingual Method, play a very important part in the history of English teaching. They have been applied widely in China. These methods have influenced the grammar teaching for many years in China. Next, we will look back the way that grammar was taught in traditional language teaching methods and the advantages and disadvantages of these methods. We can make use of the advantages of these traditional methods.
1.3.1 Grammar-Translation Method
This method is used most widely. There are some advantages for this method. It pays attention to language accuracy. And it is easily handled by teachers. The teacher only translates the sentences for students. And the students recite the translations in their mind. Chinese students are used by this method can benefit from its use because it helps them get high scores on texts.
But the disadvantages are obvious. It overemphasizes the accuracy of the language. Besides, it ignores the training of listening and spoken ability. Under this teaching method, students’ ability of listening and speaking is very low. What’s more, it neglects language use in different situations. The teachers teach students grammar rules in the dull a