试论初中英语交际课堂中的语法教学.doc

摘要: 自交际教学法引入外语教学课堂后，人们对外语教学有了新的认识，语法也被赋予了新的意义。交际教学这个全新的概念视语言为人类传达信息，本论文由无忧论文网整理提供进行交流的工具，而不仅仅是一套语法体系。然而，教师过多的关注学生外语交流能力的培养，语法没有得到系统地讲解，从而导致学生无法全面掌握语言以及语言的准确运用。
    这篇论文致力于研究教师如何将语法教学融入交际课堂，让学生积极地参与到有意义的交际活动中，从而在语言交际中习得语法。 
Abstract: Since communicative approach (CA) was introduced into the foreign language classroom, people have been taking a new look at foreign language teaching, and grammar is also endowed with a new meaning. This new conception regards language not merely as a system of rules, but a tool for information delivery and human communication. However, with more and more attention attached to the cultivation of students’ ability to communicate, grammatical rules are no longer systematically taught by English teachers, thus impeding students’ comprehensive command and accurate use of English.
Thus, this thesis tries to explore how teachers can successfully conduct form-focused instruction by integrating linguistic rules and communication and have students actively involved in the meaningful communicative activities, thus acquiring grammar in the use of language.

    CONTENTS
    1. Introduction 1
    2. The Issue in Question 2
    2.1 Current situation of language learning in Junior High Schools 2
    2.2 Necessity of form-focused instruction in the language classroom 2
    3. Concepts Related to the Communicative Approach 3
    3.1 Linguistic competence 3
    3.2 Communicative competence 4
    3.3 The nature of form-focused instruction 4
    3.4 Linguistic competence, communicative competence and form-focused Instruction 5
    4. Integration of Form-focused and Communication-oriented learning 5
    4.1 Communication and grammar 5
    4.1.1 Accuracy or fluency 5
    4.1.2 Integration of grammar and communication 6
    4.2 Teachers’ roles 7
    4.2.1 Planners of classroom activities 7
    4.2.2 Participants of classroom activities 8
    4.2.3 Presenters of language forms 8
    4.2.4 Guides of language use 9
    4.2.5 Evaluators of classroom activities 9
    4.3 Students’ roles 10
    4. 3. 1 Receivers of language forms 10
    4. 3. 2 Creators of language use 11
    4. 3. 3 Performers of communicative activities 11
    5. Models of Form-focused Instruction in the Communicative Classroom 11
    5.1 Brumfit’s Model 11论文格式
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