文本语境的语法教学案例分析

  • 投稿王陶
  • 更新时间2016-04-19
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 学习语法的最终目的不是让学生记住枯燥的语法规则,学习语法的最终目的是为了得体地用英语进行沟通和交流。同时,教师应创造机会和情景让学生运用所学语法,学生学有所获、学用所用。Nunan(2001)认为语法是句法(形式)、语义学(意义)和语用学(用法)三个维度的共同作用,促使学习者通过语言进行交际的范畴。Freeman认为仅仅能够用语法结构并不等于正确地使用语法,还必须意义适当,用得适合。本文以非谓语动词作状语和定语的语言功能为实,分析如何在文本语境中设计语法教学任务。 
  一、语法结构的归纳 
  课堂对所学的语法形式和功能进行总结是必要的。一个学习者要理解语法规则有基本两个方法:演绎法(规则—驱动)和归纳法(规则—发现)。新课程主张用探究发现是教学方式学习语法,语法教学用归纳法更利于学生参与课堂活动,也更利于语法规则的理解。当然,归纳法有时耗时过长,教师可以在提供语言情景的时候,可以先前对情景句进行梳理,满足语法教学的效率原则(E—因素:效率=简练、容易和效能)(ScottThornbury,2011)。因此,开始让学生以表格的形式进行归纳总结,不仅可以提高学生对该语法现象的认知,让下一阶段文本情景的运用“有法可依”。如设计下图表: 
  二、文本语境的语法分析 
  归纳法不仅适合于语法规则的总结,同时也适用为什么要使用这些语法规则。多数学生对非谓语的法则记忆准确,但学生在写作中很少使用非谓语动词结构,这是课堂中缺乏语用教学造成的。 
  本文以分词语法结构的语义和语用为设计重点,如何让学生清楚为什么要使用该语法结构,以及在何种情况下使用,是首先想要解决的问题。根据这一思考,教师提供同一主题joke的三个不同版本(见下面文本1、2、3),让学生进行比较分析:一个是用简单句和状语定语从句进行描述,另一个是恰当使用分词形式,第三个版本则是分词的滥用。 
  文本1:句式单调冗长的文本 
  Mr. and Miss Lazy, who were named after their lazy character, lived in the same city. Because both Mr. Lazy and Miss Lazy were known for their laziness, they got to know each other and got married. Because they shared the same lifestyle, they allowed the dust to pile for an inch in their house. However, after Mrs. Lazy was criticized by the God in her dream for several times, she decided to clean her house carefully. After Mrs. Lazy cleaned the house, she got a sense of achievement and felt proud of herself. Because Mr. Lazy was dedicated to his work, he didn’t notice the change at first. Finally, one day, Mr. lazy saw the table which was shining and shouted angrily, “I can’t figure out the phone number I left on the dust!” 
  文本2:句式变化多样的文本 
  Mr. and Miss Lazy, who were named after their lazy character, lived in the same city. Known for their laziness, they got to know each other and got married. With the same lifestyle, they allowed the dust to pile for an inch in their house. However, having been criticized by the God in her dream for several times, Mrs. Lazy decided to clean her house carefully. After she cleaned the house, she got a sense of achievement, feeling proud of herself. Dedicated to his work, Mr. Lazy didn’t notice the change at first. Finally, one day, Mr. Lazy saw the shining table and shouted angrily, “I can’t figure out the phone number I left on the dust!” 
  文本3:非谓滥用的文本 
  Mr. and Miss Lazy, named after their lazy character, lived in the same city. Known for their laziness, they got to know each other and got married. Sharing the same lifestyle, they allowed the dust to pile for an inch in their house. Having been criticized by the God in her dream for several times, Mrs. Lazy decided to clean her house carefully. Having cleaned the house, she got a sense of achievement, feeling proud of herself. Dedicated to his work, Mr. Lazy didn’t notice the change at first. Finally, one day, seeing the shining table, Mr. Lazy shouted, “I can’t figure out the phone number I left on the dust!”, feeling angry. 这一环节的设置有以下几个目的: 
  1.建立新旧知识联系。引导学生在语境中新旧知识对比,在比较的过程中,学生不难发现简单句或状语从句与分词之间的联系,即表达相同含义使用不同形式。 
  2.认知语法的关联作用。从讲述故事呈现要复习的语法现象,学生很容易通过故事情节理解分词结构所表达的意义和它所起的句法以及关联作用,体现文本语境的合作文本特点。 
  3.体会语法的得体运用。交流需顾及和听众的角色和关系,以及交际方式,不能用晦涩难懂的语言,也不能用平淡无奇的语言。第三种是文化语境,学生很容易在三个小语篇的对比中,发现分词形式让语言简洁、生动、多变。这样,学生不仅形象地了解学习该语法结构的目的,也激起了学生在交际中使用的欲望。同时,也把恰当使用分词的概念传递给学生,避免学生在后面的写作练习的环节中滥用分词。 
  4.激发语法的学习热情。学生在轻松快乐的氛围下开始语法课的学习,消除语法学习的畏惧和抵触。 
  三、文本语境的输出 
  真实情境的课堂环境具备实际情景所具有的生动性、丰富性,能有效的激发学习者的联想,更易提取长期记忆中的有关内容,从而使学习者更易对语言输入的意义构建发生。(鲁子问,康淑敏,2008:43) 
  此环节设置两个递进任务:一是对高考开放作文或模拟试卷作文进行描述,一是写一篇自己感兴趣的文章,都需有意识的运用非谓语的表意功能。 
  Task1: Write a short passage about a hero in your heart, using participles as adverbials or attributives. 
  Task2: Write a short story or joke, using participles as adverbials or attributives. 
  这一部分的语言输出环节有两个主要的特点:一是输出要真实、有意义。最终要求学生讲述自己生活中发生的事情,话题与学生本身密切相关,可以达到交际的目的。二是多样选择,开阔学生的思路,确保每个人都有话可说。同时,上一阶段的训练为最终的输出提供了范例,使得最终的输出水到渠成。学生也能够通过最终的写作获得成就感和运用语法的自信心。 
  四、结论与建议 
  教师依据教学内容创设情境,让学生在动态中学。所设情景由简到繁,由易到难,前后相连,层层深入。在语用方面,应当先输入后输出,使语法教学呈阶梯层层推进。学生在文本语境中实施学习语言行动,积累学习经验,享受学习语法的乐趣。 
  参考文献: 
  [1]Larsen-Freeman。1991.Teaching Grammar to Grammaring[A].In M.Celce-Murcia(Ed.),Teaching English as a Second or Foreign Language[C].Boston.MA:Heinle & Heinle.279-283. 
  [2]Nunan,D.2001.Second Language Teaching and Learning[M].Beijing:Foreign Language Teaching and Research Press. 
  [3]O’Neil.1970.English in Situation.Oxford:Oxford University Press. 
  [4]Scott Thornbury.2011.How to Teach Grammar[M].Beijing:Posts & Telecom Press.