文本语境的语法教学案例分析.docVIP

文本语境的语法教学案例分析 　　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 achiev