probe into methods of teaching english grammar

1、<p>　　Probe into Methods of Teaching English Grammar</p><p>　　1 Definition of grammar </p><p>　　People sometimes describe grammar as the "rules" of a language. to be accurate, gra

2、mmar is the science dealing with the systematic rules of a language，its forms，inflections，syntax，and the rules of using them correctly. It is summarized from language use and practice，and reflects the logic of thinking i

3、n people’s speech or writing. </p><p>　　2 Importance of English Grammar </p><p>　　English grammar is the core of English language. Without grammar English language can’t be well constructed. Lea

4、rning English grammar well is very important，which allows you to express your ideas and intentions in a way that is acceptable to native speakers. The objective of English grammar teaching is to help students apply gramm

5、ar rules to the guidance of language practice and raise the ability to use English appropriately. Grammar plays an important role in English study. It is necessary for </p><p>　　3 Situation of English-gramma

6、r Teaching </p><p>　　3.1 Misunderstanding in English-grammar Teaching </p><p>　　Grammar is often misunderstood in the language-teaching field. The misconception lies in the view that grammar is

7、a collection of arbitrary rules about static structures in the language. Further questionable claims are that the structures do not have to be taught, learners will acquire them on their own, or if the structures are tau

8、ght, the lessons that ensue will be boring. Consequently, communicative and proficiency-based teaching approaches sometimes unduly limit grammar instruction. Of the m</p><p>　　3.2 Historical Situation of Eng

9、lish-grammar Teaching </p><p>　　Grammar teaching has experienced some representative periods．In the 1950s and 1960s，Chomsky’s “grammatical competence” claimed that knowing a language equals to knowing the gr

10、ammar of that language．In the 1970s and the 1980s，with the birth of the concept “communicative competence”，Hymes’ idea that knowing a language should also include being able to use the language for social and communicati

11、ve interaction besides our knowledge of rules of grammar(in Pride and Holmes, 1972) has spread． According</p><p>　　4 Methods of Teaching English Grammar Well </p><p>　　Many Chinese teachers lay

12、great emphasis on grammar teaching. However, one common phenomenon exists in grammar lessons is that teachers teach learners grammar in a mechanical way. They just list the language points one after another on the blackb

13、oard and explain them without any contexts. They require the learners to memorize those items mechanically and are satisfied at the level. Nevertheless, in a view of present state, it is high time teachers adopted a new

14、mode in teaching grammar. </p><p>　　4.1 Stress the characteristics of English-grammar class </p><p>　　1) The process of learning is a process of obtaining information，dealing with </p>&l

15、t;p>　　information，analyzing problems and solving problems． </p><p>　　2) The purpose of language learning is not just learning grammar knowledge，but the </p><p>　　practical use of grammar know

16、ledge． </p><p>　　3) Co-operative learning becomes accessible． </p><p>　　4) Student-centered class is highlighted．A teacher is no longer a dominator in class </p><p>　　but “a facilit

17、ator of learning”(Littlewood 1981)． </p><p>　　5) Student’s individuality (creative way of thinking and personal views in </p><p>　　understanding and solving problems) is worshipped． </p>

18、<p>　　4.2 Stress different demands of English-grammar teaching and learning </p><p>　　An English grammar class should differentiate the demand of grammar teaching and grammar learning. Students are the

19、center of the class. English-grammar teaching ought to be conducted on the base of English-grammar learning. The grammar points to be learned should be presented in an interesting way. How the teachers present the gramma

20、r points that are to be learned in class will affect the outcome greatly. They cannot give a successful lesson unless they arouse the students’curiosity and interes</p><p>　　One way to present the structures

21、 of the language effectively is to tell an interesting story. The story should contain the new words and expressions that the teacher is going to teach and it should not be too complicated so that everyone can get a gene

22、ral idea of it. It would be better if the story were related to the text to be learned in some way. While listening to the story attentively, the students will encounter these new words and expressions and they will be e

23、ager to know the meanings a</p><p>　　Another way to achieve the same goal is to elicit by asking questions. The teacher may design some questions beforehand that are close to the students’ real life which mu

24、st be answered by using the new grammatical knowledge. For example, in order to teach direct speech and indirect speech, the teacher may first ask one of the students, “Do you like playing basketball?” The student may an

25、swer, “Yes, I like playing basketball.” Then the teacher can ask the whole class, “What did he say?” After lea</p><p>　　As every teacher is unique, he may employ whatever methods he considers effective to pr

26、esent the grammar points. </p><p>　　Conclusion </p><p>　　Grammar plays an important role in English study. English grammar is the core of English language. It upholds the whole system of communi

27、cation. Without grammar English language can’t be well constructed. It is necessary for the students to grasp the right form and usage of grammar to promote their ability to apply English proficiently. While grammar can