《英语语法教学法》PPT课件

《英语语法教学法》PPT课件

HowtoteachgrammarAliceChiu0936-825423 MainMenuWhatisgrammar?Whatshouldbetaught?Howshoulditbetaught?ExamplesofPPTslidesOnlineResources 1.Whatisgrammar?Grammarisnot…adiscretesetofmeaninglessdecontextualizedorstaticstructureprescriptiverulesaboutlinguisticformWhatisgrammarthen? 2.Whatshouldbetaught?A3-DGrammarFrameworkform/structureuse/pragmaticsmeaning/semanticsFrom:Larsen-Freeman,D.(2001).TeachingGrammar.(pp.251-266).InCelce-Murcia,M.(Ed.)TeachingEnglishasaSecondorForeignLanguage.(3rdEdition).Boston:Heinle&Heinle.Howisitformed?Whatdoesitmean?When/Whyisitused? Theadvantagesoftheframeworkform/structureuse/pragmaticsmeaning/semanticsItmakesteachersunderstandthescopeandmultidimensionalityofthestructure.Ithelpsteacherstoidentifythechallenges. 2.1Teachingform20questions(questions)familyportraits(possessives)describingapersonoraplacebyusingrelativeclausesinformationgapactivity(practicedifferentforms/patterns)sentence-unscramblingtask(aproblem-solvingactivity) 2.2TeachingMeaningMakingassociationbetweenformandmeaningrealiaandpictures(comparativeforms)actionsTPR(imperativeform)matching:phrase-meaningassociation(phrasalverbs)storytellingwithaction(phrasalverbs) 2.3TeachingUseRoleplaysindifferentsocialcontextsExample1:givingadviceGivingadvicetofriendsGivingadvicetoyoungkidsAdvicecolumnist(speakingandwriting)Example2:pasttensevs.presentperfectJobinterviewLinguisticdiscoursecontextTeachingpassivevoices:focusonissuesratherthanagentsatextcompletiontask 3.Howshouldgrammarbetaught?3.1Accuracyvs.Fluency3.2StrikingaBalance3.3fromCognitiveApproachtoCommunicativeApproach3.4Importantfeatures3.5Sequencing3.6ProvidingFeedback3.7GeneralGuidelines3.8Conclusion 3.1Accuracyvs.FluencyForm-focusedMeaning-focusedGrammartranslationDirectmethodFeaturesofpatternsandgrammarpointsInteractive/groupwork(comprehensioninput)Cognitive-codeapproachCommunicativeapproachDevelopexplicitknowledge(knowwhat)Developimplicitknowledge(knowhow)accuracyfluency 3.2HowtostrikeabalanceFluencyrequirespracticeinwhichstudentsusethetargetlanguagepointmeaningfullywhilekeepingthedeclarativeknowledgeinworkingmemory.Meaningfulpracticeofform:Studentshavetoreceivefeedbackontheaccuracy.Concentrateononeortwonewformsatatime.Repeatednoticingandcontinuedawarenessofthelanguagefeatureisimportant. 3.3FromCognitiveApproachtoCommunicativePracticeExplicitformalinstructionStructured-basedcommunicativetaskPracticeandproductionexercisesSubsequentcommunicativeexposuretothegrammarpoint 3.4Importantfeaturesconsciousnessraisingeitherthroughteacherinstruction(adeductivemethod)orbytheirowndiscoverylearning(aninductivemethod)examplesofthestructureincommunicativeinputopportunitiestoproducecorrectgrammarpoints 3.5SequencingAgrammarchecklistNotfollowingaprescribedsequencerigidlyManystructureswouldarisenaturallyinthecourseworkingonthetasksandcontentandwouldbedealtwiththen. 3.6WaystoProvidefeedbackGivingexplicitrulesRecastingSelf-correctingPeer-correctingCollectingstudents’errors,identifyingtheprototypicalones,&dealingwiththemcollectivelyinclassasananonymousfashion. 3.7GeneralPrinciplesforGrammarTeachinglittleandoften(recycleandrevisit)plannedandsystematicofferinglearnersarangeofopportunitiesInvolvingacceptanceofclassroomcodeswitchingandmothertonguetext-based,problem-solvinggrammaractivitiesactivecorrectivefeedbackandelicitationsupportedinmeaning-orientedactivitiesandtasks 3.8ConclusionBythinkingofgrammarasaskilltobemastered,ratherthanasetofrulestobememorized,we’llbehelpingstudentsgoalongwaytowardthegoalofbeingabletoaccuratelyconveymeaninginanappropriatemanner.Whenthepsychologicalconditionsoflearningandapplicationarematched,whathasbeenlearnedismorelikelytobetransfer.Therefore,presentingrulesandformsinthecontextofcommunicativeinteractionisnecessary. 4.ExamplesofPPTSlidesIntegratingpptintogrammarteachingVisuallearnersInterestingstoriesExamples….requirethatSV….Inversions(倒裝句)as…aspossible 5.Onlineresourcesforself-studyOxfordUniversityPressonlinepracticeNaturalGrammarOxfordLearner’sGrammarTheGoodGrammarBookEnglishworks:grammarexercisesBigDog’sgrammar EndofthisSessionReferencesLarsen-Freeman,D.(2001).TeachingGrammar.(pp.251-266).InCelce-Murcia,M.(Ed.)TeachingEnglishasaSecondorForeignLanguage.(3rdEdition).Boston:Heinle&Heinle.Fotos,S.(2001).CognitiveApproachestoGrammarInstruction.(pp.267-284).InCelce-Murcia,M.(Ed.)TeachingEnglishasaSecondorForeignLanguage.(3rdEdition).Boston:Heinle&Heinle.