如何在語境中提高英語語法教學的有效性論文
【摘 要】：課程改革的重點就是要改變英語課程過分重視語法和詞匯知識的講解與傳授、忽視對學生實際語言運用能力的培養(yǎng)的傾向，強調課程從學生的學習興趣、生活經(jīng)驗和認知水平出發(fā)。文章以教學“if”真實條件狀語從句為例，闡述如何在語境中展開語法教學，使學生通過觀察、感悟、探索和運用內化語法知識，提高語法教學的有效性。
【關鍵詞】：英語 語境 語法教學 有效性
初中英語語法教學可采用“歸納為主，演繹為輔”的教學策略，培養(yǎng)學生的觀察、記憶、思維和想象能力，引導學生主動獲得語法知識，借助語境，通過大量的專項和綜合性語言實踐活動，形成綜合語言運用能力，為真實語言交際打基礎。下面以教學“if”真實條件狀語從句為例，闡述如何在語境中展開語法教學，使學生通過觀察、感悟、探索和運用內化語法知識，提高語法教學的有效性。
一、在故事語境中切入語法主題
教者選取了朗文國際英語教程（Side by Side）第四冊教材中一篇題為《A Wishing Well》的文章作為引入，要求學生通過閱讀分別找出Mr. Wang， John，和Andy三個人物的新年愿望。學生在尋讀（scanning）的同時，接觸到了本堂課的`目標語法 “if”條件狀語從句。
二、在游戲語境中感悟語法意義
為了引導學生對所接觸到的語言材料進行更進一步觀察，教者鼓勵學生對三個人物的其余新年愿望進行猜測。在設計接龍猜測游戲中，教者根據(jù)學生的實際語言水平，注意游戲難度的坡度，由易到難逐漸提升。
【例1】
T: If Mr. Wang sells a lot of used cars,he’ll receive a large year-end bonus. This is Mr. Wang’s first wish. He has more wishes.What are they?
�。ㄓ谜n件呈現(xiàn)圖片，然后直接告訴學生第二個愿望。）
T: If he receives a large year-end bonus,he will travel widely.
T: If he travels widely, he will probably meet a famous person. Who? Let’s guess.
�。ㄓ谜n件呈現(xiàn)圖片并給予學生必要的提示，圖片結合最近所學的課文內容，結果出乎學生意料，開拓了學生思維，增加了游戲的趣味性。）
S1: If he travels widely, he will probably meet Fisherman Wang Damin.
S2: If he meets Fisherman Wang Damin,he will see Damin fish with his cormorants with his own eyes.
【例2】在對最后一個人物Andy的新年愿望進行猜測時，教者沒有給學生任何提示，要求他們獨立造句。由于有了先前的鋪墊，學生思維活躍給出了各種答案。
T: What about Andy’s next wish? If it snows next month, Andy’s school will probably be closed. If his school is closed, he will ?
Ss：If his school is closed, he will have a longer winter holiday.
If his school is closed, he will stay at home and play video games all day.
If his school is closed, he will feel sad.
三、在競賽語境中探索語法規(guī)則
初中語法教學應采用“歸納為主，演繹為輔”的教學策略。歸納法能調動學生的參與積極性，有利于培養(yǎng)學生的觀察、思維、分析和歸納能力，也有助于提高學生自主學習的能力。在學生做出了各種猜測后，教者給出了含有Andy四個愿望的一個語段，鼓勵同學即興背誦，然后歸納“if”條件狀語從句的特點，最后筆者加以點評小結。
【例3】T： Please read Andy’s wishes and try to memorize his wishes. Then I want you to recite his wishes. Let’s see who has got the best memory?
S： If it snows next month, Andy’s school will probably be closed. If his school is closed, he will havea longer winter holiday.
If he has a longer winter holiday, he will go to Beijing to visit his grandparents. If he goes to Beijing, he will certainly take a chance to see the Bird’s Nest and the Water Cube. He’s sure it will be an unforgettable trip.
四、在生活語境中運用語法規(guī)則
通過操練活動形成的初步語言技能只有通過生活化的語言實踐活動才有可能逐步上升為真正的語言運用能力。“if”條件狀語從句常在提出建議時使用，在檢驗學生是否真正掌握這一語法規(guī)則時，教者設計了若干適合目標語法的語境，話題貼近學生生活，要求學生討論解決話題中的問題。
【例4】T: Jack is a clever boy in his class, but he often fails in the English tests. He wants to get a better mark, but he seldom listens carefully in class. He likes talking to others in class. He dislikes reading English aloud. He does his homework carelessly. He doesn’t hand in his homework on time. Now Jack needs our help. Let’s help him together. I’d like to give him a piece of advice. ‘If you listen carefully in class, you’ll keep up with your classmates.’ Please give him more advice.
（用課件顯示Jack的不良學習習慣，學生通過提示給出不同建議。）
Ss：If you hand in your homework on time, you’ll be a responsible student.
If you stop talking to others in class, you’ll understand your lessons better.
If you read English every day, you’ll be able to speak English fluently.
五、在活動語境中內化語法知識
語法的熟練掌握離不開聽、說、讀、寫的實踐。設計不同的任務活動，進行有意義的言語訓練，可以實現(xiàn)語言知識運用的自動化（張正東，2004）。教者應根據(jù)所教語法項目的交際功能，將語法教學與聽、說、讀、寫活動結合起來，將語法知識的學習與綜合技能結合起來，在任務活動語境中，通過綜合運用幫助學生內化語法規(guī)則，真正掌握所學的語法知識。
【例5】T: Do you still remember Danny?He is a fat boy. Now he has got a big problem. He becomes even fatter. Let’s help him solve the problem. Four of you work together as one group. First discuss the possible reasons Danny has got, then write suggestions according to the reasons.
總之，語法是語言知識重要組成部分，是學習者正確理解和準確輸出的前提。設計趣味性強、貼近學生生活、適合目標語法的語境，讓學生在語境中探索語法規(guī)律，運用語法規(guī)則，內化語法知識，有助于學生形成綜合語言運用能力，為真實語言交際打下基礎。
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