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英語(yǔ)語(yǔ)法教學(xué)的趣味性論文
[Abstract] Grammar, as a set of rules for choosing words and putting words together to make sense, plays a significant role in language teaching. It is difficult for students to speak English without learning English grammar. However, the traditional teaching methods are so boring that modern language teaching tends to neglect grammar. There have been more and more teaching theories and teaching methods at present. In this paper, some features and rules of grammar teaching have been generalized. Besides, several teaching modes have been introduced and discussed to make students more active in the class and to enhance communicative activities between the teacher and students, so as to make abstract grammar teaching more vivid and interesting.
[Key words] English grammar teaching; teaching methodology; delights
[摘 要] 語(yǔ)法在英語(yǔ)教學(xué)中占有重要地位，沒(méi)有語(yǔ)法規(guī)則的監(jiān)控和修飾，學(xué)生很難成為地道的英語(yǔ)使用者。機(jī)械地沿用以教師為中心的傳統(tǒng)方法進(jìn)行教學(xué)使語(yǔ)法教學(xué)抽象枯燥。目前又出現(xiàn)了各種各樣的教學(xué)理論和教學(xué)方法。本文總結(jié)了語(yǔ)法課堂教學(xué)的特征和規(guī)則，提出了幾種基本教學(xué)方法以便更好地發(fā)揮學(xué)生的主動(dòng)性，增強(qiáng)師生間的交互式教學(xué)活動(dòng)，使抽象的語(yǔ)法教學(xué)形象活潑。從而使語(yǔ)法教學(xué)更好地服務(wù)于英語(yǔ)教學(xué)的最終目的---培養(yǎng)學(xué)生的語(yǔ)言交際能力。
[關(guān)鍵詞] 英語(yǔ)語(yǔ)法教學(xué)；教學(xué)法；趣味性
1. Introduction
Grammar is a set of rules for choosing words and putting words together to make sense. Every language has a set of grammar rules. It has been held that if a language is a building, the words are the building bricks and the grammar is the architect’s plan. Without a plan, there would not be any building. However, with the growing popularity of the communicative language teaching approach, grammar is more and more neglected and grammar teaching is regarded as inherently “dull” or “old-fashioned”. Some teachers are even going to extremes by avoiding talking about grammar under the supposition that grammar teaching do no good to students’ communicative competence. As a consequence, the grammatical knowledge is not timely consolidated, internalized and converted into a practical ability. There are some problems in grammar teaching, which are generalized as “five emphases” and “five neglects”, [1] that is: emphasizing instilling knowledge while neglecting practicing skills; emphasizing explaining in detail while neglecting exercising; emphasizing written exercises while neglecting oral practices; emphasizing the analyses of grammar while neglecting the usage of grammar; emphasizing the mastery of rules while neglecting knowing examples. It is because of these problems and difficulties that grammar teaching is so boring for both teachers and students.
2. Features of English grammar teaching
There are some features of grammar teaching in the class which is worth noticing.[2]
2.1 Activeness and interest
Grammar teaching should fit the students’ age, the class situation, and the content of teaching materials.
1) Try to satisfy the students’ desire of success. For instance, according to different levels of the students, teachers can teach them to sing English songs, read some interesting stories to them or talk about children’s programs with them.
2) In termsof “3-s” which is surprise, suspension and satisfaction, teachers can advance some enlightening questions to satisfy the students’ curiosity and to arouse their interest.
3) Teaching methods should be of variety and flexible.
2.2 Practicality and communicativeness
Listening, speaking, reading and writing should be developed harmoniously.
1) Emphasize communicative usage, such as doing duty report, two minutes’ talk, free chat between students and the teacher, and so on.
2) Insist on elaborate explaining and doing more exercises, which requires the teacher to give two thirds to three fourths of the class time to do exercises that should be designed according to the difficulty gradation, and according to their purposes.
2.3 Consolidation and development
Try to avoid forgetting and try to consolidate the knowledge gradually. In other words, teaching materials should be arranged systematically and organizationally. The teacher should try to connect new knowledge with the old ones, increase repetition and enhance exercises to enhance positive transference and help students grasp knowledge and train their practical skill. In a word, such features make grammar teaching particular and important.
3. Principles of English grammar teaching
In order to teach grammar successfully, the following principles should be paid attention to and obeyed. The following principles should be showed in the class.[3]
3.1 Motivation principle
Motive is the assurance of all teaching activities, including grammar teaching. Nowadays, since more and more students are not interested in grammar, it is more and more significant to motivate students. There are six points altogether in this principle.
1) Choose the topic that suits the students’ age, cognition and language learning.
2) Create the proper situation, and try to offer some ocular objects, such as pictures and slides.
3) Make grammar exercises open ended in answers which allow students to talk freely and arouse their interest.
4) Form and meaning are combined. Meaning should be the core of exercises, which can be designed with an information gap to let students join in and get what they want to know.
5) Personality should be embodied fully, which help students to carry on the real exchange.
6) The activities should be more challenging and make students moderately nervous, thus students will get the joy of success.
3.2 Efficiency principle
It is made up of six points as well.
1) The aim of the grammar teaching activities should be clear.
2) Try to increase students’ participation in pair work or group work.
3) Make sure the efficiency of practices, which means to make sure students are able to use the new grammar rules properly and make them have a sense of success and satisfaction after the teacher correcting their faults.
4) Increase the kinds of activities. The variety of activities is the condiment of the studying and teaching. Sincethere are students of different levels, the activities in the class should be different.
5) Preparation before exercises requires that there must be presentation and explanation. After students have a clear idea about the taught grammar rule, they can enter into grammar practicing.
6) Class evaluation. There is a grammar test at the end of the class.
3.3 Variety principle
The vitality of teaching activities in the class lies in the changing of teaching activities. The teacher should create fertile activities in terms of students’ situation.
3.4 Majority principle
It shows that teaching should fit every student. So implicit teaching and dominant teaching, inductive method and deductive method, controlling, semi-controlling and communicative practice should be united.
3.5 Procedure principle
This tells that teaching should follow the procedure of presenting, explaining and developing, otherwise, its effect will be damaged.
3.6 Communicative principle
Language serves communication, and the real language ability is developed in the process of communicating. So communication should also be embodied in grammar teaching.
3.7 Diversity principle
Language ability is the basis of communicative ability. And learning grammar is not the aim but the way of learning language. Teaching does not mean just teaching grammar, neither does language learning.
In a word, with the new curricular reform, the aim of grammar teaching also changes. Grammar teaching is aimed to stress the marrow of grammar by nimble teaching designs, and to make grammar class alive through creating fertile situations, thus to help students transfer the isolated and scrap language points to apply language quickly. So the new or useful methodologies should fit the features, suit the principles and display the aim.
4. Methods of English grammar teaching
According to the differences of methods of introducing the structure, there are implicit ways, such as the inductive method, and explicit ways, such as the deductive method. According to the differences of teaching aims, there are communicative approach, situational method and task-based method, which are aimed at developing students’ communicative ability. And all these methods can be adopted to make grammar teaching vivid and interesting.
4.1 The inductive method
In the inductive method, the teacher induces students to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if students are given enough appropriate examples.
For instance, the teacher wants to introduce comparative adjectives to a class of low-level students, she first shows a picture of a tall, thin girl labeled Mary, saying “Mary is tall”. She shows a second picture of an even taller, thinner girl labeled Ann, saying “Ann is tall”. The teacher then puts the two pictures side by side with each other and says: “Mary is tall and Ann is tall, too. But Annis taller than Mary”. The teacher can do the same for “thin” and introduce more pictures, or objects and adjectives: long, short, big, small and so on. After several examples, students will understand the structure of the comparative adjectives. The target sentence is “Ann is taller than Mary”. Then students produce more sentences using the pattern “X is …-er than Y”.[4] The teacher may check whether students have grasped the meaning of the structure by asking some conceptual questions, then give them further practices.
In order to present the two forms “this is” and “these are”, the teacher will first hold up a book, saying “This is a book.” He or She will do the same showing other objects. Then the teacher holds up several books and says “These are books.” After several similar examples, it is hoped students will understand “these are” is used with plural forms of nouns. Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Then the teacher may elicit the grammar rule from the students.[5]
4.2 The deductive method
The deductive method relies on reasoning, analyzing and comparing. In the deductive classroom, the teacher gives a grammatical explanation or rule first, and then ask them to use the rule to do a set of exercises in order to understand the grammatical point and help them master the language item. One possible way of delivering such a lesson is as follows:[6]
(a) Present the structure and explain the “rule” in a way that involves the students.
(b) Write up the language structure.
(c) Set up some activities so that the students can practice the language structure in a meaningful context. For example, the teacher may use a role play, a discussion or a piece of writing to consolidate the language structure.
When teaching the structure “used to do”, the teacher firstly presents it on the blackboard and explain its meaning and usage clearly. Then the teacher gives students some examples. After that, he or she invites students to do group work to make sentences using the structure. The group that makes the most examples will be the winner.
Besides when presenting the future tense, the teacher presents the word “will” and do the same as the above. Then he or she can ask students to do a piece of writing to check their understanding. The title may be “my dream”. And read some good writings to the class next day.
4.3 The combination of inductive method and deductive method
Among the methods for teaching grammar, the deductive method and the inductive method have been discussed and adopted most frequently. Obviously, the inductive method is more interesting. It is believed that the inductive method is more effective in which students discover the grammar rules themselves while engaged in language use. This is especially true with grammatical regularities which areeasily perceived, understood and applied. However, it is a good idea to combine both methods, which avoids the bad influences of the traditional infusing method and can motivate students.
Nowadays, the teacher combine the two methods more and more. He or She usually uses the inductive method firstly and then the deductive method, especially when teaching some more difficult grammar points. For example, when teaching the structure “If I were…, I would…”, the teacher may make sentences like this: “If I were a bird, I would be kept in a hutch.” “If I were a millionaire, I would go around the world.”… The more, the better. Then the teacher asks students to find out the similarities of the sentences and encourage them to guess its meaning or features. After that, the teacher can make further explanations on the basis of students’ understanding. And to check if they have grasped the structure, the teacher can invite students to do pair work. The students discuss with their partner and make a dialog. Finally, the teacher asks several pairs to act out and do some comments. Similarly, subjunctive mood can be taught in this way.
4.4 The communicative approach
Communicative approach, which is aimed at developing students’ practical communicative ability, emphasizes how to use the right communicative context in the process of language study, and holds that language study should meet the students’ needs of exchanging and transferring information in their real life and work. So the core of it is “using language to learn and learn to use language”.
In communicative class, students are considered as the main role. The teacher organizes all kinds of real and vivid activities to make teacher-student and student-student exchanges, then help students transfer the grammar knowledge into their skill of applying language.
When teaching the article, the teacher can draw a picture and ask students to describe the picture, on which there is a book on the table, there is a bed in the room, and so on. And the two pictures are of few differences. One of them can ask the following questions: Is there a girl in your picture? Or is there a mirror in it? Also, two students can have different information to exchange. One of them has a picture with “carrot, horse, rose, and tomato” and the other has another picture of “animal, flower, fruit and vegetable”. Then they exchange the information by asking and answering some questions. So they can make a dialogue like this:
A: What is a carrot?
B: It is a vegetable.[7]
Lastly, one student has a picture and he will ask his partner to set the things according to the picture. e.g. Put the pen on the book beside the bag. All these methods can motivate students, and also develop their communicative skills.
The grammar can also be learned and taught in the form of poems or songs. Because such poems or songs are always relaxing, lively and comfortable to read, and are easy to remember. Students can learn and master the pattern “have done” by reading the following songs:
The Beaches of Mexico
Have you ever seen the beaches of Mexico?
Have you ever walked the streets of San Juan?
Have you ever been to Haiti?
[……………………………]
I’ve sure been in pain.
I’ve sure been in love.
I’d do it all again. [8]
After introducing subjunctive mood, the teacher can offer a poem to help students understand the mood as follows:
If All Were One
If all the seas were one sea, what a great sea that would be!
If all the trees were one tree, what a great tree that would be!
If all the axes were one axe, what a great axe that would be!
If all the men were one man, what a great man that would be!
If the great man took the great axe, and cut down the great tree.
And let it fall into the great sea, what a great splash that would be!
It is believed that such kind of teaching would be effective because it would make the class lively and students excited.
Communicative approach requires that the teacher should connect grammar teaching with practice and communication consciously to offer an environment for students to use the grammar through listening, speaking, reading and writing. For example, after introducing the article, the teacher can not only design some blank-filling exercises but also organize the following paragraph:
Once there lived an old woman. She had a very beautiful cat. One day she lost her cat. She looked for it everywhere but couldn’t find it. She was very disappointed. One evening she saw a cat lying by the roadside almost dying. She was very happy and bought it home.[9]
Then the teacher asks students to read the paragraph quickly by themselves and answer the questions as follows:
1) Does the article tell us if the old woman found her own cat?
2) How do you know?
If the students want to understand the paragraph and answer the questions correctly, they must know the meaning of “a”. In this way, the students can master the usage of the article by reading the paragraph, and understand the whole paragraph by knowing the rule of using the article as well, which can help them grasp the usage of the article further.
So from what have been discussed, it is easily found that the communicative approach assumes that the purpose of language teaching is to manipulate the structures of the foreign language and how to use the grammar rules. While teaching grammar, the teacher should try to provide students with many opportunities to use the language for communicative purpose, develop students’ ability to participate in communication through language rather than their perfect mastery of individual structures. By adopting communicative approach, the classroom atmosphere is relaxing and lively. The teacher is no longer dominant but an organizer, helper and participant while students are no longer “ignorant audience” and passive learners, but actively involved in the class. They are not only learning the grammatical rules but also practicing their speaking, listening and reading, thus their communicative ability will be greatly improved.
4.5 The situational method
“Situation” is the occasion where the target language is practiced. The right situation can help students understand and apply language suitably. The teacher should utilize the real environment or create lifelike situation to teach grammar, which includes objects, real language surroundings, postures, non-language ways, multimedia, pictures, examples and so on.
It is believed that the classroom is the most economical and convenient “teaching tool”. There are students, a teacher, doors, windows, walls, blackboards, desks and lights, which have formed a special relationship to be used in grammatical class. For example, when teaching “both” and “neither”, the teacher can ask two boys to stand up and introduce them: This is Li Lei and this is Wang Tao. Li Lei is a boy and Wang Tao is a boy, too. They are both boys. / Both of them are boys. Li Lei isn’t a girl. Wang Tao isn’t a girl, either. Neither of them is a girl. The teacher can write down the sentences that include “both” and “neither” while he or she is introducing, then ask students to guess their meanings and explain them to the students. In this way, students will understand the grammar easily and the teacher will also reach his or her teaching goal quickly.
Some examples also can provide the needed situation. Some language phenomenon can not be explained clearly by native language. So the teacher can design the appropriate situation by some examples, which can help students to understand and digest the knowledge in the context. For instance, when explaining “on time” and “in time”, the teacher can give the following examples:
1) The plane to Guangzhou should leave at 2:30. It took off at 2:30. It took off on time.
2) We arrived home five minutes before the TV program. We arrived home in time to see the program.
These two sentences are clear and direct for students to understand their difference.
Sentences can make a proper situation, so can dialogues and stories. Firstly, let’s take a dialogue for example:
T: Did you go to see the new film “Broken Arrow” yesterday afternoon, S1?
S1: Yes, I saw the film with my classmates.
T: How did you like the film?
S1: Exciting, very exciting. All of us liked it very much.
T: I’m sorry I missed it. If I had had time, I would have gone with you.[10]
The teacher writes down the last sentence on the blackboard, which is a good idea to teach subjunctive mood. And students can accept and digest it easily and quickly, right?
Also, the teacher can organize an interesting story which shows the new grammar point. For instance, when introducing present participle, the teacher can tell the following story:
One cold morning in winter, when I was about to go to school, a smiling man with an ax on his shoulder stopped me, saying, “My pretty boy, has your father a grindstone?” “Yes, sir” said I. “You are a fine little fellow!” said the man, “Will you let me grind my ax?” Hearing the praise, I answered, “Oh, yes, the grindstone is in the big room…”
Pictures can also create the appropriate situation. Since different students have different imagination, students will have different pictures in their mind when the teacher is introducing some abstract grammar phenomenon, which will become the obstacle of language teaching. At this time, pictures, sketches, and diagrams can make abstract concepts concrete and make teaching and learning easy and interesting.
For example, when explaining “while, when and as”, the teacher asks help from the following sketches:
He came back.
She was working.
While (When) she was working, he came back.
He listens to the music.
She works
He often listens to the music as she works.
After teaching the past participle of irregular verbs, the teacher can use a chart as follows to generalize them, which will stimulate students’ ocular organ and be easily remembered.
AAA type ABB type ABA type
cut cut cut sit sat sat come came come
put put put spend spent spent Become became become
To distinguish “have been to” from “have gone to”, the teacher can also use a diagram to make teaching lively and easy.
(1) She has been to Guangxi.
Beijing Guangxi
She is here
(2) She has gone to Guangxi.
Beijing Guangxi
She is here. or she is here.[11]
They are so clear that students can easily understand and remember them.
Simple pictures on the blackboard or on paper are always welcome in the class. For instance, when teaching comparative adjectives, the teacher can also use simple pictures. He or she can draw three persons of different height on the blackboard with yellow, green and red chalks, then name them Tom, Jack, and Mark respectively and introduce, “Tom is tall. Jack is taller than Tom. Mark is taller than Jack. He is the tallest of all”, then repeat them and underline the comparative adjectives to arouse students’ attention. Similarly, the teacher can draw three pencils and use the adjective “l(fā)ong” to describe them. Besides, there are still many other simple pictures that can be adopted to teach comparative adjectives.
When practicing the pattern “be + doing”, the teacher can show the picture of a woman jumping but covering up most of it with another card then ask, “what is she doing?”
Student A: She is walking.
The teacher: Is she walking?
Student B: She is running.
The teacher move down the card so that more can be seen and ask, “Is she running?”
Student C: No, she isn’t, she is jumping![12]
Such an activity not only practices the structure but also develop students’ communicative skill.
If the teacher wants to distinguish “say” from “tell” to the students, he or she can draw a person on the blackboard and writedown “say” beside it. Similarly, the teacher can draw two persons and write “tell” down between them. That is, “say” is an individual action while “tell” usually happens between two persons. Therefore, students can remember their difference firmly for long.
All in all, there are so many things that can create the proper situation. Students will learn and digest the grammar rules if they are placed in a right situation. There are seldom real surroundings for teaching and learning the target language, but lifelike surroundings can be created, where students will feel relaxed and happy in the class. Thus the grammar teaching will be more interesting and effective.
4.6 The task-based method
The task-based teaching methodology is recommended as an effective teaching method by English Curriculum Standards for Secondary Schools, an official document of ELT for Secondary Schools by the Ministry of Education of China. Nunan explains the instructional roles of a task with particular reference to language development. “A piece of classroom work which involves learners in comprehending, manipulating, producing in the target language while their attention is principally focused on the meaning rather than form.”[13]
By the way, pair work and group work are the most common activities in the task-based method. As Hammer says, “pair work allows students to use language and also encourages students’ cooperation which is itself important for the atmosphere of the class and for the motivation it gives to learning with others.”[14] For example, after teaching the pattern “be made of”, the teacher can ask students to do pair work to make a dialogue using the main structure and imitating the dialogue in the text. Thus students will involve in it. They must think about it and discuss with their partners. When they finally finish it, they also practice their speaking at the same time. This way is better than just doing some grammatical exercises.
Compared with pair work, group work seems to be more attractive in a grammatical class. Students in groups could have more persons to discuss with and more talking time, also there could be more ideas and thoughts. It will be exciting, lively and dynamic if the teacher gives a well-designed task. Hammer suggests: “Students will be teaching and learning in the group exhibiting a degree of self-reliance that simply is not possible when the teacher is acting as a controller.”[15]
After introducing the attributive clause, the teacher can ask students to do group work. Generally speaking, there are three to four students in one group. The task is to guess who he or she is or what it is. Firstly, the teacher leads the way, and he or she describes a person or an object. Then the students respond. They will do like this:
T: She is a girl who got three gold medals in the last sports meet.
S1: Wu Yan.
T: Right, now another one, it is a book that can tell you the meaning of new words when you study English.
S2: A dictionary. [16]
Every group tries to think about more sentences and anybody in any group gives the correct answer will acquire a mark. Finally, the group that gets the most marks will be the winner and rewarded. Using this method, students will be motivated, excited, active to take part in it and try their best to gain marks for their group. What’s more, the grammar will be digested subconsciously and gradually.
It is clear that task-based teaching methodology is a useful method. In the process of such activities, the teacher should be lenient and kind to students when they make some mistakes, otherwise, students will lose heart. However, if the mistakes are serious, the teacher can correct them ingeniously and tactfully. If not, then the teacher can ask, “What did he or she say?” and make other students help him or her. In a word, students should be encouraged in the class. Making students confident and relaxed is more important, which is the basis of teaching them knowledge or instructing them.
5. The variety of activities in the class
In the grammatical class, the teacher can also adopt different activities to arouse students’ interest. In other words, the variety of activities in the class is necessary and significant to make grammar teaching vivid and interesting.
5.1 The experimentally demonstrating activity
The experimentally demonstrating activity is also an attractive activity. Students are usually so interested in doing experiments. So some easy and practical experiments in the class must be welcome. For instance, when explaining the difference between present participles and past participles, the teacher can demonstrate the process of boiling water to boiled water. When the water is boiling, the teacher shows it to students. When the temperature changes, the teacher drinks the boiled water and tells students that is boiled water.[17] In such vivid and relaxing atmosphere, students can grasp the difference and the usage subconsciously.
5.2 The movement demonstrating activity
The teacher can also teach grammar by their own movement. For example, when teaching the pattern “be + doing”, the teacher can perform and let students guess. When he performs running, students say, “You are running.” Also, the teacher can ask some student to perform in front of the classroom. Such a way is proved to attract students easily. There are also many other grammar structures that can be taught in this way.
5.3 Using games
It is believed that most students love playing, so using games must be a wonderful idea, and it is worth putting into practice in a grammatical class. When in a game, students have to take individual responsibility for what they think the grammar is about, the teacher is free to find out what students actually know without being the focus of students’ attention and everybody is working at once. With more students’ talk and less the teacher’ talk, the atmosphere in the classroom is relaxing and lively. Students produce free and natural language without teacher’s intervention. Games can be used before presenting a given structure area to find out how much knowledge of the area is already disjointedly present in the group or after a grammar presentation to see how much the group have grasped or as revision of a grammar area. When to use games mainly depends on classroom atmosphere and the topic to be dealt with. For example, after introducing the unreal conditional clauses and having students deduce the rules from the example sentences, the teacher may ask students to play a game called “chain of Events”.
The teacher gives students one “if-clause”: If I went to live in another country…. Then student A completes the sentence by saying: If I went to live in another country, I would live in France.
Student B takes the second part of A’s sentence and reforms it into an if-clause and suggest a further result:B: If I lived in France, I would visit the Louvre.
Then next students carry on such a game in the same way: If I visited the Louvre, I would take a lot of photos. … [18]
The game continues until every student has a chance to speak and practice. Some other games include: coffee-potting, I spy, if it happened, ect.. And these games have proved to be wonderful in a grammatical class.
5.4 Cultural penetration
“Cultural penetration” is another activity that can attract the students’ attention, which means that the cultural knowledge is penetrated in the process of teaching language to make sure it is carried out smoothly. [19] Such a method can also improve grammar teaching. For example, when teaching form subject and form object “it”, the teacher can tell students that the English and Americans attach importance to their formal thoughts, which is different from our Chinese. When introducing the simple past tense, the teacher can use the background of WWI or WWII as the teaching material. With this method, students not only learn something about the wars but also understand the usage of the past tense. So, if students can learn some culture of the target language, grammar teaching will be more effective and interesting than expected.
6. Conclusion
Grammar plays an important role in language learning and teaching. “Grammar teaching holds its own position in foreign language teaching. Whether the effects of grammar teaching are good or bad will affect the whole language teaching.”[20] The significance of grammar teaching is not contradictory to the curricular reform which does not negate grammar teaching but requires teachers to change their ideas to give students more time to practice language and enliven grammar teaching to serve the communicative teaching. In the class, students are regarded as the main role, and the teacher is an organizer, participant, controller, and so on.
So the traditional methods should be reformed, and the communicative approach, situational teaching method, task-based method, etc. should beadopted to improve students’ language ability. Besides, diagrams, pictures, games, objects, and so on, should be enough in classroom teaching to motivate students. In a word, the variety of teaching aids and teaching methods in a class will stimulate the students’ curiosity to make grammar teaching more effective and more interesting.
References
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[8]閻春梅. 英語(yǔ)語(yǔ)法教學(xué)的交際化[J]. 湖北大學(xué)成人教育學(xué)院學(xué)報(bào)，1999，4， P53
[9]同[1] P31
[10]馬�？�. 關(guān)于當(dāng)前中學(xué)英語(yǔ)語(yǔ)法教學(xué)[J]. 外語(yǔ)界，1998,1，P48
[11]賈冠杰. 外語(yǔ)教育心理學(xué)[M]. 南寧：廣西教育出版社（第2版），2003，P83-84
[12]Andrew Wright. Pictures for Language Learning[M]. 天津:南開(kāi)大學(xué)出版,2003，P21
[13]張慶宗. 英語(yǔ)教學(xué)法[M]. 長(zhǎng)沙：湖南人民出版社，2004，P243
[14]曾憲紅. Improving Grammar Teaching In Chinese EFL Class[J].郴州師專(zhuān)學(xué)報(bào),1994，1，P15
[15]同[14] P15
[16]麻昌全. 運(yùn)用任務(wù)設(shè)計(jì)教學(xué)定語(yǔ)從句[J]. 中學(xué)外語(yǔ)教與學(xué)，2005，5，P37
[17]同[14] P15-16
[18]沈 瑛. 新課程中語(yǔ)法教學(xué)的定位及其策略[J]. 中小學(xué)外語(yǔ)教學(xué)， 2004，8，P3
[19]胡文仲, 高一虹. 外語(yǔ)教學(xué)與文化[M]. 湖南：湖南教育出版社，2003,P20
[20]H. H. Stern. Issues and Options in Language Teaching[M].上海：上海外語(yǔ)教育出版社，1999，P127-128
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