On the issue of vocational teaching of English grammar analysis（在高職英語(yǔ)語(yǔ)法教學(xué)的問(wèn)題分析）

1、 On the issue of vocational teaching of English grammar analysis Paper Keywords: Higher English Grammar Abstract: In recent years, with the introduction of the communicative approach in China, communicative ability as the main objective of English teaching, the role of grammar has been diluted. How

2、a correct understanding of grammar in English teaching position? How to teach grammar? Should what principles to follow, what methods and means? these problems have been plaguing the majority of college English teachers. First, the flexible use of teaching materials, teaching methods adjust Given so

3、me grammar textbook presentation of the system is not conducive to the students to master the grammar, and some grammatical usage involved in the project can not meet the needs of everyday use, according to the systematic teaching of grammar principles and step by step, stage of cycle principle, the

4、 authors believe should be the following two aspect of flexible use of teaching materials. (A dispersion of materials in the appropriate grammatical phenomena concentration and induction Grammar teaching materials, teaching materials with spiral layout features, but its lack of systematic, students

5、learn the language may be more fragmented knowledge, contacts only part of the grammar rules, it is difficult to grasp the system, so a large number of students on the basis of language practice, Teacher materials should appear similar to summarize the content in a timely manner with the summary, ac

6、cording to practice a recognized practice again and again and again recognized the idea and continue to broaden and deepen students understanding of the same grammar, increase their ability to use. (B on the part of grammar and make the appropriate adjustments, trade-offs and additions Teachers shou

7、ld be good with teaching the actual needs, flexible and creative use of materials, the materials content, presentation order and teaching methods, appropriate trade-offs or adjustments, such as, modal verb usage of sub-unit introduction, but only with respect a must, should, ought to may / might, ca

8、n / could, etc., and described only the most basic elements of grammar, usage of its table to guess just barely. Introducing the authors believe that the use of modal verbs when should be appropriate to expand, such as modal verbs should also include shall, will, dare, need, etc.; must, may / might,

9、 can / could guess the table, in addition to books mentioned on the facts of the present speculation, but also may have happened to guess, such as: It must have rained last night, for the ground is wet. should also remind students to guess the table under different circumstances Disjunctive Question

10、s form. Second, the optimization of classroom teaching of grammar, the development of students grammatical competence Given the current grammar teaching is mainly classroom teachers on the main, very few students participate, and a single training methods, resulting in classroom teaching boring, lac

11、k of student interest, knowledge of grammar is weak this situation, the authors believe that the following three aspects should be optimized from the grammar classroom teaching and improve teaching efficiency and the development of students grammar. 1 the use of cognitive principles to enable studen

12、ts to understand the language in practice foreign language knowledge, based on Chomskys generative grammar that the syntax of the language has a certain universality and commonality. Thus, in the foreign language grammar teaching, Teachers should make full use of native and cross-comparative analysi

13、s of foreign language teaching, to enhance positive transfer, reduce negative migration, to help students improve learning efficiency, and ease the error in the analysis process, we must pay attention to fully affirmed the students progress and benefits. 2 classroom as teacher-led, student-centered

14、“participatory” classroom teaching in foreign language teaching, the learners internal learning plays a decisive role, so the classroom teachers to mobilize the enthusiasm of students and initiative, classroom teaching should be student-centered, student-based practical exercises. the teacher level,

15、 teachers should not simply knowledge of the language is taught, but for communicative activities, students learn the language designers, organizers, guide, and also to participate in communicative activities, play a different role in the activity; the students, the student is no longer a passive au

16、dience, but the main language learning activities, everyone directly involved in the activities, In the event the English language. teachers in teaching main concern was not how they speak, but should the students how to learn to form a teacher-led, student-centered “participatory” classroom teachin

17、g, the teaching based on learning a language the course of practice. 3 using the principles of communication, to carry out a rich, meaningful communicative teaching situations, teachers should be teaching in the classroom to create a variety of language situations through various means, such as dial

18、ogues, skits, discussions, both the real scene, there are analog scenarios, so that students have the communicative purpose of language situations in learning English. and then develop into communicative language ability. Specifically to operate from the following aspects: 1 the use of comparative a

19、nalysis, to promote the cognitive development of students Students in the process of learning English, often by mother tongue interference, or “negative transfer” effect, so that students in learning English language used to express the structure of English, but this does not deny the positive impac

20、t of native language, mother tongue, after all, we are most familiar language learning in primary or intermediate English stage, we use the Chinese to perceive, understand English, especially in the grammar, because the grammatical structure of English and Chinese, many of the same, such as sentence

21、 elements, sentence types, and more kinds of speech usage, etc. Therefore, in the English grammar teaching, teachers need the structure of English and Chinese languages, and a modest expression compared to find similarities and differences between them and the laws, played both the full use of mothe

22、r tongue, can exclude the interference of mother tongue, such as changes in word form, articles, and other Chinese word order is not, to focus and guide students to discover its laws, to master its use. Links to free download http:/www. (2) to strengthen the teaching of grammar fun, positi

23、ve learning emotions of students Principles of Psychology tells us: positive emotions, usually accompanied by a pleasant subjective experience, and can improve peoples enthusiasm and activity, we present the task in the syntax must be attractive to the attention of the students together. (1 full pla

24、y to the modern media in teaching proper role. Multimedia in grammar teaching can provide students with better language learning environment set of audio-visual text to a computer, its multi-dimensional information transfer, can attract students attention, enrich students perceptions, improve their

25、understanding of the content of learning and feelings of multimedia applications can not only enhance the information capacity of classroom teaching so that students self-learning in the classroom can be achieved, thereby enabling the teachers attention can always focus on every aspect of teaching. (2 using charts, objects, pictures, stick figure-assisted teaching. To explain the various tenses, the use of axes, so that students can understand more clearly understand the present tense, past tense, future tense, present perfect, past perfect and the time that the concept of mean