語法教學(xué) 外語教學(xué) 語言能力

PAGEPAGEiAcknowledgementsIwouldliketoexpressmysincereappreciationtoMissDeng,mysupervisor,forherconstantencouragement,valuableadvice,andusefulfeedback.Herexcellentacademicstylewillalwaysencouragemetomakegreateffortsandsteadyprogressinmyacademicpursuits.Also,IamdeeplyindebtedtoalltheteacherswhotaughtmedifferentcoursesandhelpedmemakerapidacademicprogressduringmyfouryearsofundergraduatestudyatForeignLanguageDepartmentofJiayingUniversity.Inaddition,Iamalsogratefultomyclassmatesandroommatesfortheirpsychologicalsupportandencouragement.Inparticular,IownaspecialdebtofthankstoXuanWenting,mydearestfriend,whohasgivenmemanysuggestionstorevisethepaper.Finally,myprofoundthanksareduetomybelovedfamilyfortheircontinuoussupportandencouragement,withoutwhichIcouldn’thavemadesuchachievementsinmyBAstudyatJiayingAbstractTheultimategoalofforeignlanguageteachingistocultivateandenhancestudent’scommunicativecompetence.Examiningourteachingandlearningrealityinthelightofthisgoal,wefindthatwestillhavealongwaytogo.Asamatteroffact,thereexistssomeproblemsinEnglishlanguageteachinginChina,particularlyinEnglishgrammarteaching,whichisanintegralpartofEnglishlanguageteaching.Therefore,itisdeemedquitenecessaryandveryimportanttoconductresearchintoandcarryoutreformsinEnglishgrammarteaching.ThispaperisintendedtoexplorehowtoteachEnglishgrammareffectivelywithcommunicativeapproach.First,communicativeapproachisdiscussedatlength.Next,manyaspectsofgrammarandgrammarteachingareanalyzed.Therole,thepurposeandthestatusofgrammarteachingareexpoundedanditsproblemsexposedbeforeitsnecessityandimportanceareemphasized.Then,therelationshipbetweengrammarteachingandcommunicativeapproachwasexplainedsoastosupposethatitisanappropriateandeffectivemethodtoteachEnglishgrammarbyapplyingcommunicativeapproach.Afterthat,anumberofclassroomcommunicativeactivitiesarepresentedtodemonstratehowtoteachEnglishgrammarbyadoptingcommunicativeapproach.Theconclusionarrivedatis:communicativeapproachcanbeeffectivelyappliedtoEnglishgrammarteaching,foritisprovedtobecapableofproducingbetterresultsthanbywayofthetraditionalmethod.KeyWords:communicativecompetencecommunicativeapproachgrammarteachingforeignlanguageteachinglinguisticcompetence摘要外語教學(xué)的最終目的是培養(yǎng)和提高學(xué)生的語言交際能力。我國的英語教學(xué)現(xiàn)狀與教學(xué)目標(biāo)之間還存在相當(dāng)大的差距，尤其是在英語語法教學(xué)中還存在許多問題，而英語語法教學(xué)是英語語言教學(xué)的一個(gè)十分重要的組成部分。因此，對英語語法教學(xué)加以探討并進(jìn)行改革是非常必要的，也是十分重要的。本文試圖探討英語語法的有效方法。文章詳細(xì)地論述了交際法。接下來分析了語法和語法教學(xué)的諸多因素。對語法教學(xué)的地位、目的、現(xiàn)狀及存在的問題加以闡述，從而強(qiáng)調(diào)語法教學(xué)的必要性和重要性。交際法同語法教學(xué)之間的關(guān)系得以闡明，繼而假定運(yùn)用交際法教授英語語法是可取而有效的方法。然后，描述了一系列課堂交際活動(dòng)。最后得出結(jié)論：運(yùn)用交際法教英語語法是可取的，其效果比沿用傳統(tǒng)的教法好得多。關(guān)鍵詞:交際能力交際法語法教學(xué)外語教學(xué)語言能力ContentsAcknowledgements……………………..……………….iAbstract(English)…iiAbstract(Chinese)……………………..………………..PAGEiiiContents……………..…..iv1.Introduction…………...12.TowardsCommunicativeapproach………..….………22.1Communicativecompetenceandcommunicativeapproach…….22.1.1Thedefinitionofcommunicativecompetence…………...2.1.2Thecommunicativeapproach…………..……Theemergenceandobjectiveofthecommunicativeapproach…Thecharacteristicsofcommunicativeapproach…………42.2Theadvantagesofcommunicativeapproach……..53.Towardsgrammarandgrammarteaching……………53.1Theimportanceandstatusofgrammar……………….…………...53.2Grammarteachingatpresent……………….……..73.2.1Theimprovementofgrammarteaching….…..73.2.2Traditionalgrammarteachingmethod………..83.2.3ProblemswithTraditionalgrammarteaching…………84.Thecombinationofcommunicativeapproachandgrammarteaching….……94.1ThenecessityofusingtheCommunicativeApproach….………...94.1.1TheadvantagesofteachingEnglishgrammarbyapplyingCA……………TheeffectivenessofcommunicativeapproachingrammarteachingCreatingrealisticsituations……………..114.1.2Theimportantrelationshipbetweencommunicativeapproachandgrammarteaching……………….……………….….124.2PrinciplesofEnglishgrammarteachingbasedoncommunicativeapproach…...135.CommunicativeactivitiesinteachingEnglishgrammar….………...145.1Teachinggrammarincontext……………………145.1.1Presentingthegrammarpointstobelearnedinaninterestingway………..5.1.2Teachinggrammarinpractice……....5.2Teachinggrammarbyplayinggames……………175.3Usinginductivemethodtoteachgrammar……186.Conclusion…………...19References………………..…………….21畢業(yè)論文（設(shè)計(jì)）PAGEPAGE21TheApplicationofCommunicativeApproachinEnglishGrammarTeaching1.IntroductionWeallrealizethatweareintheperiodwheneconomyisdevelopingrapidlyandinternationalassociationbecomesmorefrequent.Englishisbeinganimportantmeansofcommunication.Itscommunicativefunctionreceivedanunprecedentedattention.Asapopulartheoryofforeignlanguageteaching,communicativeapproachaimsatcultivatingstudents’communicativecompetence,whichisthecoreofforeignlanguage.Asfortheunderstandingofcommunicativeapproach,thereexistssuchalong-standingmistakenidea:communicativeapproachexcludesgrammarteaching.Theimportanceandstatusofgrammarteachingsufferedsuspicionandwaseventotallyignored.Takingasweepingviewofcommunicativetheory,itsadvocatorsallmentionedgrammaticalcompetencewhentheyelaboratedtheconnotationofcommunicativecompetence.Forexample,Widdowsondescribedtherelationshipofcommunicativeapproachandgrammarlikethis:“aslongasanycommunicativeapproachconceivesappropriately,itwillnotdenygrammar;onthecontrary,itwilladmittheintermediaryfunctionofgrammarintheuseandstudy.”Itisthusobviousthattheknowledgeofgrammaristhebasisofcommunicativecompetence.Greatemphasisshouldbeplacedontheimportanceandstatusofgrammarteachingwhenapplyingcommunicativeapproach.Itisverycrucialtoovercomethedrawbacksoftraditionalgrammarteaching;communicativeconceptshouldbepermeatedintotheprocessofgrammarteaching,sogrammarteachingwillservetheteachingaimofcultivatingstudents’communicativecompetence.2.TowardsCommunicativeApproach2.1Communicativecompetence2.1.1Communicativecompetencereferstotheabilitytoapplythegrammaticalrulesofalanguagetoformgrammaticallycorrectsentencesandtoknowwhenandwheretousethesesentencesandtowhom.Communicativecompetenceincludes:KnowledgeofthegrammarandvocabularyofthelanguageKnowledgeofrulesofspeakingKnowinghowtouseandresponsetodifferenttypesofspeechacts,suchasrequests,apologies,thanks,andinvitationsKnowinghowtouselanguageappropriatelyWhenpeoplewishtocommunicatewithothers,theymustrecognizethesocialsetting,theirrelationshiptotheotherperson,andthetypeoflanguagethatcanbeusedonaparticularoccasion.Theymustalsobeabletointerpretwrittenorspokensentenceswithinthetotalcontextinwhichtheyareused.Forexample,theEnglishstatement：“It’srathercoldhere.”couldbearequestparticularlytosomeoneinalowerrolerelationship,tocloseawindowordoorortoturnontheheating.Acomprehensive,four-partdefinitionofcommunicativecompetence：a.Grammaticalcompetence:theabilitytoproduceandunderstandcorrectsyntactic,lexical,andphonologicalformsinalanguage,includingvocabulary,grammar,andpronunciation,spelling,andwordformation.b.Sociolinguisticcompetence:theabilitytousealanguageappropriatelyinsocioculturalcontexts.Itincludesknowledgeofspeechactssuchaspersuading,apologizing,anddescribing.c.Discoursecompetence:theabilitytocombineideastoachievecohesioninformandcoherenceinthoughtabovethelevelofthesinglesentence.d.Strategiccompetence:theabilitytousestrategieslikegesturesor“talkingaround”anunknownwordinordertoovercomelimitationinlanguageknowledge.2.1.2ThecommunicativeapproachCommunicativeapproachisalsocalledcommunicativelanguageteaching.Itisanapproachtoforeignorsecondlanguageteachingwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence.TheemergenceandobjectiveofthecommunicativeapproachIntheearly1970s,astheeconomyofEuropedevelopedrapidly,thecooperationbetweencountriesneedtobeconfirmedineconomic,policy,scienceandotheraspects.Languagebecameagreatbarriertobroadenthecommunicationamongcountries.Inthatcase,thecommunicativeapproachwasadvocatedfirstlybyD.A.Wilkins.Thethemeofthispopularteachingapproachispragmaticandeffective.Thecommunicativeapproachemphasizesthattheaimoflearningaforeignlanguageisnotonlytograspthestructureandtheformofthelanguage,butmainlydeveloptheabilityofusingthislanguage.Theobjectiveofthecommunicativeapproachistoraisethelanguagelearner’scommunicativecompetenceanddevelopproceduresfortheteachingofthefourlanguageskillsthatacknowledgetheinterdependenceoflanguageandcommunication.ThecharacteristicsofcommunicativeapproachesDavidNunan(1999:279)offersfivefeaturestocharacterizecommunicativeapproach:Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.(2)Theintroductionofauthentictextsintothelearningsituation.(3)Theprovisionofopportunitiesforlearnerstofocus,notonlyonlanguagebutalsoonthelearningprocessitself.(4)Anenhancementofthelearner’sownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.(5)Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.AsLittlewood(1981)pointedout,“oneofthemostcharacteristicfeaturesofcommunicativeapproachisthatitpayssystematicattentiontofunctionalaswellasstructuralaspectsoflanguage.”Tosumup,oneofthemostcomprehensivelistsofCAfeaturesarelistedasfollows:First,classroomgoalsarefocusedonallthecomponentsofcommunicativecompetenceandnotrestrictedtogrammaticalorlinguisticcompetence;second,formisnottheprimaryframeworkfororganizingandsequencinglessons.Functionistheframeworkthroughwhichformsaretaught;third,accuracyissecondarytoconveyamessage;fourth,inthecommunicativeclassroom,studentsultimatelyhavetousethelanguage,productivelyandreceptively,inunrehearsedcontexts.2.2TheadvantagesofcommunicativeapproachThecommunicativeapproachhasmainadvantages:itemphasizesstudents’needsofcommunication;theteachingprocessisforcommunication.Studentsareactiveinclass;teacherscreaterealcommunicatingcircumstanceforstudentstolearnlanguageandtrytouselanguageactively;itemphasizesonthefluencyoflanguageandignoresunimportantmistakesandencouragesstudentstodeveloptheirlanguagegraduallyincommunicating;teachersbringupstudentstodeveloptheirlanguageandcommunicatingthroughthediscourseteaching;itacceptsexplaininggrammar,usingmotherlanguageintheclassanddoingtranslation;itadvocatesusingallkindsofteachingmethods.3.Towardsgrammarandgrammarteaching3.1TheimportanceandstatusofgrammarInChina,Englishisaforeignlanguage,andEnglishlearnerslearnEnglishinanon-nativespeakingenvironment.SoEnglishgrammarisdispensabletoEnglishLanguageTeaching,anditisessentialtoteachEnglishgrammarintheclassroombecauseanon-nativespeakercan’tsuccessfullyacquireaforeignlanguageinanon-nativespeakingenvironmentwithoutmasteringitsformsandstructures.Grammarbecomestheessentialbasisforcommunication.ThispositionwassummedupinstrongtermsbyDavidWilkins.Thenotionthatanindividualcandevelopanythingotherthanarudimentarycommunicationabilitywithoutanextensivemasteryofthegrammaticalsystemisabsurd.(DavidWilkinsinthejournalappliedlinguistics,1981).Themorethoroughlyalearnermastersthegrammaticalsystemoflanguage,themoreeffectivelyheorshecanusethislanguageforcommunication.ThisaffirmationoftheimportanceofgrammarindicatesthatgrammarteachingisacrucialpartinEnglishteaching.Nobodycandoubtthatagoodknowledgeofthegrammaticalsystemisessentialtomasteraforeignlanguageanditisalsooneofthemostimportantpartsofcommunicativecompetence.(Wood,1995)AsLarsen-freeman(1991)pointedout,grammarisoneofthethreeinterconnecteddimensionsoflanguage:theform,semanticsandpragmatics.Grammargivesustheformofthestructuresoflanguagethemselves,butthoseformsareliterallymeaninglesswithoutaseconddimension:meaning/semantics,andathirddimension,pragmatics.Thatistosay,grammartellsushowtoconstructasentence(wordorder,verbandnounsystems,modifiers,phrases,clauses,etc.).Grammarhasbeencentral.Noonedoubtstheprominenceofgrammarasanorganizationalframeworkwithinwhichcommunicationoperates.Fromtheperspectiveofcommunicativeapproach,linguisticknowledgeisthebasisoflanguagecompetence,andtheuseoflanguageisthemeansandthepurpose.Theyarebothimportant.Asgrammaristhecorepartoflinguisticknowledge,itisundoubtedlyanecessarypartofEnglishlanguageteaching.Withoutsomebasicknowledgeofgrammar,itisimpossibletoemploylanguageappropriatelyinourcommunication.3.2Grammarteachingatpresent3.2Grammarteachingisanextremelyimportantpartofforeignlanguageteaching,butthereexiststwouniversalproblemsingrammarteaching.Oneisthatitisineffective:inclass,teachersexplaingrammarrulesonebyone,andstudentsseemtounderstandandtheyhavedonemanyrelatedexercises,butwhentheyspeakandwrite,theystillmakemanygrammarmistakes.Theotheristhatgrammarteachingisverydullandboring.Thereforethestudentshavenointerestinlearning.Traditionalgrammarteachingismonotonous.Grammarisoftentaughtinisolated,unconnectedsentencesthatgiveafragmented,unrealisticpictureofEnglishandmakeitdifficultforstudentstoapplywhattheyhavelearnedinactualsituations.Thefundamentalpurposeoflanguageiscommunication.However,traditionalgrammarteachingexcludesthefunctionofcommunicationandneglectstrainingthestudents’abilitytocommunicateandusethelanguage.Therefore,itisnecessarytochangethispresentsituationbyintroducingcommunicativeapproach.Thecommunicativeapproachplaysapositiveandeffectiveroleingrammarteaching.Moreimportantly,itcanactivatetraditionalgrammarteaching,whichmakesgrammarlessonsbecomeinterestingandeffective.TheapplicationofCAmeanstheimprovementanddevelopmentofgrammarteaching.3.2.2InthenineteenthcenturytheClassicMethodcametobeknownastheGrammarTranslationMethod.Asitsnamesuggests,ittakesgrammarasthestartingpointforinstruction.Grammar-translationcoursesfollowagrammarsyllabus.Lessonstypicallybeginwithanexplicitstatementoftherule,followedbyexercisesinvolvingtranslationintoandoutofthemothertongues.Grammarrulesarepresentedandstudiedexplicitly.Itfocusesexclusivelyonthewrittenlanguage.Theaimistoteachstudentstounderstand,readandtranslatethewrittenlanguage.Thegrammaticalrulesareexplainedandmodelsentencesareconstructedtogivepracticeinusinggrammaticalrules,nottopracticeusinglanguageinameaningfulway.Itisassumedthatiflearnerscouldmanipulatetherules,theywouldbeabletoreadthelanguage.3.2Grammar-TranslationsMethodputsanover-emphasisontheteachingofgrammaticalknowledgeandignoresskilltraining.Somesentencesanddifficultsectionsfromliteraryworksareusedaslanguagematerialsinteaching.Studentsaredivorcedfromrealitybythewords.Also,itplacesstressonthe“mechanicalmemorizing”ofgrammaticalrulesandexamplesentences.Withthismethod,studentsrelytooheavilyontranslation.Itplacestoomuchemphasisonthemothertongue.Itisnotadvantageoustodeveloptheirabilitytocommunicateinaforeignlanguagewhenstudentsrelyontranslation.Therefore,traditionalgrammarteachingmethodneglectsstudents’communicativecompetence,whichisthecoreofforeignlanguagelearning.4.ThecombinationofcommunicativeapproachandgrammarteachingChinesestudentslacklanguageenvironmenttolearnEnglish.OnlyifstudentsmastersystematicgrammarknowledgeandEnglishbasicstructurescantheyimprovetheircommunicativecompetencegradually.Theteachingofgrammaraimstohelpstudentstoachievethepracticalmasteryoflanguage.Grammarlearningisanessentiallinkinlanguagelearning.However,teacherscan’tteachgrammarforteachinggrammar.Grammarisnotapurposebutaninstrumentorresourceforunderstandingandcreatingoralorwrittenlanguage.Thepurposeofgrammarteachingistocultivatestudents’Englishcommunicativecompetence.Soteachersshouldpaymoreattentiontothecommunicativefunctionofgrammar.Thecombinationofcommunicativeapproachandgrammarteachingisanidealmodel,whichenablesstudentstousethelanguageauthenticallyintheprocessofgrammarlearning,andthusgreatlyimprovetheircommunicativecompetence.4.1ThenecessityofapplyingtheCommunicativeApproachingrammarteachingItisnotenoughtoteachlearnershowtomanipulatethestructuresoftheforeignlanguage.Theymustalsodevelopstrategiesforconnectingthesestructureswiththeircommunicativefunctionsinrealsituationsandrealtime.Wemustthereforeprovidelearnerswithampleopportunitiestousethelanguagethemselvesforcommunicativepurpose.Wemustalsorememberthatweareultimatelyconcernedwithdevelopingthelearners’abilitytotakepartintheprocessofcommunicatingthroughlanguage,ratherthanwiththeirperfectmasteryofindividualstructures.(Littlewood,2000)4.1.1TheadvantagesofteachingEnglishgrammarbyapplyingthecommunicativeapproachWhenGrammar-translationMethodwereferredhasproblems,webegantousetheCommunicativeApproach.CommunicativeApproachmeetsthelearners’needandfocusesonthepurposeofusinggrammaticalrules.Thispurposeistobeabletodothings(e.g.toaskfordirections,toapologize,tothank),toperformfunctions(tocombinethegrammaticalrulesandvocabularytoexpressnotions.Examplesofnotionsareconceptofpresent,pastandfuturetime;theexpressionsofcertaintyandpossibility;andspecialrelationshipsbetweenpeopleandobjects).IntheFLT,thecommunicativeapproachalsomakesusknowthatdifferentgroupsoflearnersstudyforeignlanguagefordifferentreasons.Itconsiderserrorasanaturalpartoflanguagelearning.Itencourageslearnerstousethelanguagetocommunicatemeaningfullyasmuchaspossible,inspiteoferrors,inordertogainconfidenceandfluencyinspeakingthelanguage.WhenweuseCommunicativeMethodinFLT,westressthattheteachingprocessitselfisacommunicativeactivity.Thestudentsareprovidedwithopportunitiestohaveacreativeuseofthetargetlanguage.Andmeasuresaretakentoenablethestudentstoexpresstheirideasfreelyinthecourseofusingthelanguage.Thatis,inspecificlanguageenvironment,itrequiresthestudentstocommunicateeachotherinthelanguagetheyarelearning.Teachingactivitiesarestudent-centered.Thecommunicativeapproachrequiresthestressingoflistening,speaking,readingandwriting.ItnotonlyavoidsthedrawbacksofGrammar-translationsMethod,butalsohighlightsstudents’listeningandspeakingability.Thecommunicativeapproachhelpsstudentsdeveloptheabilitytouseanewlanguagepractically.Thereforewecanuseitinteachinggrammar.TheeffectivenessofcommunicativeapproachingrammarteachingItisobviousthatCommunicativeapproachismoreeffectivethantraditionaloneinteachinggrammar.Firstofall,therolesoftheteachersandstudentsofCAarequitedifferentfromthetraditionalmethod.Traditionalgrammarteachingmethodisteacher-centered,duringclassestheteacherexplainsthegrammarrulesandthestudentsonlytakesomenotesandlearnthembyheart.Butnowstudentsbecomethecenterofthecommunicativeclassrooms.Second,theclassroomatmosphereofCAisquitedifferentfromthetraditionalone.Incommunicativeclassrooms,studentsaremotivatedandactivelydiscussandanalyzegrammarrules.Andtheycanlearngrammarinaveryrelaxedandpleasantenvironment.However,intraditionalclassroomtheatmosphereisoftenratherdull,andthestudentsareunmotivated.Third,therearevariouslearningandteachingactivitiesdesignedincommunicativeclassrooms,whichcanstimulatestudents’interestandheightentheirself-confidence.Inthisway,students’grammarconsciousnessisarousedandtheycannoticeandidentifythegrammarrulessubconsciously.Buttraditionalmethodoftenfollowsthestepsofthepresentationandthemechanicaldrillingofthestructuresofthelanguagewithoutcommunicativepracticeofthegrammarpoints.However,themasteryoftherulesandthefunctionaluseofthelanguagearetwototallydifferentthings.Thustraditionalgrammarteachingcan’tbeaseffectiveascommunicativegrammarteaching.Inaword,itisvaluableforustoapplyCAtoteachgrammar.CreatingrealisticsituationThemostobviousadvantageofcommunicativeapproachingrammarteachingisthatitputsthelearnersinrealisticsituations.Grammarisbesttaughtandpracticedinvividandmeaningfulcontexts.Thestudentsareprovidedwithbothrealandtrue-lifesituationforspeechcommunication.Bysimulatingthephysicalcircumstancesofcertainsituations,thestudentscanhavetheopportunitytouseandpracticethelanguage,particularlythevocabularyrelatedtothatsituation,sothatlearnerscanrehearsereallife.Inaddition,theycanexpresswhattheywanttosaywheneverthesituationcallsforit.Theteacherprovidesthebestconditionsforlearningthroughcreatingrealisticsituations.4.1.2TheimportantrelationshipbetweencommunicativeapproachandgrammarteachingCommunicativeapproachalwaysbelievesthatgrammaticalknowledgeistheindispensablecomponentofcommunicativecompetence.Althoughtheultimateaimofcommunicativeapproachistocultivatelearners’communicativecompetence,allthelinguists,whilegivingcommunicativecompetenceadefinition,acknowledgethatlinguisticcompetenceisthefirstimportantpartofcommunicativecompetence.Incommunicationweneedtouseappropriatelanguageformsinproperways.Andtheinaccurateformsandinappropriatewayswillhinderthecommunication.Therefore,masteringlanguageformsisthekeypartoflanguageteaching.Thecommunicativeapproachdoesn’texcludegrammarteaching,anditcan’texcludegrammarteaching.Weneedtotrainthestudents’abilitytocommunicatebypracticingthefourskillsoflistening,speaking,readingandwriting,meanwhileweshouldteachthemgrammarbecausegrammarcanpromotethemtogainthefourskills.Withoutthebasisofgrammar,studentscanneverreallymasterthefourskills.AndcanyouimagineastudentspeakingidiomaticEnglish,understandingEnglisharticlesandwritings,evenwritinginEnglishwithoutEnglishgrammarknowledge?Masteringgrammarknowledgecanhelpstudentsunderstandthelanguagebetter;Grammarcanhelpthemmasterthelanguagebetter,andlayasolidfoundationforbettercommunication.Wecansaytherelationshipbetweengrammarandcommunicationiscomplementary.Andtheteachingofgrammarwillbegreatlyimprovedinthecommunicativeway.Theappearanceandapplicationofthecommunicativeapproachmeansthereemergenceanddevelopmentofgrammarteaching,andinfactitisnotdifficulttoteachgrammarapplyingCA,aslongasweteachersworkhardtoresearchandpractice,wecanmakethecommunicativeapproachplayapositiveandeffectiveroleingrammarteaching.4.2PrinciplesofEnglishgrammarteachingbasedoncommunicativeapproachWhileteachinggrammar,youshouldbearsomeprinciplesinmindsothatyoucanteachitmoreeffectively.Thefollowingarethemainprinciplesforgrammarteachingbasedoncommunicativeapproach.Whenyouteachgrammar,whichevertechniqueyoudecidetouse,itisimportanttokeepseveralprinciplesinmind.First,becertainthatyourstudentsalwaysunderstandwhattheyaresaying.Usedemonstrations,pictures,translationoracombinationofthesetomakecertainthatyourstudentsareawareofwhattheyarecommunicating.Secondly,whenyouintroduceanewgrammarpoint,selectthemodelsentencescarefully.Ingeneral,trytointroduceonlyonenewgrammarpointinasetofmodelsentencessothatyourstudentscanfocusonthepointyouwishtoemphasizebetter.Third,alwaysstrivetokeepthetopicunifiedinthemeandrelatedtoyourstudents’interests.Neverthelessonewaytoprovidepracticeandreviewofthesamestructure,whilemaintainingtheinterestofyourstudents,istovarythecontentyouuse.Finally,usemodelsentencesthatreflectactualusageandtrytointroducethesesentencesinsituationsinwhichtheymightactuallybeusedbythestudents.Remember,inordertocommunicateeffectively,yourstudentsmustjustknowhowtousethelanguagecorrectly;theymustknowhowtouseitappropriately.5.CommunicativeActivitiesinteachingEnglishGrammarGrammarisadispensablepartofthelanguagelearningprocessbutopinionsvaryonthebestwayofteachingit.Howtodesigncommunicativeactivitiesingrammarteachingdependsonstudents’specificconditionssuchasstudents’levels,ages,interestsandsoon.Communicativeactivitiesshouldbeplannedtomakenewgrammaticalitemsmoreeasilyaccessibletothestudents.5.1TeachinggrammarincontextItbecomesimportanttoteachgrammarinmeaningfulcontextnowadays.AccordingtotheWebster’sNewWorldDictionaryoftheAmericanLanguage,contextmeans“thepartofasentence,paragraph,discourse,etc,immediatelynexttoorsurroundingaspecifiedwordorpassageanddetermineitsexactmeaning.”It