中學(xué)英語語法教學(xué)

中學(xué)英語語法教學(xué)

[Abstract]ThispaperanalyzesthehistoryofEnglishgrammarteaching,from16centuryto19century.EnglishgrammarteachingmethodchangedfromGrammar-TranslationMethodtoDirectMethod,andtoAudio-lingualMethod.Nowadays,teachersandstudentsareaccustomedto3Pteachingmodel.AccordingtothestatusquoofEnglishgrammarteaching,thispaperdefinestheconceptionsoflanguageandlanguagelearning;introducesthatgrammarlearningmustfollowthesecondlanguageacquisition.Throughtheanalysisoftraditionalgrammarconceptionandteachingmethods,thispaperdiscoverstheproblemofgrammarteaching.

Traditionalgrammarteachingwasjustforlearninggrammar.Teacherwasthecenterintheclass.Butnowasthedifferentstudylevelandunsuitabletextbookandinappropriateteachingmethods,Englishteachingqualityislow.Therefore,tofindsuitableteachingmethodsisthebestwaytodevelopgrammarteaching.Atthesametime,thispaperstudiesthreepopularteachingmethodsforgrammarteachinginordertosolvethe“fiverecognition,fiveunderestimate”problemofgrammarteachinginChina.Itadvocatesfosteringstudents’languageusingcompetence;grammarteachingnotonlyfocusesonformsbutalsoonmeaning.

[KeyWords]grammarteaching;communicativeability;task-basedapproach;communicativeapproach;situationalapproach.

[摘要]本文分析了英語語法教學(xué)的歷史，對從16世紀(jì)到19世紀(jì)的語法教學(xué)情況作了詳細(xì)的闡述。語法教學(xué)經(jīng)歷了從翻譯法到直接法，再到視聽法的發(fā)展過程?，F(xiàn)有語法教學(xué)現(xiàn)狀是大部分教師及學(xué)生習(xí)慣了3P教學(xué)模式，本文根據(jù)了當(dāng)前的現(xiàn)狀,對語言及語言學(xué)習(xí)的概念進(jìn)行界定,提出了學(xué)習(xí)語法應(yīng)該遵照第二語言習(xí)得的意識發(fā)展進(jìn)行。通過分析傳統(tǒng)觀念對語法的定義以及教學(xué)的方法，發(fā)現(xiàn)中學(xué)英語語法教學(xué)的問題及難點(diǎn)。語法教學(xué)的目的是培養(yǎng)學(xué)生掌握語言規(guī)則和運(yùn)用語言的能力。

傳統(tǒng)語法教學(xué)單純只是為了學(xué)而學(xué)，教師是教學(xué)活動的中心。但是現(xiàn)在，不同學(xué)生不一樣的學(xué)習(xí)水平，不恰當(dāng)?shù)慕虒W(xué)方法，甚至不合適的教科書，造成了英語教學(xué)質(zhì)量的低下。因此，找到適合的教學(xué)方法和合適的教科書是發(fā)展語法教學(xué)最好的途徑。同時本文對任務(wù)型教學(xué)法，交際法，以及情景教學(xué)法這三種現(xiàn)在最流行的教學(xué)法，提出適合并能解決現(xiàn)在語法教學(xué)問題的教學(xué)方法。倡導(dǎo)語法教學(xué)要注重培養(yǎng)學(xué)生運(yùn)用語言的能力，不僅僅注重語法形式，更要講求意義，從而提高交際能力。

[關(guān)鍵詞]語法教學(xué)；交際能力；任務(wù)型教學(xué)法；交際法；情景教學(xué)法

1.TheHistoryofEnglishGrammarTeaching

From16thto18thcentury,EuropeanmostpopularforeignlanguageteachingmethodwascalledtheGrammar-TranslationMethod.Atthattime,inEurope,Latinistheschoolcompulsorycourse;someEnglishelementaryschoolsarecalledsimplyGrammarschool.Studentsstudyanddrillthegrammarruleintheclass.ThetranslationistheLatingrammarclass’simportantcontent.ThiskindofGrammar-TranslationMethodtakesthegrammarasacenterinthestudyforeignlanguage,itfocusesonthestudyandthememorygrammarrule.Intheclassroom,teachersexplainedgrammarinnativelanguage.Studentsdidalotoftranslationspracticetostrengthenthememory.However,theshortcomingofthisteachingmethodwasveryclear.Ithadneglectedthespokenlanguageandthelisteningtraining,student‘scommunicativeabilityispoor;itpurelypursuedtheaccuracyofthegrammar,andhadneglectedstudent‘slanguagecreationability,andcannotfullyexploitthestudents’subjectiveinitiative.

In19thcentury,theEuropeancountriesexchangedalot;theGrammar-TranslationMethodhadbeenchallenged.ThedirectmethodaroseatthatmomentandwaspromotedinEuropeandAmerica.Duringthisteachingmethod,thegrammarstilltooktheleadingposition,butitemphasizedtheactualapplication,thedifferentcontextbecomesthefactor,whichthegrammarteachingmustconsider.Thedirectmethodstartedtoexcludethenativelanguage.Thecharacteristicsofthedirectmethodwerethat,usinginductionmethodtoteachgrammarrules;payingattentiontothespeakingandlisteningpractice;choosingthetalkingmaterialasthetextbook.Itdidnotcontrastwiththenativelanguage.Thismethodcouldfostertheoralcommunicativeability,buthadrevealeditsweaknessintheabilityofreading,writing,andtheabsorptionlanguageinformation.

Inthe50‘sof20thcentury,asaresultofthestructuralisminAmericandominantposition,thereappearedAudio-lingualmethodintheUSforeignlanguageteaching.TheAmericanlinguistshaveformulatedaplantotrainskillsthatweregoodatoralspeaking.TheDirectMethoddevelopedintoAudio-lingualmethodundertheinfluenceofstructurallinguistics.TheDirectMethod’scharacteristicswerethat,tomasterthegrammarrulesthroughalotoflisteningandspeakingpractice,nottousenativelanguageandtranslationasfaraspossible.Forexample,inFries’sTeachingandLearningEnglishasaForeignLanguage,heconsideredthatthedifficultiesofforeignlanguagelearningaretheresultofdifferentlanguagestructuresystem’sconflict.

Audio-lingualMethodandotherteachingmethod,whichbasedonthetheoryofstructurallinguistics,theirteachingpointisonthesentenceconstitutionrules.Afterward,astheuseoftheelectrifiedaids,theaudio-lingualmethoddevelopedintotheAudio—VisualMethod.ThecriticismtotheDirectMethod,Audio-lingualmethodandotherteachingmethodistheirtoolimitedgrammarconceptionandabstractgrammarteachingthatdivorcedfromthereality.Thosestudentswhowereeducatedundertheseteachingmethodscannotcommunicatewithothersnaturally.ThereisanotherweaknessthattheDirectMethod,Audio-lingualmethodneglectsstudents’acknowledgedabilityandlanguagecreationability.

Otherwise,Hymesadvancedhisfamousviewabout“communicativeability”.Inhisopinion,peopleshouldhavetheabilityoflanguageandcommunication,sotheycancommunicatewithothersatanytime,anywhere,withanyone,inanyway.AdvocatedbyHymesandLabov,thesociallinguisticsflourishedinUSA.Theforeignlanguageteachersbegantorealizethatit’spositivetopracticegrammarrulesinthemeaningfulcontext;however,contextwaslimited,mechanicalpracticecannotfosterstudents’communicationflexibility.Therefore,thereappearedtheCommunicativeApproach.Ittookthecultivationofcommunicativeabilityastheirteachingaim;itemphasizedonthemeaningbutnottheaccuracyofthesentencepattern.Grammarteachingmustfollowthecommunicativeapproach;somegrammarrulesareevencompletelyneglected.

Inthelate70’s,Krashendistinguishtheconceptionbetween“acquisition“and“study“.Heproposedthatstudywastolearnlanguagerules,butitisuselesstomasterlanguage.Therefore,inKrashen’theory,grammarlostitsposition.Tilllate80’s,Krashenstartedpubliclytorejectthegrammarteaching’simportantpositionintheforeignlanguageteaching.During80’s,grammarteachinghadoncedisappearedinclass.

Nowadays,manyforeignlanguageteachersconsideredthatgrammarteachingcouldmakelanguagelearningmoreeasily.Theyemphasizeontheimportanceofthegrammarteachingintheclass.Afterthedevelopmentofteachingmethod,peopleallfocusonthegrammarawareness,theydisagreetolearngrammarrulesthroughmechanicalpractice,theirresearchstressistofindabestwaytomastergrammar.So,howtoteachgrammareffectivelyisanimportanttask.[1]p1-3

2.TheStatusQuoofEnglishGrammarTeaching

From1980’s,task–basedgrammarteachingheldtheviewofcommunication,andtookthemeaningasitstask.Althoughthelearnersayswordssmoothly,buttheyarelackofaccuracy;thelearnerscompletethetaskwithenhancement,butthelanguageusageandthepatternneedmoreactuallyexercises.Underthedevelopmentofthetask–basedgrammarteaching,thecommunicativeabilitythatincludingthegrammarabilityisdiscussedbyalllinguists.So,toexpressmeaning,completelanguagetask,peoplemustbetaughtgrammar.Thegrammarteachingcannotbegivenupatanytime,anystage,inanysituation.Theforeignlinguistsalsoconsiderthatishelpfulfortheaccuracyofpeople’sexpression.Student‘sstudyeffectmustdependonthehumanrelations-likestudyeffect.Regardinglacksofenoughsignificance,theforeignlanguagecannotonlydependontheacquisition,butalsodependuponthestudy.Thegrammarteaching’sessenceistousethelanguageknowledgetohelpstudentswiththeircommunicationinthereallife.P31

Thedutyofgrammarteachingistofosterpeople’srealcommunicativeability.ByJanewills’flexiblemodalfortasked-basedlearning,thealignmentbetweenformandmeaningapplyarealenvironmentforstudents,andcausethestudentstostudylanguageeasily,tolearnthelanguageknowledgeatsametime.Inthepre-taskperiod,theteacherintroducesthetopicandthedutytothestudents;popsoutthekeypoint,andhelpthestudentstounderstandandpreparesfortheirtask.Inthewhiletaskperiod,studentsdeveloptheirtaskinpairsoringroupsfirst,teacherisjustamonitoraroundtheclass.Theteachershouldjustencouragestudentstocommunicateinvariousways,andnottointerrupttheminordertomakestudentsfeelrelaxed.However,inthisperiod,thecommunicativetaskdoesn’tpaytoomuchattentiontothelanguageform.Inthepost-taskperiod,eachgroupmustshowthetasktheyhavefinishedtothewholeclass.Afterthepreparationforthetask,studentsmustgiveareportandhaveadiscussionabouttheirtask,andlistentoothers’representation,sotheycanhaveacomparisonwithothers’task.Inthisperiod,theteachershouldplayaroleasanassessor,hemustdotwothings,thatis,correctingmistakesandorganizingfeedback.P38Andinthepost-taskperiod,theteachercangiveexamplestotellstudentshowtolearnforeignlanguageinordertocausestudentstoreflect.Afterthesetaskperiodsofsensation,suspicion,supposition,attempt,studentscouldunderstandthelanguagepointclearly.Atthismoment,theteachercandesignsomeactivitiesinordertoconsolidatestudents’masteryoflanguageknowledge.Tothelearnerwhoisaccustomedtothetraditional3Pmodel,task-basedgrammarteachingisanattractiveandcreativemodelforthem.Thiskindofteachingmethodachievestheaimofmakingthetask-basedteachingideasandgrammarteachingintoconformity.Itaffordsstudentschancestofostercommunicativeability.

3.DefiningLanguage

Definitionoflanguagefromtheliterature

1.Languageisameansofculturaltransmission.

2.Languageiswhatpeopleusetotalkaboutthethingsthatareimportanttothem,forexample,occurrenceintheireverydaylives.

3.Languageisasetofrulesthroughwhichhumanscancreateandunderstandnovelutterances,onesthattheyhaveneverbeforearticulatedorencountered.

4.Languageisameansofinteractionbetweenandamongpeople.

5.Languageisthemeansfordoingsomething-accomplishingsomepurpose,forexample,agreeingonaplanofactionforhandlingaconflict.

6.Languageisavehicleforcommunicationmeaningandmessage.

7.Languageisamediumthroughwhichonecanlearnotherthings.P1

Thelinkbetweendefinitionoflanguageandtheoriesoflearning

Althoughthereisnotauniqueconnectionbetweenaparticularviewoflanguageandaparticulartheoryoflearning,sometheoriesoflearningfitmorenaturallywithcertaindefinitionsoflanguagethanothers.Consistentwiththoseconceptionsoflanguagewasthehabit-formationviewoflanguagelearning,inwhichitwasessencetobetheresponsibilityoftheteachertohelpstudentsovercomethehabitsofthenativelanguageandreplacethemwiththehabitsofthesecondlanguage.P3

4.ViewsonLanguageLearning

Behavioristtheory

BehavioralpsychologistSkinnerinitiatedthebehavioristtheoryoflanguagelearning.Basedonlinguists’experiments,behavioristlinguistsformulatedastimulus-responsetheoryofpsychology.Inthistheoryallcomplexformsofbehavior—motions,habits,andsuchareseenascomposedofsimplemuscularandglandularelementsthatcanbeobservedandmeasured.Theyclaimedthatemotionalreactionsarelearnedinmuchthesamewayasotherskills.Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanything(withreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement”(Harmer,1983:30)P5

Cognitivetheory

Thetermcognitivnismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItseemstobelargelytheresultofNoamChomskyreactiontoSkinner’sbehavioristtheory,whichledtotherevivalofstructurallinguistics.ThekeypointofChomsky’stheoryisrelectedinhismostfamousquestion:ifalllanguageisalearnedbehavior,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?P5

AccordingtoChomsky,languageisnotaformofbehavior;itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareanumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquireslanguagecompetencethatenableshimtoproducelanguage.

5.TheProblemoftheGrammarTeaching

The“InertKnowledge”Problem

Astheimportantpartoftheforeignlanguageteaching,grammarteachinghastwocommonproblemsforalongtime.Oneisthatunsatisfactoryeffect.Intheclass,itseemsthattheteacherhasexplainedthegrammarrulesclearly,andstudentshasunderstoodtherulesdistinctly,andtheycandoallexercises;however,theycannotpreventfrommakingmanymistakeswhentheyaretalkingorwriting.Thisphenomenonofthatlearnerscannotmakefulluseoftheknowledgeintheclassintheirreallife,itwascalled“inertknowledge”.Moreover,theotherproblemofgrammarteachingisthat,alotofstudentsfeeldullwhentheylearngrammarrules.Pf4Fewstudentssustaintheirenthusiasmforlearningwhenthelessonfocusesonthepartsoflanguage.Indeed,whenstudentsareaskedtoshiftfromacommunicativeactivity,tosay,agrammarexercise,thereisoftenanaudibleresponseofdispleasure.

TheproblemofChina’sgrammarteaching

AfterthepublicationofTheNewStandardofEnglishLesson,peoplehavefoundthedemeritsofChina’sEnglishgrammarteaching.

AsforChinese,thegrammarteachingisinclinedto“fiverecognition,fiveunderestimate”.Itisthat,mindknowledgeteaching,underestimateskill;mindclearexplanation,underestimaterepetitivepractice;mindwrittenpractice,underestimateoralpractice;mindgrammaranalysis,underestimategrammarusage.[10]p189

Thereasonoftheproblem

InChina,students’dutyistopasstheuniversityentranceexamination.What

determinestheirdestinyisthemarkoftheirwrittenexamination.So,intheEnglishexamination,studentswholearngrammarruleswellcangetthehighmark.Therefore,foralongtime,teachersjustpayallattentiontothegrammarrulesandgrammarpattern.Lotsofteachersusetranslationmethodanddeductivemethodingrammarteaching.Butthesekindofmethodsareoftencriticizedbecause,1)Itteachesgrammarinanisolatedway;2)Littleattentionispaidtomeaning;3)Thepracticeisoftenmechanical.[11]p63Althoughthesetwokindofmethodsmayhelptoincreasestudents’confidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess,itneglectsstudents’communicativeability.Duringtheteachingprocedure,teachersconsidereachgrammarpatternasaunitanddonotfocusonwhosesentence’steaching.Itbringstheresultthatstudentshatethedullgrammarlearning.AllthesebringsomanyproblemsofChina’sEnglishgrammarteaching.[12]P95

6.TraditionalStatementsofGrammarAndItsLearningAndTeaching

Traditionalconceptionsofgrammar

(1)Grammarisanareaofknowledge:Knowledgeaboutthelanguagesystemandknowledgeofhowtousethelanguage.

(2)Whenpeoplesaysomethingisgrammatical,theymeanthatitisaccurate.

(3)Grammarhastodowithrules.“Grammarandrules”,theyoftenprovidestudentswithsecurity,somethingtoholdonto.Theyprovideusefulguidanceabouthowalanguageisstructured.

(4)Grammarisarbitrary.Speakersusetheirknowledgeofgrammarforparticularreasons.Grammaticalresourcesarelimitedandprecious.Theyaredistributedinanonarbitrarymanner.

(5)Onegoodthingaboutgrammaristhatthereisalwaysonerightanswer.Teachersknowthistobetrue,eitherintuitivelyorbecausetheyrecollectthetimeswhenastudenthasaskedifaparticularwayofsayingsomethingiscorrectandtheyhavefeltcompelledtoanswer.

(6)Grammarhastodowithwordendingsandwordorderwithinasentenceandstructures,suchaswordendingsormorphology.Grammardoeshavetodowiththesentenceandsubsentencelevels.Grammarisaboutwordorderinthesentence(syntax)andwordformationprocesses(morphology);itisalsoaboutusingthecorrectfunctionwords.[13]P13

statementsapplytothelearningofgrammar

(1)Grammarisacquirednaturally;itdoesn’thavetobetaught.

(2)Grammarstructuresareacquiredinasetorder,oneafteranother.

(3)Allaspectsofgrammararelearnedinthesameway.

statementsrelatetotheteachingofgrammar

(1)Learnerswilleventuallybringtheirperformanceintoalignmentwiththetargetlanguage;errorcorrectionorfeedbackisunnecessary.

(2)Grammar(teachingand/orlearning)isboring.

(3)Notallstudentsneedtobetaughtgrammar.Children,forinstance,donotbenefitfromformalgrammarinstruction.

7.LearningGrammar:insightfromSlAresearchandconsciousness-raisingItisamyththatgrammarcanbelearnedonitsown,thatitneednotbetaught.

Thepointofeducationistoacceleratethelanguageacquisitionprocess,notbesatisfiedwithortrytoemulatewhatlearnerscandoontheirown.

TheprocessofgrammaracquisitioningeneralbasedonSLAresearch

Overall,mostlanguageacquisitionresearchersoperateundertheassumptionthatgrammaticaldevelopmentbeginswhenlearnershavehypothesesaboutfeaturesofthetargetlanguage.Iftheresearchers’theoreticalcommitmentistoChomsky’suniversalgrammar(UG),thenthe“hypotheses”wouldbeseentoarisefromaninnateUG,consistingofasetofcoreprinciplescommontoalllanguages,andparameters,whichvaryamongtheworld’slanguages.

Inferenceisalsothecognitiveprocessusedbyresearcherastheyattempttounderstandlanguagelearners’behavior.Whensuchbehaviorincludesovergeneralizationofrules.

SLAofgrammaralwaysamatteroffiguringouttherules

Anewerapproach,calledconnectionism,alsoreliesoninductiveinferencingtomodellearners’performance,butitrejectsanaccountthatclaimsthatitisrulesthatarebeinginduced.Connectionistshavedevelopedcomputermodelsofnetworks,whichareheldtobeanalogoustotheneuralnetworksinthebrain.Thenetworksconsistofinterconnectednodes.Thenodesaretakentorepresentneurons,whichareconnectedwithoneanotherthroughsynapses.Thecomputermodelsare“trained”byreceivingmassiveamountsoftargetlanguageinput.

Patternedsequencesorlexicogrammaticalunits?

Connectionsistmodelingmaybeveryusefulinaccountingfortheacquisitionofmultiwordstringsorlexicogrammaricalpatterns.

Inotherword,grammaracquisitionmaybefirstcharacterizedasaperiodoflexicalization,inwhichlearnersuseprefabricatedsequencesorchunksoflanguage,followedbyaperiodofsyntacticization,inwhichlearnersareabletoinferacreativerule-governedsystem.

Fluctuationofstudents’languagelearning

AcommonobservationinSLAresearchisthatthelanguagethatlearnersproduce,theirinterlanguagechangesrapidly.Besidesitsvariabilityanditssystematictity,anotherstrikingfeatureoflearners’interlanguageisitsnonlinearity.Furthermore,evenwhenlearnersappeartohavemasteredaparticularaspectofthetargetlanguage,andevenwhentheysustainthesamedegreeofeffort,itisnotuncommontofindbackslidingoccurringwhennewformsareintroduced.[14]P78

8.HowToTeachGrammar

grammarteachingmethod

method

Thedeductivemethodreliesonreasoning,analyzingandcomparing.First,theteacherwritesanexampleontheboardordrawsattentiontoanexampleinthetextbook.Thenteacherexplaintheunderlyingrulesregardingtheformsandpositionsofcertainstructuralwords.Theexplanationareoftendoneinthestudents’nativelanguageandusinggrammaticalterms.Sometimes,comparisonsaremadebetweenthenativelanguageandtargetlanguageorbetweenthenewlypresentedstructureandpreviouslylearnedstructures.

method

Theinductivemethod,teacherinducesthelearnerstorealizegrammarrules

withoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecome

evidentifthestudentsaregivenenoughappropriateexamples.Forexample,inordertopresentthetwoforms“thisis”and“theseare”,theteacherwillfirstholdupabook,saying,“Thisisabook.”Hewilldothesameshowingotherobjects.Thentheteacherholdsupseveralbooksandsays,“Thesearebooks.”Afterseveralsimilarexamples,itishopedstudentswillunderstand“Theseare”isusedwithpluralformsofnouns.[15]p62

Howtosolvethe“InertKnowledge”problem

.1Introductionoftask-basedgrammarteaching

Oneapproachtoteachinglanguagethathasattractedalotofattentionoverthepasttwenty-fiveyearswastask-basedapproachforlearningandteaching.Intask-basedapproaches,thefocusofclassroomactivitiesisonthetask,andatlastonmeaning.InJaneWillis’flexiblemodelfortask-basedlearning,learnersbeginbycarryingoutacommunicativetask,withoutspecificfocusonform.Aftertheyhavedonethetask,theyreportanddiscusshowtheyaccomplishedthis,perhapslisteningtoafluentspeakerdoingthesametask.Onlyattheendisthereaspecificfocusonfeaturesoflanguageform.

Theadvantageofthetask-basedapproach,accordingtoitsadvocates,isthatduringthetaskthelearnersareallowedtousewhateverlanguagetheywant,freeingthemtofocusentirelyonthemeaningoftheirmessage.Thismakesitclosertoareal-lifecommunicativesituation.

Onedangeroftask-basedapproachesisthatfocusonmeaningcouldcomeattheexpenseoffocusonform.Learnersbecomequitefluent,buttheirutterancesarenotoftenaccurate.Inaddition,theydevelopstrategiestocompletethetasksquitequickly,cuttingcornersintheirlanguageuseandform.

Nevertheless,thetask-basedmodelisanattractiveandliberatingone,especiallyiflearnershavebeenaccustomedtoaPresentation–Practice–Productionmodel.[16]

“InertProblem”isthat,alotofstudentsfeeldullwhentheylearngrammars,fewofthemcouldsustaintheirenthusiasmforlearningwhenthelessonfocusedonthepartsoflanguage.Ifteacherusetask-basedapproachtoteachgrammar,givestudentssomeinterestingtaskandcreatefreeenvironment,studentswilllearngrammarrulesinaspecialway,andsustaintheirenthusiasmindullgrammarlearning.

WhyinChina,teachersshouldtaketask-basedgrammarteachingnow

Inordertomeetourcountry’thesneedforreformandopeningtotheoutsideworld,theundertheleadofCountry’thesBureauofEducation,newcriterionofEnglishispublished;studentsaregivennewtextbooks.Thissetoftextbookiscompliedaccordingtothestructurefunctionlaw.Itattachesimportancetothecultivationoflisteningandspeaking,andtheadvancementofwriting,sothatstudentscandeveloptheircommunicativeandself-studyability.Inthatnewsetoftextbook,languagepatterncancarrythroughtheframeofcommunicativefunction;therefore,grammarisitscenter.ToComparedwiththetraditionaltextbook,inthenewcriterionofEnglishlesson,thegrammarexplanationisconsciousandclear,theitemphasizesonthegrammar‘susageintherealcommunicativeassociation;makebaldgrammarrulesembodimentandinteresting,sothatstudentscanmastergrammarrulesinthelanguageusingpractice.Grammarteachingalwaysplaysanimportantroleinthenewtextbook,itisthemajorteachingcontextofthenewtextbook.Becauselanguagecommunicativeability.Becauselanguageabilityistheprecondition.Thecultivationofcommunicativeabilitybasesonthecultivationoflanguageability.Languageabilitymeanstheabilitytousethegrammarstructure;nolanguageability,nocommunication.[17]

Howtocarryontask-basedgrammarteachingunderthelanguagecommunicativelaw

Intask-basedlanguageteaching,theteachermustcreateanenvironmentthatisconducivetocollaborativelearning.Inthisfreeenvironment,studentsperformtheirbest,assesstheirowngrowth,andfeelthattheiropinions,ideas,andresponsescarryweight.Thisallowstheteachertoseeamoreauthenticperformanceandprovidestheteacherwithamorerealisticpictureofthestudents‘capabilities(Glazer&Brown,1993).Soitistheteacher‘sresponsibilitytoprovideanappropriatesettinginwhichtaskscanbedemonstratedeffectively.

Theestablishmentoflanguagesceneisthebestwaytoembodythecommunicationlaw.Grammarknowledgeandlanguagesituation,theclassroomrealsceneorganicallyunifiesinparticular,thegrammarruleswouldnotarbitraryandvague.Sostudentscangraspthegrammarknowledgeeasilyinarelaxedsituation,andpracticegrammaratthesametime.

Ifteacherwantstoexplain,“havesomebodydosomething.”“havesomethingdone.”“havesomebodydoingsomething.”,hemustattractstudents’attentiontothatpattern,andthengivethemsomeexamples:

(1)Thenursehasseveralpatients.(Lookafter)

(2)Theyhadthepatient(take)tothehospital.

(3)Thebosshadthem(work)alldaylong.

(4)Shehadhim(wait)atthegate.

Atlast,studentswouldmakemanymistakes,butteachershouldnotcorrecttheirmistakesfirst,hejustsays,“Attention,please!Ihavesomethingtosaytoyou.”andsaystoanotherstudents“openthedoor,please“,andthenaskthewholeclass“whatdidIaskhimtodo?”Studentswouldanswer,“Youaskedhimtoopenthedoor.”“Yes,Ihadhimopenthedoor,Ihadthedooropen.”Inthisway,studentscanunderstandhowthegrammarwasusedinarealsituation.[18]p75-76

Fromtheexampleabove,creatingalanguageenvironmentisusefulforstudents’understandingonthegrammarpattern.Itisnecessarytopresentacommunicationtasktypology,whichcanbeusedtodifferenttasksaccordingtotheircontributionstolanguagelearning.Thetypologyconsistsofseventypesoftasks,eachwithadifferentstructureofactivityandgoal.Examplesoftasks,whichhavealreadybeenusedinteachingandresearch,areprovidedforeachtasktype,togetherwithacriticaldiscussionontheireffectivenessinthesecontexts,suchas

(1)Real-worldortargettask:Acommunicativeactweachievethroughlanguageinthe