在语言教学中如何处理语法
Grammar should be addressed within meaningful communicative contexts as one element of language proficiency.
Grammar should be addressed within meaningful communicative contexts as one element of language proficiency. 而不是专注于语法规则和句子图表, teachers should guide students towards an understanding of how grammar functions. Students learn how to use the form rather than memorized conjugations that may not be applicable across contexts.
语法是交际的重要组成部分, but research shows that explicit teaching of grammar has little effect on people’s language acquisition, 理解, 或者写作能力. Traditional approaches to grammar instruction that emphasize direct grammar instruction often encourage memorized, 预演语言的使用. Additionally, many methods do not require students to understand meaning in an authentic context, i.e.语法是如何在交际中实际使用的. 用概念来思考语法, 这是, 使用特定表单的目的是什么, 通过这种形式表达的意思是什么, will broaden learners’ understanding and use of the target language.
研究 on human memory tells us that language acquisition is dependent upon two kinds of long-term memory: procedural and declarative. Procedural memory shows what a learner acquires naturally with automatic processing, 通过重复和练习, 学习母语就可以证明这一点. Declarative memory is recollection of facts and information that a learner has acquired and stored explicitly. 为了最有效, it is important that language development is stored in both memory systems; learners should be expected to learn grammar implicitly through target language use and explicitly through the 发现 of grammatical rules through use in meaningful examples.
Instruction should be in the target language using lessons that have functional goals and objectives.
这种探索, 发现, and use of grammatical concepts leads to greater understanding of the function of language and t在这里fore leads to increased communication.
了解更多:
Adair-Hauck B. (1993). A descriptive analysis of a whole language/guided participatory versus explicit teaching strategies in foreign language instruction. 未发表的博士论文. 宾夕法尼亚州匹兹堡大学.
Adair-Hauck B., & Donato R. (2002). The PACE model: A story-based approach to meaning and form for standards-based language learning. 法国评论. 76, 265-296.
Davin K., & Donato R. (2013) Student collaboration and teacher‐directed classroom dynamic assessment: A complementary pairing. 外语学刊，46(1)，5-22.
埃利斯,R. (2002). The place of grammar instruction in the second/foreign language curriculum. New perspectives on grammar teaching in second language classrooms, 17-34.
Glisan E. (2015). 核心实践网络研讨会. 亚历山大，弗吉尼亚州:ACTFL. 进入课程 在这里.
克拉申的. (1981). 二语习得与二语学习. 英国牛津:牛津大学出版社.
利奥R. P. (2009). Input enhancement and L2 grammatical development: 什么 the research reveals. Conceptions of L2 grammar: Theoretical approaches and their application in the L2 classroom, 16-34.
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VanPatten B. (1996). Input processing and grammar instruction in second language acquisition. 绿林出版集团.
VanPatten B., & Cadierno T. (1993). Input processing and second language acquisition: A role for instruction. 现代语言学报，77(1)，45-57.
语言学习应该是任何课程的核心部分. 原因如下:
ACTFL致力于提供愿景, 领导, and support for quality teaching and learning to prepare the next generation of global citizens.
We believe that all students should learn or maintain at least one world language in addition to English. T在这里fore, language learning should be a central part of any curriculum.
Contemporary definitions of literacy include more than basic 读ing, 写作, 听, 和口语, adding the purposeful uses of these skills in today’s media- and information-rich environment.
In order for learners to achieve the highest level of proficiency possible, 长时间的连续研究是必要的.
Backward design is one of the core practices for effective language instruction that relies on thinking purposefully about teaching and learning.
目的语的使用是指学习者所说的一切, 读, 听到, 写, and view – production and reception of language on the part of learners, 教育工作者, 和材料.
Interactive 读ing and 听 理解 tasks should be designed and carried out using authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote interpretation.
Oral interpersonal communication tasks engage students for the purpose of exchanging information and ideas, 满足某人的需要, and expressing and supporting opinions through speaking and 听 or signing with others.
The role of feedback for learners is critical in advancing language proficiency. Feedback should be provided in multiple forms including formative, summative and self-assessment.