语法教学在我国中学英语教学中扮演着重要角色。如今多数英语教师倾向于传统的语法翻译法教学，这种方法不仅耗时费力收效甚微，而且忽视了学生语言能力的培养。新课改提倡发展学生综合语言运用能力，这就要求教师应注重通过让学生自己观察、反思和运用将语言知识转化为语言技能。相比传统语法翻译法，情景教学法要求根据目标语法知识创设真实、生动的情景，激发学生的探知欲，提升他们的参与感，同时为他们创造更多训练语言技能的机会，因此学生对相应的语法知识理解更到位，其自身的交际技能也得到有效发展。 本论文主要探究情景教学法在高中英语语法教学中的应用，在深入了解情景教学法的发展及其相关理论背景的基础上，研究主要从三个方面展开：一是中学教师对情景教学法的理解，包括教师情景教学法的理论和教学步骤的了解程度和情景教学法与英语语法教学的关系；二是教师在课堂语法教学中应用情景教学法的情况；三是实际教学过程中面临的困难与挑战，即在运用情景教学法进行语法教学设计和课堂实际操作中遇到的问题。 基于访谈数据和课堂观察获得的主要研究结论如下： 1.语法教学的重要性被普遍认同； 2.语法教学仍以应试为主要目的； 3.情景教学法被认为较理想的语法教学法但实际应用少； 4.教师在语法教学情景化中面临多重困难，主要是应试教育负面影响和大班化操作难度； 5.教师需要具体情景设计及相关教学建议、有效的多形式语法操练题来辅助语法教学； 以上研究是对情景教学法在高中语法教学中应用现状的初步探索，期望能对高中语法情境化的研究有所帮助，培养学生将语法知识融入实际交际中， 提高学生的语法和语用能力。
Grammar teaching plays an important role in English teaching in middle school in China. Currently, most teachers are inclined to teach grammar in traditional grammar-translation method, which is laborious, time-consuming and in-effective and neglect the cultivation of students’ language competence. The new curriculum reform advocates developing students’ “comprehensive language competence”, which require teachers attach much importance to turning their knowledge into language skills through observation, reflection and application. Compared with grammar-translation method, situational teaching method, combing authentic and vivid contexts with target grammatical rules, can stimulate students’ desire for exploration and participation and create more opportunities for them to practice their language skills. Therefore, students have a better understanding of knowledge and develop their communicative ability effectively. This thesis mainly explore the application of the situational teaching method for grammar teaching in middle school. There are four theories in this thesis, second language acquisition theory, constructionist learning theory, context theory and intuitive leaning. By means of interview and classroom observation, the present author obtained information on the current application of situational teaching method in grammar teaching from three aspects, the first one is to find English teacher’s comprehension on the situational teaching method, including their understanding of this method and its relation with grammar teaching; the second one is teachers’ usage of the situational teaching method in regular grammar class; and the thid one is their problems in the application, such as the difficulties they meet when applying this method to their instructional design and teaching practice. With careful information collection, the following conclusions are reached: 1. The significance of grammar teaching has got general agreement from English teachers. 2. Examination-oriented education system still has a great influence on grammar teaching in middle school 3. The situational teaching method is regarded as ideal teaching method in grammar teaching but seldom used in teaching practice. 4. Multiple difficulties emerge in the situational grammar teaching. 5. English teaches need some teaching aids to improve the quality of grammar teaching. All above is the initial exploration of the application of the situational teaching method for grammar teaching in middle school and the author expects it will contribute to other research of situational grammar teaching. Therefore, situational teaching method can be used widely by middle school EFL teachers to develop students’ awareness of combining grammar with the real contexts so as to improve their ability to use grammar in the proper communication situations.
By ways of interview and classroom observation, the present author obtained information on the current application of situational teaching method in grammar teaching, finding English teacher’s comprehension on the situational teaching method, their usage of it in regular grammar classes, and also their problems in the application. Most English teachers have realized the important role situation plays in English teaching, including the grammar teaching. Creating situations can arouse students’ learning interests and provide many opportunities for them to communicate with each other thus they may have a better understanding of target grammatical rules. However, most teachers are still inclined to use the traditional grammar-translation method in real grammar class because they encounter some problems, including the negative influence of examination-oriented education system and the difficulty of conducting the situational grammar teaching in large classes. Nevertheless, some teachers try to apply the situational teaching method in grammar teaching according to their own practical needs. For example, some of them set situations by using sample sentences or based on the texts, and others combine grammar teaching with writing in certain contexts. In terms of teaching aids, teachers expected more examples and suggestions of situational teaching. Besides, various forms of drills are needed as well to improve quality of their teaching. Although the results of the research is obvious, there are still some limitations. First, the small sample size makes the results of the research less reliable and convincing. It is required to involve more teachers from all kinds of schools and from other districts of Chengdu. Secondly, it is necessary to use more research instruments and methods to make the results more scientific. Third, the study should be improved in some ways because of the author’s limited experience. Finally, the research time is not long enough to ensure the reliability of the results. The thesis just studies application of the information grammar teaching in middle school from the perspectives of English teachers. In order to enrich the data to draw more reliable, scientific and convincing results, it is necessary to collect information from students’ view. |
