英語(yǔ)畢業(yè)論文---中學(xué)英語(yǔ)語(yǔ)法教學(xué)

1、<p>　　A Study of Middle School English Grammar Teaching in the CLT Framework</p><p>　　交際語(yǔ)言教學(xué)模式下中學(xué)英語(yǔ)語(yǔ)法教學(xué)研究</p><p><b>　　Abstract </b></p><p>　　As an essential part of

2、 language, grammar plays an important role in the process of language learning. Grammar teaching is a heatedly discussed topic in foreign language teaching circle. Since the application of CLT in China, grammar teaching

3、has caused more concern than before. This thesis illustrates the necessity of grammar teaching in the theoretical and practical perspectives. In theory, the goal of CLT is to cultivate students’ communicative competence

4、and grammatical competence is part of</p><p>　　Key words: grammar teaching; CLT (communicative language teaching); communicative competence; grammatical competence </p><p><b>　　摘 要 </

5、b></p><p>　　語(yǔ)法作為語(yǔ)言的重要組成部分，在語(yǔ)言學(xué)習(xí)中起著非常重要的作用。語(yǔ)法教學(xué)是外語(yǔ)教學(xué)界討論最多的話題。自中國(guó)實(shí)施交際教學(xué)法以來(lái)，語(yǔ)法教學(xué)更是受到了前所未有的關(guān)注。本文從理論和實(shí)際角度探討了語(yǔ)法教學(xué)的必要性。理論上，交際教學(xué)法的目標(biāo)就是培養(yǎng)學(xué)生的交際能力，而語(yǔ)法能力是交際能力的一部分，所以交際語(yǔ)言教學(xué)模式并不排斥而是包含語(yǔ)法教學(xué)；從實(shí)際角度看，中國(guó)的具體國(guó)情決定了在交際語(yǔ)言教學(xué)模式下語(yǔ)法必

6、須教。本文又提出了在交際語(yǔ)言教學(xué)模式下推進(jìn)語(yǔ)法教學(xué)的幾點(diǎn)意見(jiàn)，希望能給廣大英語(yǔ)教學(xué)工作者提供一些啟示。</p><p>　　關(guān)鍵詞： 語(yǔ)法教學(xué)；交際教學(xué)法；語(yǔ)法能力；交際能力 </p><p><b>　　Contents</b></p><p>　　1.0 Introduction ------------------------------

7、------------------------------------1</p><p>　　2.0 An Introduction to Communicative Language Teaching----------------2</p><p>　　2.1 Features of CLT-----------------------------------------------

8、----------2</p><p>　　2.2 Principles of CLT-------------------------------------------------------3</p><p>　　3.0 Necessity of Grammar Teaching in the CLT Framework---------------3</p><

9、p>　　4.0 Realistic Reasons of Teaching Grammar in China-----------------------6</p><p>　　4.1 Environment of English Learning-------------------------------------6</p><p>　　4.2 Goal of English

10、Learning-----------------------------------------------7</p><p>　　4.3 Form of English Assessment-------------------------------------------7</p><p>　　5.0 Strategies of Grammar Teaching in the CL

11、T Framework---------------7</p><p>　　5.1 Creating Authentic Situations------------------------------------------8</p><p>　　5.1.1 Making Full Use of the Classroom-----------------------------8<

12、;/p><p>　　5.1.2 Creating Situations with Pictures-------------------------------8</p><p>　　5.2 Organizing Communicative Activities--------------------------------9</p><p>　　5.2.1 Role-

13、playing------------------------------------------------------ 9</p><p>　　5.2.2 Adopting Discussion and Debate--------------------------------9</p><p>　　5.3 Teaching Grammar in Discourse---------

14、-----------------------------10</p><p>　　5.4 Making Old Things New-----------------------------------------------11</p><p>　　6.0 Conclusion-------------------------------------------------------

15、------------12</p><p>　　Bibliography---------------------------------------------------------------------13 Acknowledgements-------------------------------------------------------------15</p><p>

16、;　　A Study of Cultural Differences on Translation of English News Headlines</p><p>　　1.0 Introduction </p><p>　　Abstract:Wi th the help of main characterist ics of English news headlines and ple

17、nty of practical examples, this paper discusses some t ranslating methods in rendering English new s headlines into Chinese from seven aspect s w hich includes acronyms, participles, punctuat ion marks and rhetorical dev

18、ices.</p><p>　　Key word: new s headlines; English; t ranslation</p><p>　　隨著國(guó)際交流的日益頻繁 英語(yǔ)新聞以其內(nèi)容新穎 語(yǔ)言現(xiàn)代 傳播的時(shí)效性強(qiáng) 為社會(huì)生活提供了獲取中外信息的便捷渠道 但是文化上的差異 尤其是東西方文化的差異 導(dǎo)致不同文化背景下的人對(duì)于同一新聞報(bào)道中的事件或理念有著不同的理解和解釋 在英語(yǔ)新聞翻譯

19、時(shí)若不注意文化背景 可能會(huì)造成新聞的受眾與原媒體 原作者之間理解上的差異甚至誤解 因此 英語(yǔ)新聞中文化因素的翻譯越來(lái)越受到重視.</p><p>　　英語(yǔ)新聞翻譯東西方文化差異形成的原因: 1地域環(huán)境的差異 跨文化交際學(xué)表明 特定的生長(zhǎng)環(huán)境使人們養(yǎng)成了特定的思維定式 多數(shù)人類學(xué)者 社會(huì)學(xué)家都認(rèn)為一個(gè)國(guó)家的地理?xiàng)l件在不同程度上對(duì)文化起著重要的作用 比如 英國(guó)是一個(gè)島國(guó) 對(duì)水和漁業(yè)有著較深的感情 而中國(guó)位于亞歐大陸上

20、 人們的生活與土地耕作息息相關(guān) 所產(chǎn)生的語(yǔ)言文化現(xiàn)象就存在差異 例如 英語(yǔ)中有許多關(guān)于魚(yú)的習(xí)語(yǔ) 說(shuō)某個(gè)人喝水量大而快 英語(yǔ)就用魚(yú)作比喻 叫做 drink like a fish 而在漢語(yǔ)中卻用 牛飲 這個(gè)詞 又如 說(shuō)某人花錢浪費(fèi) 大手大腳 英語(yǔ)是 spend moneylike water 而漢語(yǔ)則是 揮金如土.</p><p>　　2生活習(xí)慣的差異 如一則新聞中說(shuō)微軟日前敦促其用戶立即登錄微軟的網(wǎng)站下載并安裝一

21、個(gè)免費(fèi)的補(bǔ)丁程序 專業(yè)人士稱 Until they have this patch in-stalled it will be Swiss cheese any- body can walk in and out of their servers． 對(duì)于美國(guó)人來(lái)說(shuō) 理解這句話非常 容 易 原來(lái)瑞士產(chǎn)的奶酪 Swisscheese 最明顯的特征就是表面的孔非常多 在這里指視窗操作系統(tǒng)的漏洞很多任何人都可以利用這些漏洞自由進(jìn)出服務(wù)器 可是對(duì)

22、于缺乏上述生活背景 沒(méi)有吃過(guò)瑞士奶酪的讀者而言 要把這種從生活中走入新聞報(bào)道的詞匯理解正確還是需要一定的解釋和背景知識(shí)的.</p><p>　　3風(fēng)俗習(xí)慣的差異 各民族的風(fēng)俗習(xí)慣貫穿于社會(huì)生活和交際活動(dòng)中 西方國(guó)家和中國(guó)風(fēng)俗習(xí)慣差異通常表現(xiàn)在 個(gè)人主義 和 集體主義 觀念 社會(huì)關(guān)系 友誼義務(wù)等方面 因此我們?cè)诜g時(shí)應(yīng)了解風(fēng)俗文化差異 根據(jù)具體情況選用合適的準(zhǔn)確的目的語(yǔ) 如以 20 世紀(jì) 70 年代初美國(guó)總統(tǒng)尼克松

23、訪華這一重大新聞事件中曾說(shuō)過(guò)的一句話為例 尼克松說(shuō) We twocountries have common interest over andabove our differences． 這句話如果機(jī)械地從字面上理解 很容易翻譯成 我們兩國(guó)具有遠(yuǎn)遠(yuǎn)高于我們分歧的共同的利益 而尼克松真正要表達(dá)的意思是 我們兩國(guó)除了有分歧 也有共同的利益 兩者中的差異可想而知 雖然前一種譯法看上去更讓人愉悅 但未能真實(shí)反映出原意 事實(shí)上本例中的 over

24、and above 并不是常用的在 之上 之意 而是相當(dāng)于 besides;’</p><p>　　4宗教信仰差異 中西方信仰的差異對(duì)文化的影響相當(dāng)深遠(yuǎn) 佛教對(duì)中國(guó)文化發(fā)生過(guò)很大影響和作用 中國(guó)歷史上留下了燦爛輝煌的佛教文化遺產(chǎn) 中國(guó)與佛教有關(guān)的習(xí)語(yǔ)有很多如 借花獻(xiàn)佛 臨時(shí)抱佛腳 人爭(zhēng)一口氣 佛爭(zhēng)一炷香 等 而在信奉基督教的許多西方國(guó)家 人們認(rèn)為世上一切都是上帝的安排 就多見(jiàn) God helpsthose who

25、 help themselves 自助者天助和 go to hell 下地獄去 一類的說(shuō)法</p><p>　　5歷史典故的差異 在漫長(zhǎng)的歷史進(jìn)程中形成的一些典故已經(jīng)成為語(yǔ)言文化的一部分 這些歷史典故體現(xiàn)了該國(guó)的文化色彩 它們的意義往往是不能單單從字面意義上去理解和翻譯的 如 9 11 事件發(fā)生后 某報(bào)道中有這么一句話 Bin LadenGroup the business empire owned by rel

26、atives of the world s most wanted man is seeking advice from British public relations firms on how to distance itself from the black sheep of the family．此處如果僅僅將 black sheep 一詞翻譯成 黑色的綿羊 中國(guó)讀者恐怕不能接受 其實(shí)在漢語(yǔ)中也有類似的表達(dá)方法即 害群之馬 其實(shí)

27、 該報(bào)道無(wú)非要表達(dá)這樣一個(gè)意思 本 拉登家族其他親戚擁有的商業(yè)集團(tuán)均怕受其牽連 紛紛表示要與本 拉登這一害群之馬劃清界限</p><p>　　6詞語(yǔ)內(nèi)涵的差異 語(yǔ)言與文化之間存在血肉相連的關(guān)系 每一種語(yǔ)言都有一些詞語(yǔ)具有特定的文化內(nèi)涵 比如 red 紅色 在中國(guó) 人們習(xí)慣用 紅色 表示喜慶 熱鬧的氣氛 但西方文化認(rèn)為 red 與人的血液顏色一樣 所以 red 一詞則表示憤怒 氣憤等意思 此外 英語(yǔ)中有些詞含有豐富

28、的關(guān)聯(lián)意義 cowboy 所包含的意思不僅是詞典中注釋的 放牛娃 或 牛仔 所能準(zhǔn)確表達(dá)的 它還具有以下關(guān)聯(lián)意義 吃苦耐勞 酷愛(ài)自由 敢于冒險(xiǎn) 大量詞語(yǔ)看上去與某些漢語(yǔ)詞相似 但實(shí)際上是 貌合神離 如 political campaign 不是政治運(yùn)動(dòng) 而是競(jìng)選運(yùn)動(dòng) easy meat 不是可嚼的肉 而是容易上當(dāng)受騙的人 不了解這些詞語(yǔ)真正的內(nèi)涵 根據(jù)結(jié)構(gòu)望文生義就會(huì)造成誤解文化背景的差異 世界各個(gè)民族歷史文化傳統(tǒng)及政治生活環(huán)境的差異

29、形成了各自特有的文化背景 如我國(guó)新聞報(bào)刊中兩岸 一詞專指臺(tái)灣海峽兩岸關(guān)系 對(duì)于我國(guó)人民來(lái)說(shuō)這是不言而喻的 但是 在對(duì)外國(guó)受眾翻譯 發(fā)展兩岸關(guān)系 推進(jìn)祖國(guó)和平統(tǒng)一進(jìn)程 這句話時(shí) 其中的 兩岸 應(yīng)補(bǔ)譯成 臺(tái)灣海峽兩岸 可譯為develop relations between the two</p><p>　　2.0 An Introduction to Communicative Language Teaching

30、</p><p>　　2.1 Features of CLT </p><p>　　【 摘 要】作為國(guó)際間信息和文化交流的重要手段之一,新聞?wù)Z篇的翻譯是一種典型的跨文化交際活動(dòng)。就象跨文化交際一樣,新聞?wù)Z篇的翻譯中也會(huì)出現(xiàn)語(yǔ)用失誤Z包括語(yǔ)用語(yǔ)言失誤和社交語(yǔ)用失誤。 產(chǎn)生語(yǔ)用失誤的根源在于譯者語(yǔ)境認(rèn)知能力的局限。 因此Z譯者要努力提高語(yǔ)境認(rèn)知能力Z尤其是要加強(qiáng)文化意識(shí)Z培養(yǎng)對(duì)文化的感性認(rèn)識(shí)。

31、</p><p>　　As one of the important means of international communication, News Text Translation is a typical cross-cultural communication activities. The same as cross-cultural communication, Pragmatic failure

32、s are commonly seen in News Text translation Including both pragmalinguistic failure and socialpragmatic failure. On the author’s part, pragmatic failures usually originate from the limitations of the translator’s conte

33、xtual cognitive competence. Therefore, it’s of vital importance for the translator</p><p><b>　　D</b></p><p>　　On the basis of previous literature (e.g. Nunan, 1991), the principles

34、of CLT could be summarized as being context-oriented, experience-based and learner-centered.</p><p>　　By being context-oriented is meant that a new item should be presented and practiced in context. From a c

35、ommunicative point of view, language items only take on meaning as a result of the context in which it is used, that is to say, an item devoid of context cannot properly be said to have a meaning at all. For example, one

36、 word may have many meanings in the dictionary, but it is the context in which it is set that decides which meaning is right and suitable.</p><p>　　Learner-centeredness means that learners are the center of

37、the classroom. CLT lays emphasis on learners and learning. Learners are seen as active participants, rather than passive recipients of information provided by the teacher or the textbook. CLT involves learners in the who

38、le process of learning and makes learners learn by doing. Therefore, teachers are no longer regarded as an authority on language, but a facilitator, a manager and an advisor of learners.</p><p>　　3.0 Necessi

39、ty of Grammar Teaching in the CLT Framework</p><p>　　As the fact that the goal of English teaching is to cultivate learners’ communicative competence has been accepted by researchers and English teachers, CL

40、T has been widely applied in our country. The emergence of CLT makes some teachers think that CLT is advanced and objects to the traditional method, so they neglect grammar teaching in the classroom. However, the overloo

41、k of grammar brings about bad influences, that is, students cannot output grammatically correct sentences. Many teachers are c</p><p>　　In fact, CLT does not exclude grammar teaching, and this can be illustr

42、ated from the relationship between grammatical competence and communicative competence.</p><p>　　According to Hymes, communicative competence refers to the ability of how to use knowledge of rules to underst

43、and and produce appropriate language in a variety of sociocultural settings, and he (1972: 280) thinks communicative competence includes:</p><p>　　knowledge of the grammar and vocabulary of the language;<

44、/p><p>　　knowledge of rules of speaking (e.g. how to begin and end conversation );</p><p>　　knowing language function (e.g. agreeing, disagreeing, arguing and advising. etc.);</p><p>　

45、　knowing how to use language appropriately (talking to a friend is different from talking to your boss);</p><p>　　Hymes’ interpretation of communicative competence puts grammar in the first part, so grammar

46、is necessary to cultivate communicative competence.</p><p>　　Latter, Canale and Swain (1980) developed a new interpretation of communicative competence consisting of four components:</p><p>　　Gr

47、ammatical competence. It is the knowledge of lexical items and of rules of morphology, syntax, sentence, grammar, semantics and phonology.</p><p>　　Sociolinguistic competence. It is the knowledge of social-c

48、ultural rules of language and discourse.</p><p>　　Discourse competence. It is the ability to connect sentences in stretches of discourse and form a meaningful whole out of a series of utterances.</p>

49、<p>　　Strategic competence. It is the verbal or nonverbal communicative strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient com

50、petence. </p><p>　　Canale and Swain (1980) agreed that both grammatical competence and sociolinguistic competence are important elements in any theoretical framework of communicative competence. They (1980:

51、5) say: “just as Hymes (1972) was able to say that there are rules of grammar that would be useless without rules of language use, so we feel that there are rules of language use that would be useless without rules of gr

52、ammar.” So grammar is necessary and essential for communication to take place</p><p>　　Littlewood (2000: 28) suggests that the following four domains of skill make up a person’s communicative competence and

53、must be recognized in foreign language learning and teaching.</p><p>　　The learner must attain as high a degree as possible of linguistic competence, that is, he must develop skills in manipulating the lingu

54、istic system, to the point where he can use it spontaneously and flexibly in order to express his intended message.</p><p>　　The learner must distinguish between the forms which he has mastered as a part of

55、his linguistic competence, and the communicative functions which they perform. In other words, items mastered as part of a linguistic system must also be understood as a part of communicative system.</p><p>

56、　　The learner must develop skills and strategies for using language to communicate meanings as effectively as possible in concrete situations. He must learn to use feedback to judge his success, and if necessary, remedy

57、failure by using different language.</p><p>　　The learner must become aware of the social meaning of language forms. For many learners, this may not entail the ability to vary their own speech to suit differ

58、ent social circumstances, but rather the ability to use generally acceptable forms and avoid potential offensive ones.</p><p>　　In Littlewood’s definition of communicative competence, linguistic competence a

59、lso occupies a prominent position. He stated the importance of grammar as follows: “A communicative approach to the content of a course need not involve abandoning the use of structural criteria for selection and sequenc

60、ing, …, Mastery of the structural system is still the basic requirement for using language to communicative one’s own meanings” (Littlewood, 2000: 77).</p><p>　　Wilkins (1976: 66) also admitted the importanc

61、e of grammar: “it is taken here to be almost axiomatic that the acquisition of the grammatical system of a language remains a most important element in language learning. The grammar is the means through which linguistic

62、 creativity is ultimately achieved and an inadequate knowledge of the grammar would lead to a serious limitation on the capacity for communication”.</p><p>　　From the analysis and statements above, it could

63、be safely concluded that grammar is necessary in the CLT framework, and the application of CLT does not exclude grammar teaching. “Without grammatical knowledge as the foundation, it is impossible for language learners t

64、o go far in developing their communicative competence of a foreign language” (Gao, 2003: 51).</p><p>　　4.0 Realistic Reasons of Teaching Grammar in China</p><p>　　4.1 Environment of English Lear

65、ning </p><p>　　According to Krashen (1981), grammar teaching is unnecessary, because language including grammar can emerge as a result of comprehensible input. That is to say, being exposed to the target lan

66、guage environment, learners can naturally acquire it and internalize the grammar rules. This is partly true in acquiring a second language, but English is typically taught as a foreign language in China, and learning pla

67、ys a more important role than acquisition in the process of mastering English. </p><p>　　Second language teaching takes place within the target language community, while foreign language teaching is carried

68、out outside the target language environment, mostly in the classroom. Foreign language learning usually requires more formal instruction for the lack of environmental support.</p><p>　　Acquisition refers to

69、subconscious learning in the natural environment, which is not influenced by explicit formal instruction. Learning a language is a conscious process of language development, which needs the intended and explicit formal i

70、nstruction in the artificial environment such as the language classroom.</p><p>　　As most Chinese students learn English in China, which is far away from English speaking countries, they cannot acquire Engli

71、sh and internalize grammatical rules by being exposed to it. In some poor areas, teachers and textbooks are the only language source, so language input is limited. What is worse, students have to deal with other subjects

72、 and the time and energy assigned to English learning is limited, so the chances for them to acquire English are very small. The formal instruction in the </p><p>　　4.2 Goal of English Learning</p>&l

73、t;p>　　The goal of English learning is not simply to improve spoken English, but to develop listening, speaking, reading and writing skills wholly. Students will come across many long and complex sentences in the proce

74、ss of reading. A mastery of grammatical rules will undoubtedly help them to analyze these complicated sentences, and this will give them a sense of success and help them build their confidence.</p><p>　　In t

75、he beginning stage of the application of CLT, many teachers paid much attention to fluency. They spent much time practicing listening and speaking skills in the classroom and avoided explicit grammar teaching. As a resul

76、t, students could not output correctly without enough knowledge of grammar. Their English level could not be improved to a large extent, and their interest and confidence would be affected badly.</p><p>　　In

77、 the course of cultivating communicative competence, accuracy is as important as fluency and is the basis for successful communication. “When people speak and write, grammar will function as a monitor to make sure that t

78、heir production is accurate” (Gao, 2003: 51).</p><p>　　4.3 Form of English Assessment</p><p>　　In China, it is difficult to avoid grammar-based test for students. They need adequate grammatical

79、rules to deal with many kinds of examinations. Tests for High School and National Matriculation English Test are two important entrance examinations for Chinese students. Passing them to enter excellent high schools or c

80、olleges for further education is most students’ dream. Though the design of these examinations has changed a lot, grammar-oriented exercises still occupy an important place. Therefo</p><p>　　5.0 Strategies o

81、f Grammar Teaching in the CLT Framework</p><p>　　The goal of middle school grammar teaching is not only to make students master the grammar structures but also to make them communicate successfully using app

82、ropriate grammatical rules. As grammar is necessary and important, teachers should adopt flexible ways to promote grammar teaching.</p><p>　　5.1 Creating Authentic Situations </p><p>　　In order

83、to make students learn grammar more easily, teachers can create authentic situations to present grammatical points. The situation can be authentic or semi-authentic but should be close to students’ life. </p><

84、p>　　5. 1. 1 Making Full Use of the Classroom </p><p>　　If it is necessary and available, teachers can make full use of the classroom.</p><p>　　For example, when presenting “there be” structur

85、e, the teacher can describe the classroom using the following sentences:</p><p>　　There is a blackboard in our classroom.</p><p>　　There are four windows in our classroom.</p><p>　　

86、There are two doors in our classroom.</p><p>　　There is a box on the desk.</p><p>　　Now, students may realize the function and the meaning of this structure, and then the teacher may encourage s

87、tudents to discover the rules by themselves. </p><p>　　Next, the teacher makes some corrections and assures the students’ guesses with proper structure. </p><p>　　Finally, the teacher encourages

88、 students to describe their bedrooms or drawing rooms with the learned structure.</p><p>　　5. 1. 2 Creating Authentic Situations With Pictures</p><p>　　There are many pictures in English textboo

89、ks, so the teacher can make full use of these pictures to carry out the teaching process. The pictures can give students a lively impression.</p><p>　　For example, if the teacher wants to teach the present c

90、ontinuous tense to the students, he or she can use the picture on Page 17, Book 2 of Go for it! (Liu Daoyi, 2005)</p><p>　　Teacher: Look at the picture, what can you see?</p><p>　　Students: We c

91、an see a lot of boys and girls.</p><p>　　Teacher: What are they doing? (It is a new item and the teacher may translate while writing it down on the blackboard.)</p><p>　　Students: They…(Students

92、 now have a desire to express what the boys and girls in the pictures are doing)</p><p>　　The strong desire will make them listen to the teacher’s illustration with high attention. The teacher can also colle

93、ct some pictures in daily life so that they will use them in the future.</p><p>　　5.2 Organizing Communicative Activities</p><p>　　5. 2. 1 Role-Playing</p><p>　　Role-playing activit

94、ies are those in which students are asked to imagine who they are in different situations and act accordingly. Most students like to play games, so role-playing will undoubtedly stimulate their interest. They will focus

95、on the knowledge as well as the activities.</p><p>　　For example, there is a story happening in a mall, and the passive voice of the past progressive aspect can be introduced in the story.</p><p&g

96、t;　　First, the teacher assigns the role, student A plays the customer, student B plays the thief and the teacher is the director and seller. After the teacher tells A and B how to play, the rest see the following scene:&

97、lt;/p><p>　　A is selecting goods, B is walking to A and picking the purse out from A’s bag and runs quickly. A feels her bag moved, suddenly she sees B running nervously, and finds her purse stolen, then she sh

98、outs loudly: “oh, my bag is cut, my purse is stolen”.</p><p>　　Hearing A’s shouts, the seller also shouts: “Let’s chase the thief”, then they are chasing the chief. At the same time, the teacher speaks in a

99、high voice: “Her bag is cut, and the thief is being chased”, at the same time, the teacher writes the sentences on the blackboard and asks the students to follow her.</p><p>　　When the game is finished, the

100、teacher may ask two questions: (1) What happened to the customer? (2) What happened to the chief? Then the students will answer actively: “Her purse was stolen, the thief was being chased.” At last, the teacher summaries