語法教學(xué)語篇化的實踐探索

郭彩鳳

（福州高級中學(xué)，福建 福州 350007）

語法教學(xué)語篇化的實踐探索

郭彩鳳

（福州高級中學(xué)，福建 福州 350007）

語法教學(xué)語篇化是以學(xué)生日常生活實際和社會熱點為載體，創(chuàng)設(shè)語篇情境，學(xué)生在語篇語境中體驗、感知、理解、歸納和活用目標(biāo)語法知識。論文從語法教學(xué)語篇化的視角，運用教學(xué)實例，探究了如何有效實現(xiàn)語法教學(xué)課堂內(nèi)容語篇化，活動方式情境交際化和語言表達(dá)地道化。

語法教學(xué)；語篇化；教學(xué)實例

一、問題提出

學(xué)語言是為了交際，正如英國著名語言學(xué)家D.A. Wilkins曾經(jīng)說過：“Without grammar very little can be conveyed;without vocabulary nothing can be conveyed.”［1］語法和詞匯是有效交際的保障。語法教學(xué)是為了培養(yǎng)學(xué)生正確運用語言進(jìn)行有效交際的能力。傳統(tǒng)語法教學(xué)通常采用歸納、總結(jié)、推理或歸納、推理、融合方式講授語法知識，注重語法規(guī)則和語法知識的講解，其不足之處是課堂缺乏語篇故事情境，教師單向灌輸，學(xué)生被動接受，課堂枯燥、呆板、乏味。近年來學(xué)界在討論高考英語改革的趨勢時，專家強(qiáng)調(diào):外語教學(xué)要走出語法的困境，重視語篇，重視閱讀能力。要走向語用，走向能力。那么英語教師應(yīng)如何走出語法教學(xué)困境？應(yīng)如何把握好“形式、意義和運用（form,meaning and use）”三要素的有機(jī)糅合，實現(xiàn)從語法到語用的轉(zhuǎn)化？

二、求解路徑

筆者提倡在日常語法教學(xué)中采用語篇情境教學(xué)模式。這種教學(xué)模式源自語篇情境教學(xué)法［2］和故事教學(xué)法［3］。該教學(xué)模式是根據(jù)目標(biāo)語法教學(xué)內(nèi)容，確定教學(xué)目標(biāo)，創(chuàng)設(shè)貼近學(xué)生生活的、能承載所學(xué)語法內(nèi)容的語篇情境，供學(xué)生體驗探究語言現(xiàn)象，活用所學(xué)語言知識。具體教學(xué)環(huán)節(jié)如下：1.體驗Experiencing：根據(jù)目標(biāo)語法創(chuàng)設(shè)恰當(dāng)語篇語境，讓學(xué)生先閱讀語篇，體驗語言情境；2.探究Exploring：組織學(xué)生合作探究分析語言現(xiàn)象、小組討論歸納總結(jié)目標(biāo)語法規(guī)則；3.活用Expressing：在學(xué)生充分體驗探究的基礎(chǔ)上，呈現(xiàn)有效可行的任務(wù)，讓學(xué)生根據(jù)所感悟的語法規(guī)則進(jìn)行口頭和書面表達(dá)，即活用所學(xué)語法內(nèi)容。下面以筆者施教的一節(jié)語法復(fù)習(xí)課，呈現(xiàn)該教學(xué)模式在課堂中的實際運用。

三、課例與分析

《高中英語非謂語動詞復(fù)習(xí)課——作定語、狀語、和賓補(bǔ)的用法》該節(jié)課的第一個目標(biāo)是和學(xué)生有趣地復(fù)習(xí)非謂語動詞作定語、狀語和賓補(bǔ)的注意要點，讓學(xué)生快樂地透過語篇理解，發(fā)現(xiàn)、體驗、感悟和分析使用不定式、動名詞、現(xiàn)在分詞或過去分詞作定語、狀語和賓補(bǔ)的不同語境，準(zhǔn)確歸納總結(jié)語法規(guī)則，從而能真正準(zhǔn)確熟練地運用所學(xué)語言知識。另一個教學(xué)目標(biāo)是讓聽課教師回校后能把該節(jié)課的設(shè)計思路和理念運用于日常教學(xué)中。

該教學(xué)實例把語法學(xué)習(xí)和社會熱點、生活實際緊密結(jié)合，利用學(xué)生熟悉的有關(guān)污染、環(huán)保、節(jié)能減排、中學(xué)生早戀、暗戀等話題，通過圖片、故事、篇章，以及學(xué)生本人參與班級和學(xué)校各類活動的照片，在各教學(xué)環(huán)節(jié)中營造比較真實的語篇語境，讓學(xué)生體驗、感知、分析、歸納目標(biāo)語法知識以及運用目標(biāo)語法看圖說話，教學(xué)內(nèi)容由易到難，層層深入，過渡流暢，學(xué)生積極參與各環(huán)節(jié)課堂活動，自然高效地完成每個環(huán)節(jié)任務(wù)。

具體教學(xué)過程（Teaching process）：

Step 1.Lead-in

T：There aremany other teachers attending our class.

We are very happy to see so many excellent teachers attending our class.

Well prepared(Having been well prepared)for our lessons,we feel confident.

What’s the usage of“attending”in this sentence?

In this period,let’s review non-finite verbs used as the attributive,the adverbialand the object comp lement.

設(shè)計意圖：利用眾多教師參與聽課這一與往常不同的真實課堂環(huán)境引入該節(jié)課教學(xué)主題。

Step 2.Initiation&Explanation

Tony and Claire’s sad story:

Handsome Tony is our new classmate.He is good at all subjects and is crazy for studying and designing robots.Claire admires Tony and cannot concentratewhile studying. One day,Mr.Liasked handsome Tony to sitnext to Claire. She is too excited to feel peaceful since then.She feels herself putting on weight.She finds herself left behind in study.

Unfortunately,in the Lantern Festival,Tony’s house caught fire when he set off firecrackers.Badly wounded by the exploding firecrackers,Tony lost his sight forever.The shocked Claire is very sad now.

Task 1.Go through the story and underline the nonfinite verbs used as the attributive,the object complement and the adverbial.

Task 2.Review the key rules for the non-finite verbs used as the adverbial.

Task 3.Review the key rules for the non-finite verbs used as the object complement.

Task 4.Review the key rules for the non-finite verbs used as the attributive.

設(shè)計意圖：根據(jù)模塊7第二單元Claire愛上機(jī)器人Tony的故事，設(shè)計一個學(xué)生暗戀故事，讓學(xué)生感慨不已后，啟發(fā)學(xué)生發(fā)現(xiàn)、體驗、感悟和分析使用不定式、動名詞、現(xiàn)在分詞或過去分詞做定語、狀語和賓補(bǔ)的不同語境，準(zhǔn)確歸納總結(jié)語法規(guī)則。

Step 3.Presentation

Scaffold the situationsbymeansof pictures.

T:Bad ly wounded by the exp loding firecrackers,poor Tony losthis sight.

Should we ban setting off firecrackers?

Does it lead to air pollution?

Whatelse results in air pollution?

Picture1.As we know,every year,the exploding firecrackers cause big fires,kill people and pollute the air.

Picture2.Some people argue that setting firecrackers has little effect on the air.Instead,it can remind us of our custom.

Picture3.It is factories,cars and heaters that give off harmfulgasesand pollute the air.

Picture4.Worse still,people keep destroying forests. There are no trees to stop wind from blowing sand and soil into air,contributing to sandstorm.

Picture5.At present,almost the whole China is covered with smog.

Picture6.More and more peop le die from heart and lung diseases.

Picture7.It is time for us to take action now.On the 12th NPC session,Premier Li declared war against pollution and promised to take strong measures to fight againstsmog and pollution.

Picture8.March 12th is Arbor Day.(植樹節(jié))

Picture9.To enjoy a clear blue sky,we should save energy,reduce emission and protect the air.

設(shè)計意圖：利用故事中放鞭炮引發(fā)的悲劇，導(dǎo)出環(huán)保主題，通過大量圖片和文字概括，創(chuàng)設(shè)語境，為學(xué)生正確運用恰當(dāng)?shù)姆侵^語動詞補(bǔ)全篇章做好鋪墊。

Step 4.Practice

Task 5.Go through the text and fill in blanks with suitable forms of the given words.

The problem being discussed(discuss)all over the country now is how we can clear air pollution and whether we should ban setting off firecrackers.There are different opinions.

Some argue that setting off firecrackers has little effect on the air.Instead,it can remind us of our custom.It is gases from cars,heaters and factories that cause air pollution.Whatwe should do is to keep factories and cars from giving off harmful gases rather than stop producing the firecrackers to be setoff(setoff)nextSpring Festival.

Others believe that having been damaged(damage)by the polluted(pollute)air,more and more people suffer from lung and heart diseases.It is high time thatwe should take everymeasure to get rid ofwhat leads to air pollution.First, gases from the exploding(explode)firecrackers are not only harmful to our health but also contribute to smog.Second, not having realized(realize)the importance of protecting the air,we didn’tmake laws in time to reduce(reduce) emission and missed the best time to take(take)good care of the air we breathe.Third,continuing(continue)to destroy forests on the earth,we have no trees to stop(stop) wind from blowing sand and soil into air.As a result, sandstorm is gettingworse and worse,doing(do)great harm to the airand our health.

To our joy,on the 12th NPC session,we heard our Premier Li declaring(declare)war against pollution and promising(promise)to take strongmeasures to fight against smog and pollution.We believe thatmaking(make)laws to guide factories,walking(walk)instead of driving,using (use)e-firecrackers and stopping(stop)deforestation,we can save energy,reduce emission,protect the air as well as enjoy the clear and blue sky again.We expect the whole nation to be involved(involve)in the battle.We hope to seeall kinds of pollution wiped(wipe)out completely and our China dream realized(realize).We believe that under the leadership of our government,we are sure towin the battle. Let’s take action now.

設(shè)計意圖：讓學(xué)生閱讀有關(guān)環(huán)保話題和熱點的篇章，運用所給動詞的正確非謂語形式填空，體驗感悟和熟練運用所學(xué)的語法知識。

Step 5.Application

Task 6.look at the pictures and make sentences using non-finite verbs properly.（以下是學(xué)生根據(jù)圖片內(nèi)容所造的句子）

Picture 1:Walking upstairs or downstairs instead of taking lifts,we can save energy and reduce emission.

Picture 2:Not using air-conditioners in summer,we can save energy and reduce emission.

Picture 3:Sorting out rubbish before throwing it into dustbinsmakes iteasier to dealwith and recycle it.

Picture 4:To wipe out sandstorm and smog,we should make laws to ban destroying forests and should plant as many treesaswe can.

Picture 5:People going to work or going to school ride bikes instead of driving cars.

Picture 6:Theman is surprised to find a board stuck to the ground,reading“No Deforestation”.

Picture 7:Washing clothes by hand can savewater and energy.

We saw students and teachers washing clothes by hand.

Washing clothes by hand,we feel very satisfied with ourselves.

The studentswashing clothesaremy classmates.

設(shè)計意圖：呈現(xiàn)如何節(jié)能減排、保護(hù)環(huán)境的圖片，引導(dǎo)學(xué)生用所復(fù)習(xí)的語法知識描述圖片內(nèi)容，結(jié)合圖片內(nèi)容造句，為寫好作文作鋪墊。

Step 6.Assignment

Task 7.Write a short passage on how tomake Fuzhou an attractive and happy city,using the sentences written at class.

Task 8.Having been well treated,Tony recovered but lost light forever.What will Claire do?W rite your ending for the story,using the non-finite verbs correctly.

設(shè)計意圖：引導(dǎo)學(xué)生把課堂上描述圖片的句子組織成一篇習(xí)作，介紹“如何使福州成為一個迷人的有福之州”。引導(dǎo)學(xué)生給課堂上所讀的故事寫一個自己滿意的結(jié)尾。

四、反思與討論

Stephen Krashen認(rèn)為，語言輸入是語言習(xí)得的基礎(chǔ)和保障，教師應(yīng)為學(xué)生提供最佳的語言輸入途徑和材料。［4］基于學(xué)生日常生活實際和社會熱點，創(chuàng)設(shè)真實語境話題的語篇情境教學(xué)模式使語法課不再枯燥乏味：圖片貫穿全程、圖文并茂、直觀形象、故事情境貼近日常生活、幽默有趣的同時不忘反映社會熱點問題，激發(fā)學(xué)生積極思考和參與。但是，該教學(xué)模式中語篇情境不是隨意編造的，其創(chuàng)設(shè)必須遵循以下原則：1.所設(shè)計的語篇情境必須緊扣教學(xué)內(nèi)容和目標(biāo)，必須有效地為學(xué)生提供多角度觀察、多元化理解所學(xué)語法現(xiàn)象規(guī)則；2.Mclaughlin認(rèn)為：語言習(xí)得的過程也是語言新舊知識之間鏈接提升的過程。［5］教師提供的篇章內(nèi)容在講究趣味性和教育意義的同時必須突出教學(xué)重難點，由易到難，層層鋪墊，符合學(xué)生認(rèn)知規(guī)律水平，促進(jìn)學(xué)生反復(fù)體驗感悟所學(xué)語法內(nèi)容，并能熟練運用所學(xué)語言知識和技能；3.所呈現(xiàn)的圖片及篇章內(nèi)容能激發(fā)學(xué)生在不同觀察角度的個性化理解中培養(yǎng)創(chuàng)造性思維，提高解決問題能力和探究性自主學(xué)習(xí)能力。4.設(shè)計的情境能激發(fā)學(xué)生大膽開口說英語，用所學(xué)知識流利地表達(dá)內(nèi)心思想。

總而言之，語篇情境教學(xué)模式順應(yīng)高考改革方向。2014年起，全國高考英語試卷不再采用“單選題”而是改用“語法語篇填空題”，這啟示我們，語法教學(xué)語篇化是語言教學(xué)順應(yīng)考試改革的應(yīng)然訴求。

［1］Wilkins,David A. Linguist ics in Language Teaching [M].Cambridge:MIT Press，1972：111.

［2］胡瑩芳.語篇情景教學(xué)法在高中英語語法教學(xué)中的可行性研究［J］.中小學(xué)外語教學(xué)（中學(xué)篇），2012（11）.

［3］傅淑玲.小學(xué)英語“故事法”教學(xué)模式詳解［J］.中小學(xué)英語教學(xué)與研究，2012（5）.

［4］Krashen,S.The Hypothesis:Issues and Impl ications［M］. London:Longman，1985.

［5］Mclaughl in,B.Theories of Second Language Learning［M］.London:Edward Amold，1987.

（責(zé)任編輯：周大明）