基于多模態語篇的高中英語語法三維教學

一、現狀分析

自2016年浙江省英語高考改革(取消單項選擇)以來，高中英語教學明顯弱化了語法教學。其實，語法的重要性有增無減，只不過變換了考查的題型，由原先分值為10分的單項選擇改為分值為15分的語法填空，不僅分值增加，難度也有所增加。可見語法教學不容小覷。傳統語法教學把語法規則的描寫和解釋局限于句子層面，但句子層面的語法是形式的、抽象的、脫離語境的語言形式，未能將語法帶入交際語境中，帶入真實的話語應用。教師花費大量時間講授語言結構及規則，雖兼顧語意，但學生的語用能力未能提升。學生不喜歡也不樂意聽枯燥的語法課，盡管做了很多的操練，但仍無法學以致用，效率低下。

二、理論依據

1.《普通高中英語課程標準》的要求。《普通高中英語課程標準》(2017版)對于高中英語教學提出了更高的要求。新課標指出所有的語言學習活動都應該在一定的主題語境下進行。語篇是語言學習的主要載體。語言學習者主要是在真實且相對完整的語篇中接觸、理解、學習和使用語言，因此語言學習不應以孤立的單詞或句子為單位，而應以語篇為單位進行。教師應該有意識地滲透有關語篇的基本知識，幫助學生形成語篇意識，把握語篇的結構特征，提高理解語篇意義的能力。

2.語法三維教學觀。美國語言學家Larsen-Freeman(2005)提出語法三維教學觀。他認為語法是由形式、意義和用法組成的完整系統。在這一系統中，形式、意義和運用三要素間相互作用、相互影響、互動并聯。所以，語法并非一套關于結構的僵硬規則，而是一套有意義的、動態的系統。因此，語言教學者在語法教學模式和策略上需要思考：如何通過創設情境，讓學生在各種語境中掌握目標語言結構的三個維度，提升他們的綜合語言運用能力。

3.多模態語篇。李戰子(2003)認為，多模態(multimodal)指的是除了文本之外，還帶有圖像、圖表等的復合話語，或者說任何由一種以上的符號實現意義的文本。曾蕾(2006)指出，超出文字語言符號以上的多種符號語篇(multimodal discourse)被稱為多模態話語。

本文將根據《普通高中英語課程標準》(2017版)的要求，并以Larsen-Freeman的語法三維教學理念為依據，運用具體教學實例，從多模態語篇輸入到情景化語篇輸出，并結合形式、意義和用法三個維度來闡述高中英語語法教學。

三、基于語篇的語法三維教學實例

1.多模態語篇輸入——學生掌握語法的“形式”和“意義”

教師在語法教學時，應采用口頭、書面等多模態形式的語篇，如文字、圖示、歌曲、音頻、視頻等。Larsen-Freeman(2005)提出，教師所選擇的語篇應能激發學習者的認知興趣。教師應選擇或改編貼近學生生活的多模態語篇，設計各種形式的教學活動，以調動學生的積極性，激起學生的學習欲望。

(1)利用情景對話。筆者在講解名詞性從句時，采用了以下對話語篇。語篇中設計了四種不同類型的名詞性從句，課堂上請兩位學生分角色朗讀(role play)，讀完后請其他學生找出對話中所使用的名詞性從句并進行判斷。

[實例1]G:Tom,what are you doing?

B:I'm thinking about what I should do(賓語從句).

G:What's the matter with you?

B:I'll face the fact that my girlfriend will come this afternoon(同位語從句).So I must clean the room before she comes.I'm wondering if you can help me(賓語從句).

G:Ofcourse.Asyourold friend,I'd liketohelp you.WhatI suggest now(主語從句)is that you'd better find a broom and a mop(表語從句).

B:Good guy.It's great that I have a friend like you(主語從句).Then let's begin...

(2)利用歌曲音頻。筆者在講解“what+疑問詞”這一語法點時采用了Right Here Waiting這首學生熟悉和喜愛的經典老歌。該歌詞的歌詞簡潔，旋律舒緩，學生易于且樂于演唱。筆者截取了這首老歌的一部分，在課堂上播放并讓學生跟唱，大大激發了學生的興趣。

[實例2]Oceans apart

day after day

And I slowly go insane...

Wherever you go

Whatever you do

I will be right here waiting for you

Whatever it takes

Or how my heart breaks

I will be right here waiting for you...

(3)利用娛樂視頻。筆者在講解if虛擬條件句時，截取了當下非常熱門且深受學生喜愛的跑男節目的一個片段，并且編寫了含有if虛擬條件句三種句型的語篇。在這個看似“玩”的學習活動中，學生直觀形象地了解了if虛擬條件句的“形式”和“意義”。

[實例 3]In this episode(集)，everyone had a kind of superpower.Deng Chao attempted to tear Li Chen's name card confidently.But he was out because Chen He and Li Chen adopted a good strategy.If I were Deng Chao now,I wouldn't have faith in Chen He.Because it is typical of him to unite his friends and betray them.

①If I were Deng Chao now,I wouldn't have faith in Chen He.(對現在的虛擬)

②If Deng hadn't trusted Chen just now,he would have won the game.(對過去的虛擬)

③If Deng should come back next moment,he would make Chen out first.(對將來的虛擬)

If Deng came back next moment,he would make Chen out first.

If Deng were to come back next moment,he would make Chen out first.

2.情景化語篇輸出——學生鞏固語法的“用法”

心理學研究發現，某種語言現象，如句子結構、詞匯、語法，通常伴隨特定的語境出現，存儲在學習者的長時記憶中，并能在相同語境中被激活和提取(王初明，2009)。程曉堂(2013)認為，語法學習應把語法結構和語篇整體聯系起來，把語言產生的語篇和情景語境聯系起來。

(1)改編報紙、雜志資料。筆者在講解完三大從句后，從報紙、雜志資料中選取了學生比較感興趣的《中國好聲音》的英文節目介紹，并進行改編，讓學生利用三大從句進行改寫。

[實例 4]①The Voice of China is called Sing!China at present.It is a Chinese reality television singing competition broadcast on?Zhejiang Television.(改為定語從句)②It offers ordinary people a relatively fair platform to show their talents.(改為主語從句)③It is regarded as one of the best talent shows in China.Many singers such as Wu Mochou,Li Daimo become famous overnight.(改為定語從句)The show recognizes one's talent despite/rather than his or her appearance.④The four coaches are requested to turn their backs to the performers and choose their favorite ones according to their singing voice.(改為賓語從句).⑤The coaches choose the singers they like.They play an important part in helping the singers improve the singing and performing skills.(改為狀語從句).

學生改寫后版本：淤The Voice of China,which is called Sing!China at present,is a Chinese reality television singing competition broadcast on?Zhejiang Television.②What it offers ordinary people is a relatively fair platform to show their talents.③It is regarded as one of the best talent shows in China,through which many singers such asWuMochou,LiDaimobecomefamousovernight.Theshow recognizes one's talent despite/rather than his or her appearance.④The four coaches are requested that they should turn their backs to the performers and choose theirfavorite onesaccording to their singing voice.⑤Once the coaches choose the singers they like,they play an important part in helping the singers improve the singing and performing skills.

(2)改編學生習作。筆者在指導學生學習非謂語動詞后，改編了一篇學生習作，讓學生利用非謂語動詞潤色日記。

[實例5]Mom and I had a fight last night.I got up early in the morning to catch the early bus.①I sat in the back seat and sobbed(現在分詞作狀語).②I rushed out of the bus.My tears welled up in my eyes.(with結構作狀語)③Suddenly,I tripped over a stone and fell down to the ground.I felt even more upset.(現在分詞作狀語)④After seemingly endless hours,I finally climbed to the top of the tower.I felt exhausted.(形容詞作狀語)⑤I looked at the beautiful scenery in the distance.I sighed with relief and regretted quarreling with mom.(現在分詞作狀語)⑥I rushed back home and threw myself into the sofa.(現在分詞作狀語)⑦Mom didn't notice me because she was absorbed in preparing dinner.(過去分詞作狀語)⑧“Dinner!”To comfort me,mom went out of the kitchen,and brought out my favorite dish.(with結構作狀語).I threw myself into mom's arms,and couldn't help crying,“Sorry,mom”...

學生改寫后版本：Mom and I had a fight last night.I got up early in the morning to catch the early bus.①I sat in the back seat,sobbing.②I rushed out of the bus and ran along the street randomly,with tears welling up in my eyes.③Tripping over a stone and falling down to the ground,I felt even more upset.④After seemingly endless hours,I finally climbed to the top of the tower,exhausted.⑤Looking at the beautiful scenery in the distance,I sighed with relief，regretting quarreling with mom.⑥Rushing back home,I threw myself into the sofa.⑦Absorbed in preparing dinner,mom didn't notice me.⑧“Dinner!”To comfortme,mom wentoutof the kitchen,with my favorit e dish in her hand.I threw myself into mom's arms,with tears streaming down my face,“Sorry,mom”...

四、成效與反思

基于多模態語篇的語法三維教學改變了傳統的機械化、灌輸式的語法教學，改變了以往教師疲于奔命而學生索然無味的課堂現象。利用了圖片、對話、音頻、視頻等多模態語篇，做到了一上課就僅僅抓住學生的注意力，激起學生的興趣和啟迪學生的思維，使他們很快地進入學習狀態，極大地提高了課堂效率。基于多模態語篇的語法三維教學有效地結合了語法和寫作，讓學生在情境中有效地進行語法學習，并以寫作的形式輸出。促使學生注意和內化語法現象的形式、意義和用法三個維度，把語言知識的學習和語言技能的發展有機結合起來，體現了語法學習的綜合性、關聯性和實踐性的學習過程，提高了學生的綜合語言運用能力。