1、1Probe into Methods of Teaching English Grammar1 Definition of grammar People sometimes describe grammar as the “rules“ of a language. to be accurate, grammar is the science dealing with the systematic rules of a language，its forms，inflections，syntax，and the rules of using them correctly. It is summ
2、arized from language use and practice，and reflects the logic of thinking in peoples speech or writing. 2 Importance of English Grammar English grammar is the core of English language. Without grammar English language cant be well constructed. Learning English grammar well is very important，which all
3、ows you to express your ideas and intentions in a way that is acceptable to native speakers. The objective of English grammar teaching is to help students apply grammar rules to the guidance of language practice and raise the ability to use English appropriately. Grammar plays an important role in E
4、nglish study. It is necessary for the students to grasp the right form and usage of grammar to promote their ability to apply English proficiently. The lack of grammar knowledge will be harmful to 2the cultivation of students listening, speaking, reading and writing ability. So grammar teaching is a
5、 most important element in the course of English teaching. 3 Situation of English-grammar Teaching 3.1 Misunderstanding in English-grammar Teaching Grammar is often misunderstood in the language-teaching field. The misconception lies in the view that grammar is a collection of arbitrary rules about
6、static structures in the language. Further questionable claims are that the structures do not have to be taught, learners will acquire them on their own, or if the structures are taught, the lessons that ensue will be boring. Consequently, communicative and proficiency-based teaching approaches some
7、times unduly limit grammar instruction. Of the many claims about grammar that deserve to be called myths, this digest will challenge ten. 3.2 Historical Situation of English-grammar Teaching Grammar teaching has experienced some representative periodsIn the 1950s and 1960s，Chomskys “grammatical comp
8、etence” claimed that knowing a language equals to knowing the grammar of that languageIn the 1970s and the 1980s，with the birth of the concept “communicative competence”，Hymes idea that knowing a language should also include being able to 3use the language for social and communicative interaction be
9、sides our knowledge of rules of grammar(in Pride and Holmes, 1972) has spread According to the theory of communicative competence，focusing on meaning rather than form does not mean that grammar can be ignoredIn 1989， Nun an testified in his report that some linguists did hold an idea that grammar te
10、aching was not necessaryBut since the 1980s， the view of neglecting grammar teaching has come under serious challengeTo the question, “Should teachers teach grammar?”，Ellis (1997) gives a positive response “Yes” Grammar teaching cannot excuse itself from the context of classroom 4 Methods of Teachin
11、g English Grammar Well Many Chinese teachers lay great emphasis on grammar teaching. However, one common phenomenon exists in grammar lessons is that teachers teach learners grammar in a mechanical way. They just list the language points one after another on the blackboard and explain them without a
12、ny contexts. They require the learners to memorize those items mechanically and are satisfied at the level. Nevertheless, in a view of present state, it is high time teachers adopted a new mode in teaching grammar. 4.1 Stress the characteristics of English-grammar class 41) The process of learning i
13、s a process of obtaining information，dealing with information，analyzing problems and solving problems 2) The purpose of language learning is not just learning grammar knowledge，but the practical use of grammar knowledge 3) Co-operative learning becomes accessible 4) Student-centered class is highlig
14、htedA teacher is no longer a dominator in class but “a facilitator of learning”(Littlewood 1981) 5) Students individuality (creative way of thinking and personal views in understanding and solving problems) is worshipped 4.2 Stress different demands of English-grammar teaching and learning An Englis
15、h grammar class should differentiate the demand of grammar teaching and grammar learning. Students are the center of the class. English-grammar teaching ought to be conducted on the base of English-grammar learning. The grammar points to be learned should be presented in an interesting way. How the
16、teachers present the grammar points that are to be learned in class will affect the outcome greatly. They cannot 5give a successful lesson unless they arouse the studentscuriosity and interest in learning. Only when the students are eager to learn can they assimilate the newly learned knowledge as p
17、art of their own. So teachers need to understand the many different ways in which their words and actions can arouse interest in grammar learning. One way to present the structures of the language effectively is to tell an interesting story. The story should contain the new words and expressions tha
18、t the teacher is going to teach and it should not be too complicated so that everyone can get a general idea of it. It would be better if the story were related to the text to be learned in some way. While listening to the story attentively, the students will encounter these new words and expression
19、s and they will be eager to know the meanings and usages of them so that they can understand the story better. By doing so, learning grammar is no longer a boring practice but a need of the learners. Another way to achieve the same goal is to elicit by asking questions. The teacher may design some q
20、uestions beforehand that are close to the students real life which must be answered by using the new grammatical knowledge. For example, in order to teach direct speech and indirect speech, 6the teacher may first ask one of the students, “Do you like playing basketball?” The student may answer, “Yes
21、, I like playing basketball.” Then the teacher can ask the whole class, “What did he say?” After leaving a few seconds for them to think and try answering, the teacher may answer by himself, “He said he liked playing basketball.” Not only is this kind of cooperation between the teacher and the stude
22、nts natural and effective, but also it provides the students with a context of using the language in real life. As every teacher is unique, he may employ whatever methods he considers effective to present the grammar points. Conclusion Grammar plays an important role in English study. English gramma
23、r is the core of English language. It upholds the whole system of communication. Without grammar English language cant be well constructed. It is necessary for the students to grasp the right form and usage of grammar to promote their ability to apply English proficiently. While grammar can be thoug
24、ht of as static knowledge, it can also be considered a process. Language teachers would not be content if their students could recite all the rules of grammar but not be able to apply them. The goal is for students to be able to use 7grammar in an unselfconscious fashion to achieve their communicative ends. As with any method, achieving this goal takes practice.
