摘要
The role of grammar is controversial in language pedagogy. Different ELT practitioners have different views on it.Grammar used to be the main focus in the grammar-translation method and the audio-lingual method.The rise of Communicative Language Teaching has reduced its role since the 1970s.For many years,grammar has been neglected in the English classroom.Now the pendulum has swung back again because of the recognition of the weakness in the Communicative Language Teaching.A call for grammar as the'the Facilitator'has been suggested(Rutherford,1987;Hung & Zhang 2001).In other words,a new grammar teaching approach is needed to make grammar a means to language acquisition. In recent years,the Awareness-raising approach has been suggested as an innovation on language teaching.In addition, many researchers have reported positive effects of grammar teaching through the Awareness-raising approach(Ellis,1993; Fotos,1993;& Hung & Zhang,2001).Awareness-raising grammar teaching,therefore,may open up a new way for teachers in China to make grammar teaching and learning more cognitive and interactive.
语法的作用在语言教学法中一直倍受争议。教学流派不同,对语法的褒贬也不一。在多数人看来,语法教学似乎是语法—翻译教学法与听说语言教学法的重点。1970年代兴起的交际语言教学法则基本上忽略了语法教学。因此,语法教学就成了"时尚的受害者"。有意思的是,十年河西,十年河东,语法教学的钟摆又摆了回来。经过多年的随波逐流,人们逐渐意识到了交际语言教学法的不足和弱点。但是我们必须清醒地认识到,呼唤语法教学的回归并不意味着回到从前,回到传统的依赖记忆、句型练习的教学路子。语法教学应视为激励、视为达到目的的手段,而不是语言习得和学习的目的。近年来,语言意识的教学路子已成为高效学习的先决条件。此外,语法意识培养已被证实为正向效率。因此语言意识培养有可能为语法教学开辟一条创新和高效的语法教学路子。
