语法教学语篇化的实践探索

郭彩凤

（福州高级中学，福建 福州 350007）

语法教学语篇化的实践探索

郭彩凤

（福州高级中学，福建 福州 350007）

语法教学语篇化是以学生日常生活实际和社会热点为载体，创设语篇情境，学生在语篇语境中体验、感知、理解、归纳和活用目标语法知识。论文从语法教学语篇化的视角，运用教学实例，探究了如何有效实现语法教学课堂内容语篇化，活动方式情境交际化和语言表达地道化。

语法教学；语篇化；教学实例

一、问题提出

学语言是为了交际，正如英国著名语言学家D.A. Wilkins曾经说过：“Without grammar very little can be conveyed;without vocabulary nothing can be conveyed.”［1］语法和词汇是有效交际的保障。语法教学是为了培养学生正确运用语言进行有效交际的能力。传统语法教学通常采用归纳、总结、推理或归纳、推理、融合方式讲授语法知识，注重语法规则和语法知识的讲解，其不足之处是课堂缺乏语篇故事情境，教师单向灌输，学生被动接受，课堂枯燥、呆板、乏味。近年来学界在讨论高考英语改革的趋势时，专家强调:外语教学要走出语法的困境，重视语篇，重视阅读能力。要走向语用，走向能力。那么英语教师应如何走出语法教学困境？应如何把握好“形式、意义和运用（form,meaning and use）”三要素的有机糅合，实现从语法到语用的转化？

二、求解路径

笔者提倡在日常语法教学中采用语篇情境教学模式。这种教学模式源自语篇情境教学法［2］和故事教学法［3］。该教学模式是根据目标语法教学内容，确定教学目标，创设贴近学生生活的、能承载所学语法内容的语篇情境，供学生体验探究语言现象，活用所学语言知识。具体教学环节如下：1.体验Experiencing：根据目标语法创设恰当语篇语境，让学生先阅读语篇，体验语言情境；2.探究Exploring：组织学生合作探究分析语言现象、小组讨论归纳总结目标语法规则；3.活用Expressing：在学生充分体验探究的基础上，呈现有效可行的任务，让学生根据所感悟的语法规则进行口头和书面表达，即活用所学语法内容。下面以笔者施教的一节语法复习课，呈现该教学模式在课堂中的实际运用。

三、课例与分析

《高中英语非谓语动词复习课——作定语、状语、和宾补的用法》该节课的第一个目标是和学生有趣地复习非谓语动词作定语、状语和宾补的注意要点，让学生快乐地透过语篇理解，发现、体验、感悟和分析使用不定式、动名词、现在分词或过去分词作定语、状语和宾补的不同语境，准确归纳总结语法规则，从而能真正准确熟练地运用所学语言知识。另一个教学目标是让听课教师回校后能把该节课的设计思路和理念运用于日常教学中。

该教学实例把语法学习和社会热点、生活实际紧密结合，利用学生熟悉的有关污染、环保、节能减排、中学生早恋、暗恋等话题，通过图片、故事、篇章，以及学生本人参与班级和学校各类活动的照片，在各教学环节中营造比较真实的语篇语境，让学生体验、感知、分析、归纳目标语法知识以及运用目标语法看图说话，教学内容由易到难，层层深入，过渡流畅，学生积极参与各环节课堂活动，自然高效地完成每个环节任务。

具体教学过程（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.

设计意图：利用众多教师参与听课这一与往常不同的真实课堂环境引入该节课教学主题。

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.

设计意图：根据模块7第二单元Claire爱上机器人Tony的故事，设计一个学生暗恋故事，让学生感慨不已后，启发学生发现、体验、感悟和分析使用不定式、动名词、现在分词或过去分词做定语、状语和宾补的不同语境，准确归纳总结语法规则。

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.(植树节)

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

设计意图：利用故事中放鞭炮引发的悲剧，导出环保主题，通过大量图片和文字概括，创设语境，为学生正确运用恰当的非谓语动词补全篇章做好铺垫。

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.

设计意图：让学生阅读有关环保话题和热点的篇章，运用所给动词的正确非谓语形式填空，体验感悟和熟练运用所学的语法知识。

Step 5.Application

Task 6.look at the pictures and make sentences using non-finite verbs properly.（以下是学生根据图片内容所造的句子）

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.

设计意图：呈现如何节能减排、保护环境的图片，引导学生用所复习的语法知识描述图片内容，结合图片内容造句，为写好作文作铺垫。

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.

设计意图：引导学生把课堂上描述图片的句子组织成一篇习作，介绍“如何使福州成为一个迷人的有福之州”。引导学生给课堂上所读的故事写一个自己满意的结尾。

四、反思与讨论

Stephen Krashen认为，语言输入是语言习得的基础和保障，教师应为学生提供最佳的语言输入途径和材料。［4］基于学生日常生活实际和社会热点，创设真实语境话题的语篇情境教学模式使语法课不再枯燥乏味：图片贯穿全程、图文并茂、直观形象、故事情境贴近日常生活、幽默有趣的同时不忘反映社会热点问题，激发学生积极思考和参与。但是，该教学模式中语篇情境不是随意编造的，其创设必须遵循以下原则：1.所设计的语篇情境必须紧扣教学内容和目标，必须有效地为学生提供多角度观察、多元化理解所学语法现象规则；2.Mclaughlin认为：语言习得的过程也是语言新旧知识之间链接提升的过程。［5］教师提供的篇章内容在讲究趣味性和教育意义的同时必须突出教学重难点，由易到难，层层铺垫，符合学生认知规律水平，促进学生反复体验感悟所学语法内容，并能熟练运用所学语言知识和技能；3.所呈现的图片及篇章内容能激发学生在不同观察角度的个性化理解中培养创造性思维，提高解决问题能力和探究性自主学习能力。4.设计的情境能激发学生大胆开口说英语，用所学知识流利地表达内心思想。

总而言之，语篇情境教学模式顺应高考改革方向。2014年起，全国高考英语试卷不再采用“单选题”而是改用“语法语篇填空题”，这启示我们，语法教学语篇化是语言教学顺应考试改革的应然诉求。

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［2］胡莹芳.语篇情景教学法在高中英语语法教学中的可行性研究［J］.中小学外语教学（中学篇），2012（11）.

［3］傅淑玲.小学英语“故事法”教学模式详解［J］.中小学英语教学与研究，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.

（责任编辑：周大明）