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Research on high school English grammar teaching under the framework of three-dimensional grammar topic of. This paper places three-dimensional grammar in the context of high school English grammar teaching, and uses the empirical research method to explore the precautions in its specific practical operation. The author suggests that teachers should not only study theoretical knowledge in depth, establish awareness of three-dimensional grammar, but also clarify the close relationship between three-dimensional grammars; pay attention to the use of grammar, cultivate students' grammar skills, and truly implement three-dimensional grammar in high school English grammar teaching.
Keywords: three-dimensional grammar; grammar teaching; use; grammar skills Grammar teaching provides the prerequisite and necessary guarantee for people to acquire accurate language knowledge and fluent language communication ability. Therefore, English teaching should optimize grammar, not dilute grammar. In practice, English grammar teaching is usually limited to the input of students' grammar knowledge, focusing on form, ignoring meaning and use, not focusing on cultivating students' grammar output ability, and one-sided grammar teaching; grammar teaching methods are single, mostly traditional teaching; Teaching is divorced from practical application (Zhao Weiyi, 2014). So how to change the status quo and seek a way out of high school English grammar teaching?
The famous American linguist Larsen-Freeman (2002) proposed a "three-dimensional grammar" with "form, meaning and use" as the content and "grammatical skills" as the goal.That is to say, in grammar learning, students should not only understand the form of language, that is, the changing rules of grammatical items, but also understand the meaning of the language form in a specific context, and also understand how to use the language in a specific context. form. Yu Runqing (2013) pointed out that the application of three-dimensional grammar to high school grammar teaching can promote students' grammar learning, which can not only improve students' performance, but also make students realize the interest and practicality of grammar. According to the "General High School English Curriculum Standard (Experiment)" (hereinafter referred to as "Course Standard (Experiment)"), the overall goal of senior high school English curriculum is to cultivate students' comprehensive language ability (Ministry of Education, 2003). Since three-dimensional grammar is beneficial to teaching and meets the general requirements of the Curriculum Standard (Experiment) to cultivate students' language ability, how to apply it scientifically and effectively in the practice of English grammar teaching in senior high schools? Combining the grammatical project of apposition clause , this paper deeply explores how teachers can combine form, meaning and use organically under the guidance of three-dimensional grammar, and the main precautions in specific practical operations, so that students can not only understand grammar knowledge , to master grammar skills.
The basic connotation of two- and three-dimensional grammar
(one) three-dimensional grammar
Larsen-Freeman (2007: 25-26) believes that the use of grammatical structures requires not only correct form, but also meaning (semantics) and appropriateness (pragmatics). ). As shown in Figure 2.1.1, she views grammar as three dimensions: form, meaning, and use.She believes that language form involves phonology , morphology , and syntax; meaning involves vocabulary in decontextualization and grammatical meaning ; usage considers what people want to convey by using the language in a specific context These three dimensions correspond to three questions respectively (see Figure 2.1.2): Form corresponds to how this language unit is constituted? (correctness); meaning corresponds to what does this structure mean? (intentional); and use corresponds to when? Why use it this way? (decency). It is worth noting that the two-way arrows in the two figures fully demonstrate that the three dimensions do not exist in isolation from each other, but are indispensable, closely related, mutually influencing, and acting together in the grammatical category.
(2) Grammaring
Larsen-Freeman (2009) challenged the traditional view of grammar and coined the term grammaring. She believes that grammar is the following four abilities of listening, speaking, reading and writing. The fifth skill is the ability to use grammatical structures accurately and contextually to express meaning. Grammar teaching is a dynamic process, not static, its goal cannot be limited to understanding the language system, but to help students use grammar properly on a correct and meaningful basis, so that students can acquire grammar skills, and then improve students. Comprehensive ability to use language.
Three-dimensional grammar teaching in high school English grammar under the framework of three-dimensional grammar
In the past, people always thought that grammar was the knowledge of language form or language structure, and regarded it as a static language form to regulate, ignoring the use of grammar in language communication variability and dynamism. In fact, grammar is a complete system composed of three parts: form, meaning and usage, and each part is in a relationship of mutual influence and interaction.The three-dimensionality of grammar is not only a reflection of the characteristics of grammar itself, but also a concrete reflection of the content of grammar teaching (Wang Yunhua, 2012). This paper realizes the teaching under the guidance of the theory of "three-dimensional grammar" through three specific steps. They are presentation target, effective practice and decent output. The corresponding three stages are presentation stage, training stage and use stage. The following three stages are illustrated with classroom examples in conjunction with apposition clauses.
(1) Target grammar presentation stage
1. Meaningful import
Teachers use explicit grammar teaching method to present target grammar items and carry out meaningful target grammar import, that is, teachers should actively create specific situations to introduce target grammar.
At the beginning of the class, the teacher first asks the students to point out what the apposition is by showing the real photos of several students in the class and the teacher himself, which are close to the actual life of the students, with the apposition and the apposition clause. To the concept of apposition clauses, to carry out meaningful introduction from the shallower to the deeper, it can not only enable students to quickly enter the classroom learning state, but also mobilize the enthusiasm of students to participate in the classroom, improve learning efficiency, and also successfully introduce apposition. Clause is a grammatical item.
2. Meaningful comprehension form
After importing the knowledge points, the teacher then shows some example sentences to guide students to pay attention to the usage of the apposition clause guide words, so that students can perceive the grammatical structure of the apposition clause. Teachers explain this grammatical form structure and its meaning to students with example sentences. Then, in order to make this grammatical input link not boring and not divorced from reality, teachers are required to put more effort into the displayed example sentences, carefully design them, organically combine their meanings and forms, and give full play to the representative role of example sentences, so that students can Intelligible, meaningful context, acquire its grammatical form.
Before learning apposition clauses, students have already learned subject clauses, object clauses, noun clauses and other noun clauses . Students will actively select, process and process new knowledge according to their original cognitive structure. process, integrate this new knowledge with the original knowledge, and obtain meaningful learning. Students can consciously incorporate apposition clauses into the noun clauses they have learned before, so as to systematize the grammatical form structure, so as to better understand this grammatical item.
3. Group cooperation and teacher guidance
The most difficult thing to learn about appositional clauses is not its form and meaning, but the difference between it and attributive clauses. Students have a certain knowledge on the basis of having studied attributive clauses and apposition clauses. At this time, combined with the difficulties in teaching, a difficult question is thrown to the students: What is the difference between an apposition clause and an attributive clause? Let them explore on their own, which not only sticks to the teaching goals, but also stimulates students' curiosity. Teachers can first give meaningful and formal example sentences for students to observe and compare, organize students to conduct group discussions, and then teachers give advice and evaluation in a timely manner, so as to make students explore the differences between the two as much as possible, and then grasp them at a deeper level. The apposition clause, a grammar project, allows students to directly experience the connotation of language and experience the joy of success.
(2) Grammar training stage
This kind of training is not a mechanical imitation and operation, but a unified and effective training that combines form and meaning in a real and specific situation. Students internalize apposition clauses in the context given by the teacher. In teaching, teachers generally use traditional and rigid training methods such as translation and filling in the blanks, but rarely use non-traditional training methods such as extensive reading or writing (Zheng Liqiong and Liu Xiaobin, 2011).However, 3D Grammar advocates testing students' mastery of target grammar through meaningful rather than mechanical practice of sentence patterns. Therefore, it is advisable to make a bold attempt to practice meaningful sentence patterns that are in line with the three-dimensional grammar advocated.
(3) The comprehensive use stage of grammar
The above two stages focus on combining the form and meaning of grammar. After students understand the form and meaning of apposition clauses, according to three-dimensional grammar, the next thing to deal with is to combine the form of grammar. and meaning in the use. At this stage, form, meaning and use are highly unified, and form and meaning serve use, while use consolidates form and meaning. Writing and speaking are inseparable and important parts of English learners' comprehensive language ability. They are the main way of language output and an important form of language generation ability. Therefore, students should be actively encouraged to verbally express the apposition clauses they have learned and apply them to writing. In order to make students establish this awareness, teachers can improve the writing level by organizing students to use apposition clauses to write dialogues or to make students use compound sentences to rewrite texts through a variety of different forms, such as given topics.
4. Inspiration and suggestion
(1) Learning three-dimensional grammar theory
In the actual high school English grammar teaching, many teachers stay on the surface of three-dimensional grammar, only know the form, meaning and use of grammar, not clear between the three The closely related internal relationship, let alone the organic combination of the three, apply the three-dimensional grammar to the English grammar teaching in high school. This requires the majority of teachers to strengthen the study of three-dimensional grammar theory, especially not to isolate three-dimensional, only focus on form or focus on meaning, to correctly establish the relationship between the three-dimensional internal interaction and interaction.
(2) Carefully design three grammar teaching stages
Three grammar teaching stages, namely presentation stage, training stage and use stage, are the key to applying three-dimensional grammar to grammar teaching, and each stage has a different focus . The presentation stage and the training stage pay more attention to the form and meaning of grammar on the basis of taking into account the three dimensions; the use stage not only consolidates the mastered form and meaning, but also focuses on the use and transforms them into grammatical output. Clever use of these three stages requires teachers to carefully design the three grammar teaching stages, analyze the goals of grammar teaching, and clarify the major and difficult points of teaching. Buckle, indispensable. In order to avoid the boring teaching classroom caused by traditional grammar teaching, teachers can design and create some authentic, understandable, diverse, meaningful, flexible and realistic example sentences according to the teaching practice at each stage. and teaching activities.
(3) Pay attention to the use of grammar and cultivate students' grammar skills.
Many teachers' final evaluation of students' mastery of grammar is only limited to the students' grammar test scores, while ignoring the purpose of teachers' teaching input is for students' output. Traditional grammar teaching mostly stays in the form and meaning of grammar, that is, grammar teaching stops when it reaches the second stage. In daily grammar teaching, teachers should pay more attention to the use of three-dimensional grammar, focusing not only on form and meaning, but also on use, and design rich and diverse activities to allow students to use grammar and consciously cultivate students' grammar skills.
5. Conclusion
This article is based on the understanding of three-dimensional grammar, combined with the grammar item of apposition clause to show classroom examples. The author found that in the process of applying theory to practice, teachers should not only actively learn three-dimensional grammar knowledge, but also It is necessary to combine the advantages of its own front-line teachers with rich experience and use it skillfully and flexibly; carefully design three grammar teaching stages; pay attention to the use of grammar and cultivate students' grammar skills. In the grammar class, boring and inefficient teaching will become lively, interesting and efficient, and students can understand and use grammar meaningfully in this situation, and then change the status quo of high school grammar teaching and find a way out for high school English grammar teaching. .
Thank you for your interest in "Yongda English"!
Research on high school English grammar teaching under the framework of three-dimensional grammar topic of. This paper places three-dimensional grammar in the context of high school English grammar teaching, and uses the empirical research method to explore the precautions in its specific practical operation. The author suggests that teachers should not only study theoretical knowledge in depth, establish awareness of three-dimensional grammar, but also clarify the close relationship between three-dimensional grammars; pay attention to the use of grammar, cultivate students' grammar skills, and truly implement three-dimensional grammar in high school English grammar teaching.
Keywords: three-dimensional grammar; grammar teaching; use; grammar skills Grammar teaching provides the prerequisite and necessary guarantee for people to acquire accurate language knowledge and fluent language communication ability. Therefore, English teaching should optimize grammar, not dilute grammar. In practice, English grammar teaching is usually limited to the input of students' grammar knowledge, focusing on form, ignoring meaning and use, not focusing on cultivating students' grammar output ability, and one-sided grammar teaching; grammar teaching methods are single, mostly traditional teaching; Teaching is divorced from practical application (Zhao Weiyi, 2014). So how to change the status quo and seek a way out of high school English grammar teaching?
The famous American linguist Larsen-Freeman (2002) proposed a "three-dimensional grammar" with "form, meaning and use" as the content and "grammatical skills" as the goal. That is to say, in grammar learning, students should not only understand the form of language, that is, the rules of change of grammar items,It is also necessary to understand the meaning of the language form in a specific context, but also to understand how to use the language form in a specific context. Yu Runqing (2013) pointed out that the application of three-dimensional grammar to high school grammar teaching can promote students' grammar learning, which can not only improve students' performance, but also make students realize the interest and practicality of grammar. According to the "General High School English Curriculum Standard (Experiment)" (hereinafter referred to as "Course Standard (Experiment)"), the overall goal of senior high school English curriculum is to cultivate students' comprehensive language ability (Ministry of Education, 2003). Since three-dimensional grammar is beneficial to teaching and meets the general requirements of the Curriculum Standard (Experiment) to cultivate students' language ability, how to apply it scientifically and effectively in the practice of English grammar teaching in senior high schools? Combining the grammatical project of apposition clause , this paper deeply explores how teachers can combine form, meaning and use organically under the guidance of three-dimensional grammar, and the main precautions in specific practical operations, so that students can not only understand grammar knowledge , to master grammar skills.
The basic connotation of two- and three-dimensional grammar
(one) three-dimensional grammar
Larsen-Freeman (2007: 25-26) believes that the use of grammatical structures requires not only correct form, but also meaning (semantics) and appropriateness (pragmatics). ). As shown in Figure 2.1.1, she views grammar as three dimensions: form, meaning, and use. She believes that language form involves phonology , morphology , and syntax; meaning involves vocabulary in decontextualization and grammatical meaning ; usage considers what people want to convey by using the language in a specific context intention of,These three dimensions correspond to three questions respectively (see Figure 2.1.2): Form corresponds to how the language unit is constituted? (correctness); meaning corresponds to what does this structure mean? (intentional); and use corresponds to when? Why use it this way? (decency). It is worth noting that the two-way arrows in the two figures fully demonstrate that the three dimensions do not exist in isolation from each other, but are indispensable, closely related, mutually influencing, and acting together in the grammatical category.
(2) Grammaring
Larsen-Freeman (2009) challenged the traditional view of grammar and coined the term grammaring. She believes that grammar is the following four abilities of listening, speaking, reading and writing. The fifth skill is the ability to use grammatical structures accurately and contextually to express meaning. Grammar teaching is a dynamic process, not static, its goal cannot be limited to understanding the language system, but to help students use grammar properly on a correct and meaningful basis, so that students can acquire grammar skills, and then improve students. Comprehensive ability to use language.
Three-dimensional grammar teaching in high school English grammar under the framework of three-dimensional grammar
In the past, people always thought that grammar was the knowledge of language form or language structure, and regarded it as a static language form to regulate, ignoring the use of grammar in language communication variability and dynamism. In fact, grammar is a complete system composed of three parts: form, meaning and usage, and each part is in a relationship of mutual influence and interaction. The three-dimensionality of grammar is not only a reflection of the characteristics of grammar itself, but also a concrete reflection of the content of grammar teaching (Wang Yunhua, 2012). This paper uses three specific steps to realize the teaching under the guidance of the theory of "three-dimensional grammar".They are presentation goal, effective practice and decent output, and the corresponding three stages are presentation stage, training stage and use stage. The following three stages are illustrated with classroom examples in conjunction with apposition clauses.
(1) Target grammar presentation stage
1. Meaningful import
Teachers use explicit grammar teaching method to present target grammar items and carry out meaningful target grammar import, that is, teachers should actively create specific situations to introduce target grammar.
At the beginning of the class, the teacher first asks the students to point out what the apposition is by showing the real photos of several students in the class and the teacher himself, which are close to the actual life of the students, with the apposition and the apposition clause. To the concept of apposition clauses, to carry out meaningful introduction from the shallower to the deeper, it can not only enable students to quickly enter the classroom learning state, but also mobilize the enthusiasm of students to participate in the classroom, improve learning efficiency, and also successfully introduce apposition. Clause is a grammatical item.
2. Meaningful comprehension form
After importing the knowledge points, the teacher then shows some example sentences to guide students to pay attention to the usage of the apposition clause guide words, so that students can perceive the grammatical structure of the apposition clause. Teachers explain this grammatical form structure and its meaning to students with example sentences. Then, in order to make this grammatical input link not boring and not divorced from reality, teachers are required to put more effort into the displayed example sentences, carefully design them, organically combine their meanings and forms, and give full play to the representative role of example sentences, so that students can Intelligible, meaningful context, acquire its grammatical form.
Before learning apposition clauses, students have already learned subject clauses, object clauses, noun clauses and other noun clauses . Students will actively select, process and process new knowledge according to their original cognitive structure. deal with,Integrate this new knowledge with existing knowledge for meaningful learning. Students can consciously incorporate apposition clauses into the noun clauses they have learned before, so as to systematize the grammatical form structure, so as to better understand this grammatical item.
3. Group cooperation and teacher guidance
The most difficult thing to learn about appositional clauses is not its form and meaning, but the difference between it and attributive clauses. Students have a certain knowledge on the basis of having studied attributive clauses and apposition clauses. At this time, combined with the difficulties in teaching, a difficult question is thrown to the students: What is the difference between an apposition clause and an attributive clause? Let them explore on their own, which not only sticks to the teaching goals, but also stimulates students' curiosity. Teachers can first give meaningful and formal example sentences for students to observe and compare, organize students to conduct group discussions, and then teachers give advice and evaluation in a timely manner, so as to make students explore the differences between the two as much as possible, and then grasp them at a deeper level. The apposition clause, a grammar project, allows students to directly experience the connotation of language and experience the joy of success.
(2) Grammar training stage
This kind of training is not a mechanical imitation and operation, but a unified and effective training that combines form and meaning in a real and specific situation. Students internalize apposition clauses in the context given by the teacher. In teaching, teachers generally use traditional and rigid training methods such as translation and filling in the blanks, but rarely use non-traditional training methods such as extensive reading or writing (Zheng Liqiong and Liu Xiaobin, 2011). However, 3D Grammar advocates testing students' mastery of target grammar through meaningful rather than mechanical practice of sentence patterns. Therefore, it is advisable to make a bold attempt to practice meaningful sentence patterns that are in line with the three-dimensional grammar advocated.
(3) Comprehensive use stage of grammar
The above two stages focus on combining the form and meaning of grammar,After students understand the form and meaning of apposition clauses, according to three-dimensional grammar, the next thing to deal with is to integrate the form and meaning of grammar into usage. At this stage, form, meaning and use are highly unified, and form and meaning serve use, while use consolidates form and meaning. Writing and speaking are inseparable and important parts of English learners' comprehensive language ability. They are the main way of language output and an important form of language generation ability. Therefore, students should be actively encouraged to verbally express the apposition clauses they have learned and apply them to writing. In order to make students establish this awareness, teachers can improve the writing level by organizing students to use apposition clauses to write dialogues or to make students use compound sentences to rewrite texts through a variety of different forms, such as given topics.
4. Inspiration and suggestion
(1) Learning three-dimensional grammar theory
In the actual high school English grammar teaching, many teachers stay on the surface of three-dimensional grammar, only know the form, meaning and use of grammar, not clear between the three The closely related internal relationship, let alone the organic combination of the three, apply the three-dimensional grammar to the English grammar teaching in high school. This requires the majority of teachers to strengthen the study of three-dimensional grammar theory, especially not to isolate three-dimensional, only focus on form or focus on meaning, to correctly establish the relationship between the three-dimensional internal interaction and interaction.
(2) Carefully design three grammar teaching stages
Three grammar teaching stages, namely presentation stage, training stage and use stage, are the key to applying three-dimensional grammar to grammar teaching, and each stage has a different focus . The presentation stage and the training stage pay more attention to the form and meaning of grammar on the basis of taking into account the three dimensions; the use stage not only consolidates the mastered form and meaning, but also focuses on the use,Convert it to syntax output. Clever use of these three stages requires teachers to carefully design the three grammar teaching stages, analyze the goals of grammar teaching, and clarify the major and difficult points of teaching. Buckle, indispensable. In order to avoid the boring teaching classroom caused by traditional grammar teaching, teachers can design and create some authentic, understandable, diverse, meaningful, flexible and realistic example sentences according to the teaching practice at each stage. and teaching activities.
(3) Pay attention to the use of grammar and cultivate students' grammar skills.
Many teachers' final evaluation of students' mastery of grammar is only limited to the students' grammar test scores, while ignoring the purpose of teachers' teaching input is for students' output. Traditional grammar teaching mostly stays in the form and meaning of grammar, that is, grammar teaching stops when it reaches the second stage. In daily grammar teaching, teachers should pay more attention to the use of three-dimensional grammar, focusing not only on form and meaning, but also on use, and design rich and diverse activities to allow students to use grammar and consciously cultivate students' grammar skills.
5. Conclusion
This article is based on the understanding of three-dimensional grammar, combined with the grammar item of apposition clause to show classroom examples. The author found that in the process of applying theory to practice, teachers should not only actively learn three-dimensional grammar knowledge, but also It is necessary to combine the advantages of its own front-line teachers with rich experience and use it skillfully and flexibly; carefully design three grammar teaching stages; pay attention to the use of grammar and cultivate students' grammar skills. In the grammar class, the boring and inefficient teaching will become lively, interesting and efficient, and students can also meaningfully understand and use grammar in this situation, and then change the current situation of grammar teaching in high school.Find your way out of high school English grammar teaching.
References
[1] Larsen-Freeman, D. Grammar[J]. Research on Foreign Language Teaching in Basic Education, 2002(6).
[2] Larsen-Freeman, D. Teaching Language from Grammar to Grammaring [M]. Beijing : Beijing Normal University Press, 2007.
［3］ Larsen-Freeman, D. Teaching and testing grammar［A］.In Long, M. & Doughty, C. The Handbook of Language Teaching［C］. Malden: Blackwell Publishers, 2009.
[4] Ministry of Education. Standard of English Curriculum for Senior High Schools (Experiment) [S]. Beijing: People's Education Press, 2003.
[5] Wang Yunhua. "Three-Dimensional" Features of English Grammar and "Three-Dimensional" Grammar Teaching [ J]. Basic English Education, 2012(14).
[6] Yu Runqing. A case study of the application of three-dimensional grammar in English grammar teaching in high school [D]. Tianjin: Tianjin Normal University, 2013.
[7] Zhao Weiyi. A case study of English grammar teaching in junior high school under the framework of three-dimensional grammar [D]. Nanjing: Nanjing Normal University, 2014.
[8] Zheng Liqiong, Liu Xiaobin. Empirical research on three-dimensional grammar teaching in senior high school [J]. Research on foreign language teaching in basic education,2011(9).
Research on Grammar Teaching in Senior High School under the Framework of Three-Dimensional Grammar
Hu Yan
Abstract: Grammar teaching has confused English teachers all the time. They are quite concerned with the topic on how to change the current boring classroom phenomenon and reduce the gap between grammar knowledge and grammar skill. This paper applies the three-dimensional grammar into English grammar teaching by using empirical approach, aiming to explore the considerations in the procedure. Based on this, the author proposes that teachers not only study the hypothesis, build up the consciousness but also make clear the close relationship among the three dimensions. What's more, pay much attention to usage and cultivate students' grammar for the real implementation of three-dimensional grammar in senior high school grammar teaching.
Key words: three-dimensional grammar; grammar teaching; usage; grammarin g
