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AnTeachingGrammarLiuJixin刘吉欣beeljx80@sohu.com18990894736PartOnePartTwoPartThreePartOneTheRoleofGrammarinLanguageTeachingChomsky’sTGLinguisticsKrashen’sMonitorModalPartOnePartTwoPartThreeChomsky’sTGLinguisticsAsfortheconstructofasentence,TGgrammardescribesitascomposedofadeepstructure,asurfacestructureandsometransformationalrules.Theformermaybedefinedastheabstractrepresentationofthesyntacticpropertiesofaconstruction.Thelatteristhefinalstageinthesyntacticderivationofaconstruction,whichcloselycorrespondstothestructuralorganizationofaconstructionpeopleactuallyproduceandreceive.PartOnePartTwoPartThreeNPVPDetNVNPTheboybreakDetNthewindowTheboybrokethewindow.Thewindowisbrokenbytheboy.Didtheboybrokethewindow?SPartOnePartTwoPartThreeTheMonitorHypothesispointsthatacquisitionandlearningareusedinveryspecificways.Normally,acquisition“initiates”ourutterancesinasecondlanguageandisresponsibleforourfluency.Learninghasonlyonefunction,andthatisasamonitororeditor.Learningcomesintoplayonlytomakechangesintheformoftheourutterance,afterithasbeen“produced”bytheacquiredsystem.Seethefollowingfigure.Krashen’sMonitormodalPartOnePartTwoPartThreeLearnedcompetence(theMonitor)AcquiredoutputCompetenceConsciouslearningisavailableonlyasa“monitor”,whichcanaltertheoutputoftheacquisitionsystembeforeoraftertheutteranceisactuallyspokenorwritten.Itistheacquiredsystemwhichinitiatesnormal,fluentspeechutterances.PartOnePartTwoPartThreePartTwoTeachingModels•Thedeductivemethod•Theinductivemethod•TheguideddiscoverymethodPartOnePartTwoPartThreeThedeductivemethod•StepOneSamplesentence•StepTwoExplicitruleexplanation•StepThreeComparisonbetweennativelanguageandtargetlanguage•StepFourSentenceproductionPartOnePartTwoPartThreeTheinductivemethod•StepOneAuthenticlanguagedatapresentation•StepTwoRealizationoflanguagerulesbystudents•StepThreeProductionofsentences•StepFourElicitationofrulesfromstudentsPartOnePartTwoPartThreeTheguideddiscoverymethod•StepOneAuthenticlanguagedatapresentation•StepTwoRealizationoflanguageruleswithguidanceoftheteacher•StepThreeElicitationofrulesfromstudents•StepFourExplicitinstructionofrulesPartOnePartTwoPartThreePartThreePracticeMechanicalpracticeMeaningfulpracticePartOnePartTwoPartThreeMechanicalpracticeSubstitutiondrillsTransformationdrillsFill-in-the-blanksErrorcorrectionPartOnePartTwoPartThreeSubstitutiondrillsMrs.hasthelargesthouseintown.greenlawncleanhouseprettygardenniceflowersPartOnePartTwoPartThreeTransformationdrills•Pleasechangethefollowingsentencesintopasttense.Usetheadverbsgiveninthebrackets.NowhelivesinLondon.(lastyear,Paris)WehaveEnglishandmathtoday.(yesterday,MusicandP.E.)PartOnePartTwoPartThreeFill-in-the-blanksPleasecompletetheseconversations.A:What_______you_______?B:I’mastudent.Istudybusiness.A:And_____doyou_____toschool?B:I________toJeffersonCollege.A:________doyoulikeyourclasses.B:I________themalot.PartOnePartTwoPartThree•It’srainingtoday.Iamneedingmyumbrella.•Doyouwantgodowntownwithme.•I’mlisteningyou.•Areyouhearinganoiseoutsidethewindow?ErrorcorrectionPartOnePartTwoPartThreeMeaningfulpracticePicturedescriptionMimeandgesturedescriptionStorytellingwithkeywordsorphrasesInformationgapsRoleplaysDictoglossPartOnePartTwoPartThreeDictogloss•Learnerslistentotheteacherorthetapeandtakenote,thentheyaresupposedtoreconstructapassagecollaboratively.•Procedure:PreparationDictationReconstructionAnalysisandcorrectionPartOnePartTwoPartThree•Pairwork:Askyourpartneraboutyesterday.•Example:A:Wherewereyouat7o’clockyesterdaymorning?B:Iwasinbed.Usetheseexpressions:inbedinthegardenatschoolattheshopathomeatthecinemaattheplaygroundinthebathatmyuncle’shomePartOnePartTwoPartThree•Pleasedesignatasktoteachthefollowingsentencestructure.Whichdoyouprefer?