挑战传统 : 英语语法教学中的语言设计研究

Unit 1 Why Focusing on Grammar

1. What is‘grammar'?

1.1 Prescriptive grammar

1.2 Descriptive grammar

1.3 Differences between prescriptive and descriptive grammar

2. Why is it important for a second language learner learn grammar?

2.1 Grammar is an integral part of a language

2.2 Grammar is a vital tool to achieve effective communication

2.3 Grammar remains a difficult object of learning for countless schoolchildren

Unit 2 How Do Second Language

Learners Acquire Grammar

1. Idealized grammar vs. detailed grammar

2. The grammar on grammar books and in real-life language use

3. How do second language learners acquire grammar?

Unit 3 Introduction to Major Approaches to Grammar Teaching

1. Major approaches to grammar teaching

2. Teach grammar with a priority of Focus on FormS（FoFS）

3. Teach grammar with a priority of‘Focus on Meaning'（FoM）

4. Teach grammar with a priority of‘Focus on Form'（FoF）

Unit 4 Defining Tasks and Task Types

1. Defining a‘task'

2. Task-based approach in second language teaching and learning

3. Task design features

4. Task implementation variables

Unit 5 Analyzing Activities in Second Language Grammar Teaching

1. Activities with a priority of Focus on FormS （FoFS）

1.1 ‘Noticing‘activities

1.2 ‘Structuring‘activities

2. Activities with a priority of Focus on Meaning （FoM）

3. Activities with a priority of Focus on Form （FoF）

3.1 Input-based activities

3.1.1 Listening activity

3.1.2 Reading activity

3.1.3 Dictogloss tasks

3.2 Output-based activities

3.2.1 Jigsaw tasks

3.2.2 Planning tasks

3.2.3 Reflection tasks

3.2.3.1 Editing tasks

3.2.3.2 Reformulation tasks

Unit 6 Writing of Task Instructions

1. Teach adverbs

2. Teach conjunctives

3. Teach countable/uncountable nouns

4. Teach future tense

5. Teach‘-ing'form of verbs

6. Teach comparative and superlative of adjectives

7. Teach‘Wh-'questions

8. Teach‘there be'structure

9. Teach negative sentence

10. Teach imperatives

11. Teach past tense

12. Teach past progressive

13. Teach possessives

14. Teach modals

15. Teach passive voice

Bibliography

Appendix I

Appendix II

Appendix III

《挑战传统：英语语法教学中的语言任务设计研究》可作为中学英语教师、高等院校英语师范专业本科生的学习资料。作者期望《挑战传统：英语语法教学中的语言任务设计研究》能帮助读者了解英语语法教学的性质和方法，掌握课堂语法教学中的任务设计和实施技巧。《挑战传统：英语语法教学中的语言任务设计研究》所选用的语法教学活动和任务虽不一定能适合我国英语语法教学的地域性差异，但笔者期望《挑战传统：英语语法教学中的语言任务设计研究》能启发教师们语法教学和语言任务设计的灵感和创造性，为贯彻任务型语法教学和素质教育做一些微薄的贡献。由于目前我国国内二语习得界对二语习得的许多重要概念缺乏统一的翻译，为避免概念滥用和引起曲解，《挑战传统：英语语法教学中的语言任务设计研究》采用英文撰写，但在语言上力图通俗易懂，避免复述的理论概念和词汇。《挑战传统：英语语法教学中的语言任务设计研究》也为有意于报考应用语言学或第二语言习得专业研究生的学习者提供相应的理论入门知识。