交际语言教学模式下中学英语语法教学研究(编辑修改稿)

交际语言教学模式下中学英语语法教学研究(编辑修改稿)内容摘要：

g the linguistic system, to the point where he can use it spontaneously and flexibly in order to express his intended message. 2. The learner must distinguish between the forms which he has mastered as a part of his linguistic petence, and the municative functions which they perform. In other words, items mastered as part of a linguistic system must also be understood as a part of municative system. 3. The learner must develop skills and strategies for using language to municate meanings as effectively as possible in concrete situations. He must learn to use feedback to judge his success, and if necessary, remedy failure by using different language. 4. The learner must bee aware of the social meaning of language forms. For many learners, this may not entail the ability to vary their own speech to suit different social circumstances, but rather the ability to use generally acceptable forms and avoid potential offensive ones. In Littlewood’s definition of municative petence, linguistic petence also occupies a prominent position. He stated the importance of grammar as follows: “A municative approach to the content of a course need not involve abandoning the use of structural criteria for selection and sequencing, … , Mastery of the structural system is still the basic requirement for using language to municative one’s own meanings” (Littlewood, 2020: 77). Wilkins (1976: 66) also admitted the importance of grammar: “it is taken here to be almost axiomatic that the acquisition of the grammatical system of a language remains a most important element in language learning. The grammar is the means through which linguistic creativity is ultimately achieved and an inadequate knowledge of the grammar would lead to a serious limitation on the capacity for munication”. From the analysis and statements above, it could be safely concluded that grammar is necessary in the CLT framework, and the application of CLT does not exclude grammar teaching. “Without grammatical knowledge as the foundation, it is impossible for language learners to go far in developing their municative petence of a foreign language” (Gao, 2020: 51). Realistic Reasons of Teaching Grammar in China Environment of English Learning According to Krashen (1981), grammar teaching is unnecessary, because language including grammar can emerge as a result of prehensible input. That is to say, being exposed to the target language environment, learners can naturally acquire it and internalize the grammar rules. This is partly true in acquiring a second language, but English is typically taught as a foreign language in China, and learning plays a more important role than acquisition in the process of mastering English. Second language teaching takes place within the target language munity, while foreign language teaching is carried out outside the target language environment, mostly in the classroom. Foreign language learning usually requires more formal instruction for the lack of environmental support. Acquisition refers to subconscious learning in the natural environment, which is not influenced by explicit formal instruction. Learning a language is a conscious process of language development, which needs the intended and explicit formal instruction in the artificial environment such as the language classroom. As most Chinese students learn English in China, which is far away from English speaking countries, they cannot acquire English and internalize grammatical rules by being exposed to it. In some poor areas, teachers and textbooks are the only language source, so language input is limited. What is worse, students have to deal with other subjects and the time and energy assigned to English learning is limited, so the chances for them to acquire English are very small. The formal instruction in the class will overe the difficulties of poor acquisitional environment and accelerate their learning process. Goal of English Learning The goal of English learning is not simply to improve spoken English, but to develop listening, speaking, reading and writing skills wholly. Students will e across many long and plex sentences in the process of reading. A mastery of grammatical rules will undoubtedly help them to analyze these plicated sentences, and this will give them a sense of success and help them build their confidence. In the beginning stage of the application of CLT, many teachers paid much attention to fluency. They spent much time practicing listening and speaking skills in the classroom and avoided explicit grammar teaching. As a result, students could not output correctly without enough knowledge of grammar. Their English level could not be improved to a large extent, and their interest and confidence would be affected badly. In the course of cultivating municative petence, accuracy is as important as fluency and is the basis for successful munication. “When people speak and write, grammar will function as a monitor to make sure that their production is accurate” (Gao, 2020: 51). Form of English Assessment In China, it is difficult to avoid grammarbased test for students. They need adequate grammatical rules to deal with many kinds of examinations. Tests for High School and National Matriculation English Test are two important entrance examinations for Chinese students. Passing them to enter excellent high schools or colleges for further education is most students’ dream. Though the design of these examinations has changed a lot, grammaroriented exercises still occupy an important place. Therefore students have to know the rules of English grammar in order to do well in such tests. Strategies of Grammar Teaching in the CLT Framework The goal of middle school grammar teaching is not only to make students master the grammar structures but also to make t。