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如何學(xué)好英語(yǔ)語(yǔ)法
英語(yǔ)學(xué)習(xí)有很多方法，掌握了這些方法會(huì)達(dá)到事半功倍的效果。以下是小編整理的學(xué)好英語(yǔ)語(yǔ)法的方法，希望大家認(rèn)真閱讀~
Let‘s Learn English Grammar Incidentally !
讓我們?cè)诓唤?jīng)意間學(xué)好語(yǔ)法!
If you read my my first article on May 14, 2014, on achieving English fluency through personalising phrases and collocations, this article on the incidental learning of grammar should be a useful extension for you.
如果你讀我在2014年5月14日寫的第一篇文章，有關(guān)于通過(guò)書寫個(gè)性化短語(yǔ)和搭配來(lái)提高英語(yǔ)流暢程度，這篇關(guān)于順便學(xué)習(xí)語(yǔ)法的文章將會(huì)對(duì)你是一個(gè)有用的拓展。
Throughout primary and secondary school, and even later at private language schools, grammar is forced upon students in a very prescriptive way. It seems to be the passion of most curriculum managers and language school directors to force a structural syllabus upon teachers.
從小學(xué)到中學(xué)，甚至到后來(lái)的私立語(yǔ)言學(xué)校，語(yǔ)法被以一種指令性的方式強(qiáng)壓在學(xué)生身上。大部分學(xué)科經(jīng)理或者語(yǔ)言學(xué)校主管似乎都熱衷于把有結(jié)構(gòu)的教學(xué)大綱強(qiáng)加于老師身上。
This means that students must first learn the verb to be, then the present continuous, present simple and past simple forms of regular verbs and so on. However, the learning of English is never so perfect and predictable. When I think of my learning of Serbian, I was never opposed to learning supposedly difficult grammar items before, for instance, the present tenses if they came up during conversation. That is the point: grammar learning should be incidental!
這意味著學(xué)生必須先學(xué)習(xí)動(dòng)詞(to be)，然后是動(dòng)詞的現(xiàn)在進(jìn)行時(shí)形式，一般現(xiàn)在時(shí)形式，一般過(guò)去時(shí)形式等等。然而，學(xué)習(xí)英語(yǔ)的過(guò)程從來(lái)沒有如此完美且可預(yù)測(cè)。當(dāng)我想起我學(xué)習(xí)塞爾維亞語(yǔ)的過(guò)程，如果據(jù)稱比像一般現(xiàn)在時(shí)更難的語(yǔ)法出現(xiàn)在對(duì)話中，我從未反對(duì)過(guò)先學(xué)它們。這就是我的觀點(diǎn)：語(yǔ)法應(yīng)該是附帶著學(xué)!
It’s difficult for learners to get away from this enforced system when they have to go to school. They have to do the same kinds of exercises for ten years and they still, often, cannot use the grammar properly. So they must become autonomous learners who are responsible for developing their language skills. They can do this by creating and regularly updating the table I referred to in my first article. Let‘s have another example to show how you can it with grammar items. The word on the left is in Serbian and the items on the right contain the target English word or variations of it:
學(xué)習(xí)者在學(xué)校很難逃脫這種強(qiáng)加的系統(tǒng)。他們必須做十年同種類型的練習(xí)，然后經(jīng)常依舊不能正確使用語(yǔ)法。所以他們必須成為為提高語(yǔ)言能力負(fù)責(zé)的自主學(xué)習(xí)者。他們可以通過(guò)建立并定期更新我第一篇文章提到的表格來(lái)自主學(xué)習(xí)。讓我再舉一個(gè)例子來(lái)展示你如何把語(yǔ)法項(xiàng)目更新于表格中。左邊的詞是塞爾維亞語(yǔ)，右邊項(xiàng)目包括目標(biāo)英語(yǔ)單詞和它的變化形式：
These examples have everything:
target word + preposition
present perfect tenses + useful time phrase (for weeks)
a semi-fixed phrase (an exciting adventure)
這些例子包括所有：
·目標(biāo)單詞+介詞
·現(xiàn)在完成時(shí)+有用的時(shí)間短語(yǔ)(好幾周)
·一個(gè)半固定的短語(yǔ)(一次令人興奮地探險(xiǎn))
It is not necessary to translate all the sentences into the first language as it is important to read and evaluate the sentences in English. The learning of grammar is very much a thinking exercise where learners analyse personalized sentences, and work out rules for themselves, called the inductive learning approach. The method is also about boosting learners’ exposure to English and getting away from direct translation from the first language.
我們并沒有必要把所有的句子都翻譯成母語(yǔ)，因?yàn)橛糜⒄Z(yǔ)品讀這些句子同樣重要。學(xué)習(xí)語(yǔ)法的過(guò)程是一個(gè)思考練習(xí)，學(xué)習(xí)者分析個(gè)性化的句子，自己找出規(guī)律，這叫歸納學(xué)習(xí)法。這種方法同樣促進(jìn)學(xué)習(xí)者與英語(yǔ)的接觸，并避免直接從母語(yǔ)翻譯。
We can now look at the teaching and learning process more closely. Let‘s imagine the wordcruise has come up incidentally during a lesson for a Serbian learner of English:
我們現(xiàn)在可以更進(jìn)一步看一看教學(xué)和學(xué)習(xí)的過(guò)程。讓我們假設(shè)一個(gè)來(lái)自塞爾維亞的英語(yǔ)學(xué)習(xí)者在一堂課上遇到了cruise這個(gè)詞。
1. For deep learning to take place, the word should be drilled a few times for pronunciation
2. The teacher can now ask a few questions using the target word, without mentioning tenses. For example: Have you ever been on a cruise? I think it would be a mistake to start learning the rules for the present tense here. Treat Have you ever ...? as a fixed lexical phrase and not as a discrete grammar item.
3. The teacher can now offer some typical collocations and help the learner to personalise language/grammar. For example, book a cruise and go on a cruise around the British Isles
1. 為了更深入地學(xué)習(xí)，這個(gè)詞的發(fā)音應(yīng)該被訓(xùn)練多次。
2. 教師現(xiàn)在可以用目標(biāo)詞語(yǔ)問(wèn)一些問(wèn)題而不提及時(shí)態(tài)。比如: 你曾經(jīng)乘船巡游過(guò)嗎? 我認(rèn)為從此開始學(xué)習(xí)現(xiàn)在時(shí)態(tài)將是一個(gè)錯(cuò)誤。把”你曾經(jīng)…?”( Have you ever…?)看作一個(gè)固定的措辭短語(yǔ)，而不是一個(gè)獨(dú)立的語(yǔ)法項(xiàng)目。
3. 教師現(xiàn)在可以提供一些典型的搭配，并幫助學(xué)習(xí)者個(gè)性化語(yǔ)言或語(yǔ)法。比如，預(yù)訂一個(gè)巡游，乘船在不列顛島周圍乘船巡航。
I really recommend that students on italki work with their teachers for ten minutes per week to their tables and get help with personalising grammar and lexical items. The vocabulary and grammar items go hand-in-hand. They should not be seen as two separate entities. If a new word comes up during a lesson, the teacher could offer some typical collocates, and work with the student to put the language together and personalise it.
我強(qiáng)烈推薦學(xué)生在italki上與老師每周花十分鐘來(lái)更新他們的表格并得到幫助個(gè)性化語(yǔ)法和措詞。詞匯和語(yǔ)法是緊密聯(lián)系在一起的。他們不應(yīng)該被看做兩個(gè)獨(dú)立的事物。如果在課堂上一個(gè)新詞出現(xiàn)，教師可以提供一些典型的搭配，并與學(xué)生一起來(lái)組合這些語(yǔ)言并使之個(gè)性化。
I am not saying that doing grammar exercises should be totally avoided. Sometimes it is necessary to help a learner with a grammar item that is difficult to grasp. However, ministries of education, curriculum managers, and, most importantly, teachers, have a responsibility for getting out of their comfort zones and helping learners personalise language and demonstrating language learning strategies.
我不是說(shuō)語(yǔ)法練習(xí)應(yīng)該被徹底取消。有時(shí)候語(yǔ)法練習(xí)有助于幫助學(xué)習(xí)者掌握一些難懂的語(yǔ)法項(xiàng)目。然而，教育部門，課程管理者，還有最重要的，老師，有責(zé)任走出舒適區(qū)，幫助學(xué)習(xí)者使語(yǔ)言成為自己的并展示語(yǔ)言學(xué)習(xí)的技巧。
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