[摘 要]
随着改革开放的深入和国外教学理念的不断引进，功能交际教学的思想在英语教学界被广泛地接受，培养学生听、说、读、写能力以前所未有的重要性被提了出来。与此同时，语法在英语教学中的重要性越来越削弱。由于传统的语法教学以讲授语法规则与语法术语为主，很少关系到实际的语言应用上，所以不能直接促进语言应用能力。本篇论文探讨传统的以语法为中心的教学措施向新课标要求下的以培养学生实际语言应用能力的教学措施转变，培养学生的交际能力。所以教师用交际教学法向学生传授语法知识是很必要的，英语论文题目，只有这样，英语论文范文，学生才能更好的掌握语法。
[关键词] 新课标；语法教学；交际教学法
Abstract:
With the development of reform and opening-up and the advanced foreign teaching, English communicative approaches become more and more popular in educational world, which was put forward significantly for training students the competence of listening, speaking, reading, and writing. To win popularity with the approaches, the role of Grammar in English Teaching has been less and less important. The paper focuses on transforming the traditional grammar-oriented approach into communicative-oriented approach. It emphasizes the practicability in language and flexibility in learning process, so we should give the priority to the students. So, it is necessary for teachers to impart English grammar in communicative way and students may master it well.
Key words: The new curriculum principles; Communicative Teaching Approach; grammar teaching
1. Introduction
The new curriculum principles stipulate that the purpose of English teaching is training students the competence of listening, speaking, reading, and writing. Although mastering how to use grammar is not equal to how to use language, it restricts the accuracy of using English. The grammar is a structure of language. If we communicate with others without grammar, the words we say lack coherence, which is not language. In other words, good language competence is first step to use language. Grammar refers to the rule of organization language and structure of language. A traditional grammar is a pre-20th century language description which is based on earlier grammar of Greek or Latin.As a product of the pre-linguistic era, it lays emphasis on correctness, literary excellence, the use of Latin model, and the priority of the written language. In language teaching, textbooks based on traditional grammars take prominent writers of the previous centuries as language models. They favor the past “purest” language form rather than the present “degenerated” form; they prefer the written language to spoken language; they concentrate on detailed points instead of the construction of the whole text. Under traditional language teaching, students learn to know many taboos. For example, in English one cannot use “infinitives” or end sentences with prepositions, because these are not allowed in Latin grammar. The traditional approach to language teaching involves the presentation of numerous definitions, rules and explanations, and it adopts a teacher-centered grammar-translation method, i.e. the main teaching and learning activities are grammar and translation study. In the view of many modern linguists, such an approach is damaging to language learning. They argue that one should teach the language, not teach about the language. In communication, one should learn first to “speak” the language, not to “read” the language.
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