Chapter One Introduction
1.1 Research Background
However, an unchangeable thesis is that grammar is essential for language learning.Language knowledge is the basis of communication, so the first task is to learn how to form andorganize knowledge. Richards (1986:6) put forward the basic requests for communication, whichfirstly contains that communication must keep with the idioms of target language. Learnersshould aim at the structure of native speakers during the process, and they may make progress inthe expressions, such as negation, auxiliaries, interrogative, word order and embedding etc.,which may perfect their syntax system. In brief, learners can establish their grammatical ability.In fact, only a small number of sentences originated from grammatical ability can be reallyapplied in communication, and instead, communication is mainly formed from the idioms, whichmay restrict the learner’s grammatical creativity. Therefore, other teachers teach all grammaticalrules, and finish a lot of some idioms in listening, such as “after you” for ceremonial formulae.Gaining this kind of grammar ability, learners can develop what Hymes (1972) referred to as“communicative competence”, which contains: grammar and vocabulary knowledge of thelanguage; speaking rules; how to use and respond to different kinds of speech acts; appropriateuse for language. Here, the last one means learners can use proper expressions in varioussituations, which also refers to the final aim of language teaching.
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1.2 Research Problem
1.2.1 The Content
Nowadays in China’s foreign language teaching, there are commonly two kinds of teachingphilosophies. Some teachers hold the opinion that reading can train students’ language ability,which may result in the grammatical ability automatically. Hence, there is no need to teachgrammar. Others attach importance to teaching grammar, and grammar rules may be taught inspecial class. Students could master them all and get high score in examination, which leads to aserious problem that “students, who have received several years of formal English teaching,frequently remain deficient in the ability to actually use the language, and to understand its use,in normal communication, whether in the spoken or the written mode.” (Widdowson, 1978:15)In general, teaching and illustrating grammar rules should not be over-estimated while ignoringthe summary of grammar structures or rules is not reasonable in foreign language learning class.The former can’t get learners familiar with the meaning of grammar, that is, learners don’t knowwhy they learn grammar or when they can use grammar. The latter can’t contribute to learners’constructing the complete form and system of grammar, that is to say, learners may be aware thatcertain grammar should be employed in this communicative context, but they can’t appeal to theaccurate language form for expression, resulting in not getting themselves across. So in the paperthe author attempts to prove and demonstrate the communicative approach in grammar teachingis effective in learners’ grammar skills and communicative ability.
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Chapter Two Literature Review
2.1 Grammar and Grammar Teaching
2.1.1 The Definition of Grammar
As the Wikipedia explains, grammar is the set of structural rules that governs thecomposition of clauses, phrases, and wor，英语论文，英语论文
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