Usage and use—A Brief Talk on Transformation of Knowledge into Skills.docVIP

精品论文 参考文献 Usage and use—A Brief Talk on Transformation of Knowledge into Skills 王晓莉 英国布里斯托大学教育学院 One、 Introduction In an article on second language speech production research, Crookes (1991) states that the role of output (i.e. production or use) in the development of SL (second language) proficiency has largely been ignored or denied. So it is the same with the English language teaching in China. Taking grammar teaching for example, my usual practice was as follows. Firstly, I presented on a blackboard or through slides the grammar rules. Then I analyzed to the students the grammar points in details in Chinese, my native language. Some distinctions between English and Chinese were also involved. Secondly, I always provided the students with a large number of English examples, along with their Chinese version, so as to help the students understand the grammar rules better. Lastly, there came the part of consolidation exercises. Blank filling, sentence making, sentence pattern transformation, sentence translation and error correction were the main types of exercises I chose. However, as time went by, although the Grammar-Translation Method worked well most of the time, some problems emerged at the same time. I found that students were able to tell exactly all kinds of grammar rules, but they did not know clearly where and when to use them, and thus they could not do well in the exams that require flexible application of grammar rules. In addition, many of them had difficulty in efficiently writing or speaking in English. Recently I began to take up some TESOL courses, and came to realize some of the limitations of the Grammar-Translation Method. In the past I considered language as a system of rules and treated language usage as my only teaching goal. So itrsquo;s time for me to make some changes. I need to keep balance between usage and use in language teaching. Two、 Reasons for keeping the balance between usage and use in