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1、EBSCOhost页码,1/5Record:1TeachingGrammar.By:Asselin,Marlene.TeacherLibrarian.Jun2002,Vol.29Issue5,p52.2p.Abstract:Discussesthemethodsofteachinggrammar.Definitionofgrammar;Principlesoflanguage;Approachestogrammarinstruction.(AN:6987830)Database:AcademicSearch
2、CompleteSection:LiteracyLinksTEACHINGGRAMMARWhateducatorhasnotheardthelamentsoversociety'sdeclininggrammarandbyextension,ourverymorals?Whilecriticscanpartiallyandrightlyblameteachersforthissituation,theexplanationisnotassimpleasteachingornotteachinggrammar
3、.Effectsofteachinggrammarareinfluencedbyteachers'ownattitudestowardsandknowledgeoflanguage,aswellastheinstructionalmethodstheyuse.Thiscolumndiscussesthemultiplemeaningsofgrammar,summarizesresearchaboutitsinstructionandidentifiesrecommendedapproachestoteach
4、ingit.DefininggrammarThereareatleastthreedistinctmeaningsofgrammar,allofwhichgetmixedinastewofconfusionwhenpeopletalkaboutgrammar.LinguistsrefertothesemultiplemeaningsasGrammar1,2,and3.Grammar1istheunconsciousknowledgeoflanguagethatallowspeopletoproduceand
5、comprehendlanguage.Itislearnedinformallybyalllanguageusers;thuseveryoneacquiresgrammar.Grammar2isconsciousknowledgeoflanguagestructuresincludingconcepts(e.g.,partsofspeech,nominalization),terminology(e.g.,verb,sentence)andanalyticaltechniques(e.g.,parsing)
6、fortalkingaboutthelanguage.WhileearlyEnglishgrammarsderivefromLatin,recentlydevelopedgrammarsarebasedonviewsoflanguageotherthanobjectiveandneutralsystems.Whenpeopletalkaboutteachinggrammar,theyusuallymeantheLatin-basedsystems.Grammar3is"linguisticetiquette
7、"andconsistsofrulesaboutcorrectandincorrectusage.Historically,Grammar3,or"properEnglish"canbetracedtothedialectspokenbyhttp://web.ebscohost.com/ehost/delivery?sid=3370c569-fd13-4dcb-9160-...2013-1-6EBSCOhost页码,2/5educatedpeopleintheLondon,Englandareasevera
8、lhundredyearsago.Atthattime,increaseduseofwrittenlanguagenecessitatedacommondialectanditwasthedialectoftheelitesocialclassthatbecamethenorm,notbecauseofanyinnatesuperioritybutbecauseitsusersconstitutedthepowe