清华附中稻香湖学校表示语法要写出来

今天小编搜罗了清华附中稻香湖学校表示语法要写出来希望给择校的家长们提供参考。

Introduction

导读

语法在语言学习中是否重要？这是一个长期争论不休的问题。正如本篇文章所言，“很多人认为，死抠语法已经是上个世纪的英语教学方法了”。然而，想真正掌握一门语言的规律，语法是绕不过去的。关键在于“怎么学”。本篇文章，从另一个角度提供了语法学习的思路，或许能让困惑的学习者眼前一亮。就从本文开始，让新世纪的孩子们不惧语法吧！

语 法，就要写出来

每每提到“学习语法”几个字，学生和家长总有一种抵触情绪。很多人认为，死抠语法已经是上个世纪的英语教学方法了，新时代的英语学习应该以大量听说为主，不要再去死记硬背那些语法规则。其实，语法在学生第二语言习得发展中的作用是毋庸置疑的，尤其是在学术英语中，始终需要锻炼精准运用语言的能力，需要改变的是对语法的理解和学习语法的方式。

Whenever the word "grammar" is mentioned, many students and parents become worried. Many believe that learning grammar is outdated; that it is the method of English Language Acquisition in the 20th century; and that in the new era, English learning should be based heavily on listening and speaking, instead of memorizing boring grammar rules by rote. In fact, research has shown that grammar is indispensable in second language acquisition. We just have to change perspectives and see the role that grammar plays in improving English proficiency.

语法，永远占据一席之地。

我们先以国际体系学生所必需通过的一关挑战——美国大学本科的各项标化考试——来分析。首先，无论是低龄的MAP考试还是TOEFL Junior都会有专门的部分来考查学生准确使用语言的能力，而且占幅基本和阅读能力不相上下。其次，美国本科的入学考试SAT和ACT无论经历了多少轮改革，也都保留了专门的语法部分来衡量学生是否具备在大学阶段的学术语言应用能力。而且，这些考试的对象，英语母语使用者在美国本土的高中也是要学习英语语法的。翻阅任何一本ELA（English Language Arts）教材，grammar的部分都是不可或缺的一部分。

Let's first analyze the issue with one of the challenges that students have to conquer before getting into prestigious universities - various standardized tests. Whether it is the MAP test or TOEFL Junior designed for lower age groups, or tests for high school students like AP Language and composition, there will always be a crucial part embedded to test students' ability to use language accurately. Secondly, no matter how many rounds of reforms the US college entrance examination like SAT and ACT have undergone, there are too grammar sections designed specifically to measure whether students have the ability to use academic language at university level. Moreover, even test takers who are native English speakers have to learn English grammar in high schools. When flipping through any ELA (English Language Arts) textbook, we soon realize that grammar is always an integral part of the whole design framework.

有人可能会说TOEFL总没有语法考试了吧？其实这种想法不仅是错误的，而且是危险的。TOEFL虽然明面上不考察语法规则，但其实是在口语和写作最终的产出质量上对语法进行考察，从某种程度上来说，要比单纯的语法考试还要难。比方说，一个学生知道第三人称的动词要加s的规则，但是在实际使用中总是会忘记加上。一些G7和G8的同学在平日的作文中，出现大量的语法错误，都是因为基本语法规则不扎实导致的。对于这类同学，托福分数低可能会让其相当困惑。孩子总在想，我的作文写得很长，我的口语发音非常标准，怎么就不能在考试中获得高分呢？殊不知，如果语言不遵守基本的语法规则，阅卷人看都看不懂，那还何谈背后的表达内容呢？

Some may point out that TOEFL has no grammar section. Right? In fact, this idea is very dangerous. Although TOEFL does not examine grammar rules directly, it actually measures students’ grammar, or English proficiency, from the output of the speaking and writing section. To a certain extent, it is much harder than a traditional multiple choice grammar test. For example, a student may recall the rules for adding “s” to verbs following a singular noun in third person when doing a multiple choice designed to test this topic, but is very likely to forget to add it in practice. Some G7 and G8 students frequently produce writings with such minor grammar mistakes, since they haven’t fully internalized the simple grammar rules into PRACTICE. For such students, low TOEFL scores can be quite confusing. The child always wonders, the word count of my composition should be more than enough and my spoken pronunciation is clear and accurate, why can't I get a higher score? As everyone knows, if the language does not follow basic grammatical rules, the examiners will find it very difficult to understand the content.

所以，在英语学习的过程中，仍然不能忽视语法的学习，尤其应该在实际运用中重视语法的准确性，因为在学术上要求精准，在综合性越强的考试中，技巧能解决的问题越来越少，对语言实力的要求也越来越高。那些小的时候“偷懒”的小朋友们将会在未来的备考中“异常痛苦”，甚至“放声大哭”。我们在重视听说习惯培养的同时，也要渗透语法，加强精准性训练，给学生打造更为平衡的英语课程。

Therefore, grammar is still indispensable when improving English proficiency. Students should pay extra attention to using English that is in accord with English conventions and to accuracy. The reason is that as test questions become more challenging which requires test-takers to use multiple skills to solve problems - for example, synthesizing information from two or more sources and compare and understand the subtle difference in the attitude of two author on the same topic - the so called “test taking techniques” become less and less useful. This is when students have to rely on their internalized skills and knowledge under pressure. Those who only guess correct answers in multiple choices questions but do not strive to understand the “whys” behind the correct answer will struggle during future preparation of extremely challenging standardized tests.  When we create an all English immersion environment which aims to improve students’ listening and speaking ability, we cannot forget the importance of grammar, with which a more balanced curriculum is built.

语法学习不能只做选择题，要做精问答题

Short Answer Questions are more efficient in improving grammar than Multiple Choices

选择题，从A，B，C，D中选一个填入空格中，这是大部分学生对于语法考试的印象。的确，大部分语法考试都采用的是选择题目。这似乎给了家长和学生一个错觉，只要选对，一个学生的语法知识就是丰富的。

It is true that most grammar tests use multiple-choice questions. This seems to give parents and students an illusion that as long as they choose the right ones, a student's grammar knowledge is solid.

我们不否认选择题目作为一种考试形式对于学生语法知识衡量的有效性。但是，我们需要警惕的是“显性语法知识”和“隐性语法知识”的区别。显性的语法知识即知道“为什么”，而隐性的语法知识是知道是什么。比如，如果一个孩子只知道he or she后面要用is，这就是掌握了隐性的语法知识。而如果她说因为he or she是第三人称，所以需要用单数的be动词，而单数的be动词是is，这个过程就是在用显性的语法知识来去分析这个问题。看起来好像显性语法知识更胜一筹、更高级，颇有“知其然也要知其所以然”的境界。其实要达到快速反应和流畅的语言输出，显性语法知识几乎毫无用处。就像对汉语语法基本一无所知的我们，写起文章来却能流畅自如。

We do not deny the validity of multiple choice selection as a form of examination for measuring students' grammatical knowledge. However, what we need to be wary of is the difference between "explicit grammatical knowledge" and "internalized grammatical knowledge". Explicit grammatical knowledge is knowing why, while implicit grammatical knowledge is knowing what. For example, if a child ONLY knows that “is” should be followed by “he or she”, it means he has mastered implicit grammar rule. If she says that because “he or she” is in the third person form, you need to use the singular for the verb “be”, which is “is”, this is a process in which the kid is using explicit grammar knowledge to analyze the problem. It seems that explicit grammar knowledge is more advanced, and it is quite the realm of "knowing the truth and knowing the reason". In fact, to achieve quick response and fluent language output, knowledge of explicit grammar is almost useless. Just like us who basically know nothing about Chinese grammar, we can write articles fluently and freely.

显性的语法知识对于学生的学习是重要的。在学生学习第二种语言的时候，他们无法像学习母语一样自然地习得，只能靠外部的解释来理解他们看到的语言现象。但是如果只停留在显性的语法知识上，学生的语言发展就会受到阻碍。就像考过注册会计师考试的人，在真正面对一个审计任务的时候依然可能无所适从。所以，我们该真正培养孩子的是把“显性语法知识”转化成他的“隐性语法知识“，即能够流畅地、自如地、无意识地产出语法正确的句子，而不是在写东西时让过多的精力放在维持自己的语法规则上。

Explicit grammar knowledge is important for students' learning. When students learn a second language, they cannot acquire it as naturally as learning their native language, and can only rely on external explanations to understand the language phenomena they see. However, if students only focus on explicit grammar knowledge, their language development will be hindered. Just like those who have passed the CPA exam, they may still be at a loss when faced with a real world audit task. Hence, what we should really cultivate in children is to transform "explicit grammar knowledge" into his "internalized grammar knowledge", that is, to be able to produce grammatically correct sentences fluently, freely and unconsciously.

如果我们明白了对于语法知识最终掌握的目标后，我们就能看出做选择题是无法帮助学生形成最终的隐性语法知识的。因为学生总停留在解释语言现象的浅表层，而没有深入地利用语言规则进行有意义的输出。所以我们的语法课堂上，淡化了无意义的选择题，强化学生写的过程。我们为学生遴选设计的练习，基本都是要求学生写出完整的句子。我们的教育理念是，能够写出一个完整无误的句子，做语法的选择题属于“降维打击”了。

If we understand the final goals of learning grammar, we can see that multiple-choice questions cannot help students form “internalized grammar knowledge”. Because students always stay at the superficial level of explaining language phenomena, without deeply using language rules to make meaningful output. Therefore, in our grammar class, meaningless multiple-choice questions are downplayed, and students' writing process is strengthened. The exercises we design for student selection require students to write complete sentences. Our educational philosophy is that being able to write a complete and unmistakable sentence and doing grammatical multiple-choice questions is a "dimension reduction attack" which gradually helps students to internalize those previously explicit grammar rules.

实际教学中，我们发现孩子们的确需要这样综合性的训练。一开始，很多孩子的正确率非常堪忧，答案经常丢三落四，不是缺了done，就是少了be，不能通盘考虑。所以，我们开始了语法课上的“静心修养”，一篇一篇练习。在一遍遍的书写后，大部分学生们都已经能将语法现象融入到了一种本能性的创造中，基本达到了训练目标。同时，这种看似“机械性”的书写训练，也加强了同学们的单词拼写的能力。也难怪，学生一上语法课就喊累，但是下了课又觉得异常充实。

In actual teaching, we found that children really need such comprehensive training. At the beginning of short answer exercises, the accuracy of many children was very worrying, and the answers often lack essential sentence components. It was either a lack of auxilary verbs such as “be”, or forgetting to change verbs into their past participle form after “have, has, or had”. So, we started “meditation exercise” in our grammar class. After writing dozens of complete sentences in correct grammar each day, most of the students have been able to internalize the abstract grammatical rules. At the same time, this seemingly "mechanical" writing training also strengthened the students' spelling. It's no wonder that students say that they feel a little bit tired during exercise, but very fulfilled after.

语法训练，任重道远

Learning Grammar is a long way to go

语法就像一张渔网，织得越密，未来捞上来的“鱼”就会越多。愿同学们每时每刻都能缝补自己的语法网！

Grammar is like a fishing net. The denser it is, the more "fish" will be caught in the future. May the students sew up their own grammar nets in our courses and the days in the future.