Реферат: Формирование грамматических навыков на начальном этапе обучения иностранному языку

Physical surroundings

Student’s lives

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Language examples

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Figure 1

Contexts for introducing new language

The presentation of structural form.

One of the teacher's jobs is to show how the new language is formed - how the grammar works and how it is put together. One way of doing this is to explain the grammar in detail, using grammatical terminology and giving a mini-lecture on the subject. This seems problematical, though, for two reasons; firstly many pupils may find grammatical concepts difficult, secondly- such explanations for beginners will be almost impossible.

A more effective - and less frightening - way of presenting form is to let the students see and/or hear the new language, drawing their attention in a number of different ways to the grammatical elements of which it is made. For whilst advanced students may profit from grammatical explanations to a certain extent, at lower levels we must usually find simpler and more transparent ways of giving students grammatical information.

A general model for introducing new language.

The model has five components: lead-in, elicitation, explanation, accurate reproduction, and immediate creativity.

During the lead-in the context is introduced and the meaning or use of the new language is demonstrated. This is the stage at which students may hear or see some language (including the new language) and during which students may become aware of certain key concepts. The key concepts are those pieces of information about the context that are vital if students are to understand the context and thus the meaning and use of the new language.

During the lead-in stage, then, we introduce our context (making sure that key concepts are understood) and show the new language in use.

During the elicitation stage the teacher tries to see if the students can produce the new language. If they can it would clearly be wasteful and de-motivating for them if a lot of time was spent practising the language that they already know. At the elicitation stage - depending on how well (and if) the students can produce the new language - the teacher can decide which of the stages to go to next. If the students can't produce the new language at all, for example, we will move to the explanation stage. If they can, hut with minor mistakes, we m