英語(yǔ)語(yǔ)法實(shí)用教程

前言

　　人們能夠使用語(yǔ)言進(jìn)行交際，但這種能力似乎并不需要語(yǔ)法書的指導(dǎo)或依賴語(yǔ)法教學(xué)。也許正因?yàn)槿绱?，?duì)于中國(guó)學(xué)生學(xué)外語(yǔ)是否需要教語(yǔ)法、學(xué)語(yǔ)法，經(jīng)常有些爭(zhēng)議。學(xué)生不喜歡語(yǔ)法或語(yǔ)法課當(dāng)然還有別的原因。譬如，語(yǔ)法給人枯燥、刻板的印象（這是一般語(yǔ)法書給人留下的印象），語(yǔ)法教學(xué)往往流于傳授語(yǔ)法的條條框框（這是一般語(yǔ)法教學(xué)給人留下的印象）。我們需要改變這一切，從教材的編寫開(kāi)始，從教法開(kāi)始?！　∥覀兊幕究捶ㄊ牵旱谝?，語(yǔ)法是語(yǔ)言使用中的重要部分，是一種表達(dá)資源，合理使用語(yǔ)法可以幫助我們?cè)诤线m的語(yǔ)境中取得特定的交際效果。因此，我們要為學(xué)生提供表達(dá)特定思想的語(yǔ)法選擇，知道什么時(shí)候選擇什么語(yǔ)法形式來(lái)表達(dá)思想。強(qiáng)化語(yǔ)法學(xué)習(xí)和使用的“選擇意識(shí)”，著力發(fā)展“語(yǔ)法能力”，可以從根本性上提高學(xué)習(xí)效率，增強(qiáng)表達(dá)效果。第二，語(yǔ)言表達(dá)以句子為基本單位，語(yǔ)法講解要關(guān)注句子的各個(gè)組成部分（主語(yǔ)、謂語(yǔ)、賓語(yǔ)、狀語(yǔ)、補(bǔ)語(yǔ)等），解決學(xué)生在構(gòu)筑句子過(guò)程中的困難，為學(xué)生提供各個(gè)部分的可能選擇，幫助他們體會(huì)不同語(yǔ)法形式選擇在交際效果上的差異。第三，語(yǔ)法教學(xué)要以學(xué)生為中心，結(jié)合語(yǔ)法使用實(shí)例和交際情境，開(kāi)展研究性學(xué)習(xí)，通過(guò)各種討論，激發(fā)學(xué)生的學(xué)習(xí)興趣及發(fā)現(xiàn)語(yǔ)法規(guī)律的欲望?！　”窘滩牡闹饕厣　?.注重語(yǔ)法講解過(guò)程中的語(yǔ)言環(huán)境，確保其真實(shí)性；注重語(yǔ)法信息量的充足性以及信息內(nèi)容的可理解性和趣味性?！　?.打造全新的語(yǔ)法講解體系，以傳統(tǒng)語(yǔ)法體系為藍(lán)本，從概念出發(fā)，舉例充分。又從解決何時(shí)用、怎么用的問(wèn)題出發(fā)，從學(xué)生組句需要出發(fā)，講解句子各個(gè)組成部分，同時(shí)考慮到交際中表達(dá)簡(jiǎn)潔和強(qiáng)調(diào)的需要，講解相關(guān)語(yǔ)法選擇。超越語(yǔ)法知識(shí)本身，培養(yǎng)語(yǔ)法能力?！　?.注重語(yǔ)法的交際價(jià)值，大幅度改變將語(yǔ)法作為抽象語(yǔ)言知識(shí)學(xué)習(xí)的做法。從交際角度，比較相似結(jié)構(gòu)之間的差別。區(qū)分常規(guī)結(jié)構(gòu)與修辭結(jié)構(gòu)?！　?.突出語(yǔ)法的文體、體裁特征；很多語(yǔ)料取樣于現(xiàn)實(shí)生活，豐富多樣?！　?.關(guān)注語(yǔ)法與詞匯作為交際手段之間的聯(lián)系?！　?.以中國(guó)學(xué)生學(xué)習(xí)英語(yǔ)為出發(fā)點(diǎn)和歸屬，考慮到母語(yǔ)的積極和消極影響以及讀者學(xué)習(xí)語(yǔ)言的經(jīng)驗(yàn)，不講不是很需要講的內(nèi)容，預(yù)測(cè)性地呈現(xiàn)中國(guó)學(xué)生可能出現(xiàn)的語(yǔ)法問(wèn)題。　　7.采用研究性學(xué)習(xí)理念，設(shè)計(jì)大量討論性、探索性、發(fā)現(xiàn)式問(wèn)題，啟發(fā)學(xué)生發(fā)現(xiàn)英語(yǔ)語(yǔ)法規(guī)律，培養(yǎng)學(xué)生的研究思維和能力。努力改變傳統(tǒng)知識(shí)類教材的刻板方式，幫助教師克服一言堂的教學(xué)模式。本教程適合課堂教學(xué)，而不是“工具書”、“參考書”一類的教材?！　?.考慮到學(xué)習(xí)者的客觀需要，關(guān)注與各種語(yǔ)法測(cè)試的結(jié)合。

內(nèi)容概要

人們能夠使用語(yǔ)言進(jìn)行交際，但這種能力似乎并不需要語(yǔ)法的指導(dǎo)或依賴語(yǔ)法教學(xué)。也許正因?yàn)槿绱耍瑢?duì)于中國(guó)學(xué)生學(xué)外語(yǔ)是需要教語(yǔ)法、學(xué)語(yǔ)法，經(jīng)常有些爭(zhēng)議。學(xué)生不喜歡語(yǔ)法或語(yǔ)法課當(dāng)然還有別的原因。    本書迥異于以灌輸為主的傳統(tǒng)語(yǔ)法教科書，其編寫融入了最新的教學(xué)理念和編者對(duì)語(yǔ)法教學(xué)的深刻理解，內(nèi)容設(shè)計(jì)富有創(chuàng)意。它不僅繼承了傳統(tǒng)英語(yǔ)語(yǔ)法的優(yōu)點(diǎn)，而且吸收了現(xiàn)代語(yǔ)言學(xué)的最新成果；融枯燥的英語(yǔ)語(yǔ)法規(guī)則于真實(shí)多樣而生動(dòng)的語(yǔ)篇之中，既增強(qiáng)了可讀性和實(shí)用性，又突顯了交際能力的培養(yǎng)；研究型練習(xí)設(shè)計(jì)富于啟發(fā)性，可以幫助讀者學(xué)習(xí)掌握語(yǔ)法知識(shí)，繼而提高讀者的英語(yǔ)表達(dá)能力。該教程帶給學(xué)生的將不僅僅是語(yǔ)法知識(shí)和能力，更有全新的學(xué)習(xí)體驗(yàn)和創(chuàng)新思維能力。

作者簡(jiǎn)介

　　陳新仁，學(xué)歷：博士。畢業(yè)時(shí)間/畢業(yè)學(xué)校：1999.7/廣東外語(yǔ)外貿(mào)大學(xué)。職稱職務(wù)：教授，博士生導(dǎo)師。研究方向：普通語(yǔ)言學(xué)；語(yǔ)用學(xué)；外語(yǔ)教學(xué)法；英語(yǔ)修辭學(xué)。獲獎(jiǎng)及榮譽(yù)稱號(hào)：1998年被評(píng)為江蘇省優(yōu)秀中青年骨干教師。社會(huì)兼職：國(guó)際語(yǔ)用學(xué)會(huì)（IPrA）、國(guó)際應(yīng)用語(yǔ)言學(xué)協(xié)會(huì)（IALA）、美國(guó)語(yǔ)言學(xué)學(xué)會(huì)（LSA）、江蘇省修辭學(xué)會(huì)（JRS）會(huì)員，中國(guó)語(yǔ)用學(xué)學(xué)會(huì)（CPrA）副會(huì)長(zhǎng)。

書籍目錄

　Unit 1  Preliminaries about Grammar  　Pre-Class Reading　  1. 1  Language and its grammar  　1.2  Grammatical knowledge　  1.3  Grammatical competence  　1.4  Learning English grammar　  In-Class Activities  　Post-Class Tasks　  Project WorkPart One  The Structure of English Sentences　Unit 2  Constructing English Sentences  　Pre-Class Reading　  2.1  Sentence components in English  　2.2  Sentence patterns in English　  2.3  Movements of sentence components  　In-Class Activities　  Post-Class Tasks  　Project Work　Unit 3  Functional Taxonomy of English Sentences  　Pre-Class Reading　  3.1  Declarative sentences in English  　3.2  Interrogative sentences in English　  3.3  Imperative sentences in English  　3.4  Exclamatory sentences in English　  In-Class Activities  　Post-Class Tasks　  Project Work　Unit 4  Grammatical Markers in English Sentences  　Pre-Class Reading　  4.1  The plurality marker  　4.2  The possessive case marker　  4.3  The tense aspect markers  　4.4  Degree markers for adjectives adverbs　  In-Class Activities  　Post-Class Tasks　  Project WorkPart Two  The Subject and the Object　　Unit 5  The Subject  　Pre-Class Reading　  5.1  The form choices of the subject  　5.2  The meaning choices of the subject　  5.3  The subject-predicate agreement in number  　In-Class Activities　  Post-Class Tasks  　Project Work　Unit 6  The Object  　Pre-Class Reading　  6.1  Defining the object　  6.2  The form choices of the object  　6.3  The meaning choices of the object　  In-Class Activities  　Post-Class Tasks　  Project Work　Unit 7  Determiners in Noun Phrases  　Pre-Class Reading　  7.1  Defining the notion of "determiner"  　7.2  Types of determiners　  7.3  The co-occurrence of determiners  　In-Class Activities　  Post-Class Tasks  　Project Work　Unit 8  Attributives: Modifiers in Noun Phrases  　Pre-Class Reading　  8.1  The definition of the attributive  　8.2  The form choices of the attributive　  8.3  The relative clause-  　8.4  Ordering modifiers in noun phrases　  In-Class Activities  　Post-Class Tasks　  Project WorkPart Three  The Predicate and Related Grammatical Categories　Unit 9  The Terse and Aspect Systems  　Pre-Class Reading　  9.1  The predicate  　9.2  The tense of the predicate　  9.3  The aspect of the predicate  　9.4  Present tenses　  9.5  Past tenses  　9.6  Future times　  In-Class Activities  　Post-Class Tasks　  Project Work　Unit 10  The Mood System  　Pre-Class Reading　  10.1  Mood as a grammatical category  　10.2  Form choices of the subjunctive mood　  10.3  Function choices of the subjunctive mood  　In-Class Activities　  Post-Class Tasks  　Project Work　Unit 11  The Modality System  　Pre-Class Reading　  11. 1  Types of modal verbs  　11.2  Categories of modality　  11.3  Modality and po]iteness  　In-Class Activities　  Post-Class Tasks  　Project WorkPart Four  The Adverbial and the Complement　Unit 12  The Adverbial　  Pre-Class Reading  　12.1  The definition of the adverbial　  12.2  The form choices of the adverbial  　12.3  Types of the adverbials　  12.4  Adverbial clauses  　In-Class Activities　  Post-Class Tasks  　Project Work　Unit 13  The Complement  　Pre-Class Reading　  13.1  Defining the complement  　13.2  The form choices of the subject complement　  13.3  The form choices of the object complement  　In-Class Activities　  Post-Class Tasks  　Project WorkPart Five  Grammar and Text　Unit 14  Inversion  　Pre-Class Reading　  14.1  Defining inversion  　14.2  Grammatical inversion　  14.3  Rhetorical inversion  　In-Class Activities　  Post-Class Tasks  　Project Work　Unit 15  Ellipsis and Substitution  　Pre-Class Reading　  15.1  Defining ellipsis  　15.2  Grammatical ellipsis　  15.3  Rhetorical ellipsis  　15.4  Substitution　  In-Class Activities  　Post-Class Tasks　  Project Work　Unit 16  Cohesion in English Texts  　Pre-Class Reading　  16.1  Defining cohesion  　16.2  Types of cohesive devices　  16.3  Choice of cohesive devices  　In-Class Activities　  Post-Class Tasks  　Project Work　References　Glossary

章節(jié)摘錄

　　Pre-Class Reading　　English sentences can be roughly classified into four types in terms of theircommunicative functions. These types are dedarative sentences， interrogativesentences， imperative sentences， and exclamatory sentences. This unit addressesthe structural properties of these types of sentences and examines them in their context of use.　　3.1 Declarative sentences in English　　Dedarative sentences are the most frequently used kind among all the functionaltypes of sentences. They are used：a. to describe some state of affairs， as in （1）; b. tointroduce some properties or features， as in （2）;c. to portray some action， as in（3）; etc.　?。?）Jack is in school.　　（2）Grammar can be interesting.　?。?）Were having grammar dass.　　Basically， declarative sentences are informative in the sense that after understandingwhat they say， people will get to know something， or know it better. Take （1）for example.Before reading this sentence， we have no idea where Jack is.　　3.2 Interrogative sentences in English　　Interrogative sentences are of various types in English， induding simple questions（or Yes-No questions）， special questions （or Wh-questions）， alternativequestions， tag questions， and rhetorical questions.　　Yes-No interrogative sentences are generally used by the speaker for two purposes：a. to ask the hearer to confirm something， as in （4）;b.to take some action， as in（5）.

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