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1、Grammar Teaching李昌昌Grammarteachinghasbeendebatedalotintermsof“whethergrammarshouldbetaughtornotand“howtoteachgrammar.Manylinguistsandeducatorshavedoneresearchandwrittenpapersonthattopic.Despitetheproductiveresultsofgrammarinsecond-languageresearchandmethodologyovertheyears，thelanguageteacherscogniti
2、onsknowledge，attitudes，beliefs，andpracticesanditsrelationtotheteachingofgrammarinclassroomisrarelyexplored.Moreover，thecurrentstudiesconductedinthistopicmostlychoosenativeEnglishteachersastheparticipantsandfewhaveaddressesnon-nativeEnglishteachersincountrieswherEnglishisaforeignlanguage.Inresponseto
3、thisgap，thepresentstudyfocusesonanalyzingtheteachingofgrammarinansecond-languageclassroomfromtheperspectiveofthepersonalpedagogicalsystems，suchasteachersbeliefs，knowledge，theories，assumptionsandattitudes，whichwouldplayasignificantroleinthedecisionsofchoosingthegrammarteachingmethods.Therearestillsom
4、eproblemsinEnglishgrammarteachinginChina.Chinesestudentsarereluctanttolearngrammarbecausetheythinkitistoodullandtoodifficulttomaster.Theeffectsofteachingmethodsareveryunsatisfactory，moststudentslacksystematicgrammarknowledge.Somestudentscanpassthegrammarexaminations，yetfailtocommunicateoutsidethecla
5、ssroomandalwaysmakevariousoralandwrittenmistakesinapplication.Themostcommonphenomenaofgrammarlearningisthatstudentsspentalottimememorizingthoseabstractgrammaticalrulesandaregoodatgrammartest，however，theydonotknowhowtoconnectthegrammaticalknowledgewiththereallanguageineverydaylifeandtheydonotregardth
6、isprocessasmeaningful，challenginganduseful.WhentheyareaskedtoproduceEnglishorallyorverbally，numerouserrorsaremade.Onereasontoexplainthisphenomenaisthattheineffectiveteachingmethodinclass，Chineseteachersjustintroduceanddescribegrammarrulesonebyonetheoreticallyandallstudentshavetodoisjustrememberanddo
7、manyrelatedexercised.Thisisactuallyrelatedtohowteachersconsidergrammar，iftheycannotregardgrammarasabstractrules，butasausefultoolforcommunicationinrealcontext，theymightchangethewayofteachinggrammar.Grammarshouldnotbeisolatedwiththebasicfourskills.Anotherreasonisthatstudentsattitudetowardgrammarteachi
8、ng，theyfeelitisdullandboring，thustheyhavenointerestinlearning.Aseffectivelanguageeducators，itistheirresponsibilitytodevelopstudentsabilitytousegrammarcorrectlyandmeaningfully.endprintInrecentyears，moreandmoreChinesescholarsbegintoexplorethegrammarteachingmethodsthataresuitableforChinaandconsiderthes
9、tatusofgrammarteachingincollegeEnglishteaching.Thetraditionalmethod，grammartranslationmethodreferstostudentslearngrammaticalrulesandthenapplythoserulesbytranslatingsentencesbetweenthetargetlanguageandthenativelanguage.Inthisapproach，studentslearngrammarrulesthroughafixedprocedure，andpracticetherules
10、mostlybytranslatingsentencestoandfromthetargetlanguage.However，thereisnotusuallyanylisteningorspeakingexercises，andverylittleattentionispaidoncommunicativeaspects.Themainmethodinthetraditionalgrammarteachingisexplicitgrammarteaching，whichaimsonmasteringgrammarbystudyinggrammarrulesandemphasizetheawa
11、renesspurpose.Theadvantageofthismethodisthatstudentscanlearngrammarrulesprofoundlyandsystematically，yetthereislittlepracticalapplicationoflanguage.Implicitgrammarteachingisalsoknownassuggestivemethod，mainlyadoptingtheinductivethinkingmethod，andinducingthegrammarrulesthroughcommunicativeuseofthelangu
12、age.UnlikeExplicitgrammarteaching，whichisteacher-centeredteachinginclassroomandstudentspassivelyreceivetheobjects，whileImplicitgrammarteachinghelpstudentsgainabetterunderstandingoftherelationshipbetweentheform，meaningandfunctionbyintegrateabstractrulesintoacommunicativecontext.References：【1】Borg，S.1
13、999.Teacherstheoriesingrammarteaching.ELTJournal，157-167.【2】Borg，S.2020.Selfperceptionandpracticeinteachinggrammar.ELTJournal，21-29.【3】Borg，S.2020.Teachercognitioninlanguageteaching：Areviewofresearchonwhatlanguageteachersthink，know，believeanddo.LanguageTeaching，81-109.【4】Burgess，J.E.2020.Focusongrammaticalform：Explicitorimplicit？System，433-458.【5】Burn，A.1996.Startingalloveragain：Fromteachingadultstoteachingbeginners.Teacherlearninginlanguageteaching，154-177.【6】Dornyei，Z.2020.ThePsychologyofSEcondLanguageacquisition.OxfordUniversityPress.endprint
