二、语法任务的设计应重点培养学生的语用意识。

　　近年来，培养学生的语言使用能力已提到意识日程。那么培养学生的语言使用能力的核心则归结到语用能力的培养。

　　语用学是语言学的一个新领域，它研究在特定情景中的特定话语，特别是研究在不同的语言交际情景下应如何去理解和运用语言。

　　在语法任务的设计上，我们一定要设计明确的语境，这也是语用学研究的重点。例如，上海版《牛津英语》高一(下)(Oxford English)在介绍形容词带宾语从句时是这样说的：Saying what we feel and know;形容词用于主语从句时：Making and asking for comments。再如介绍不定式作定语的概念：To give more information about nouns, we can write infinitives after nouns。再根据语境设计了下列对话：

　　Ron: Is it true that Cheri and Tito are going to get married?

　　Sam: Yes, it's true, but the wedding date hasn't been fixed yet.

　　Ron: Isn't it strange that they have not fixed the date yet?

　　Sam: No, it's not strange at all. They're both very busy, that's all. It's probable that Cheri will go on a world tour next month. That's almost certain. And it's also possible that Tito will go on a world tour the month after that.

　　Ron: Don't you think it's surprising that they're not going on tour together?

　　Sam: Surprising? Not at all. They sing to completely different types of audience. However, it's interesting that many people are fans of them.

　　Ron: Is it likely that Cheri will give up her career when she gets married?

　　Sam: No, it's most unlikely. They both think it's important that she continues her career.

　　三、任务的设计应促进学生认知能力的发展。

　　在语法任务的设计中，我们也应注意培养学生的观察、记忆、思维和想象能力。我们不提倡呈现无语境的语法内容，但我们还要注意以旧引新，新旧对比，使学生知其然和所以然。例如，多数学生对掌握现在分词和过去分词的区别有困难。笔者通过呈现现在/过去进行时，让学生说出进行时中V-ing表示正在进行的动作，再示例被动语态句子中过去分词表被动的含义，然后再通过让学生把下列分词句转换成相应的状语从句，这样学生基本上就掌握了分词的特征。请比较：

　　(When he was) Working in the field, he saw a plane passing overhead.

　　(As it was) Hunted everywhere, the bear had no choice but to run down the hill to find shelter.

　　再如不定式作名词定语，我们可以把它转换成定语从句；疑问词带不定式作宾语可以转换成宾语从句；定语从句作定语可转化成现在分词短语或过去分词短语。连词that在各种从句中的作用是不同的，教师可以从从属连词that引导宾语从句、主语从句、表语从句、同位语从句，再到定语从句的关系代词that一一对比分析，让学生彻底理解这一词的用法。

　　最后，我想以Tricia Hedge的话作为本文结语：Grammar as meaning, Grammar in discourse, Grammar and style。 (全文完)

　　(文/葛春生； 英语辅导报高中教师版 04~05学年度第25期；版权归英语辅导报社所有，独家网络合作伙伴新浪教育，未经许可，不得以任何形式进行转载。)