以语用语法观为导向的分词做状语教学策略探究  

A Study on the Teaching Strategies of Participles as Adverbials Based on Pragmatic Grammar

作　　者：亓霞 QI Xia

机构地区：[1]山东中医药高等专科学校,山东烟台264199

出　　处：《科教文汇》2024年第15期170-175,共6页Journal of Science and Education

摘　　要：在高中学段,分词做状语一直是英语语法教学的重点,也是学生学习的难点,学生普遍存在认知模糊和应用能力缺失的问题,该文结合课例阐释了语用视角下的教学策略:问题导入以修正形式规则;语境导入以理解意义功能;捕捉生活情境以体验语言动态生成;捕捉语篇情境,以提升整体语言运用能力。以上教学策略帮助学生打破对该语法结构的认知和应用瓶颈,知道了什么时候用、如何用分词做状语,最终能生成衔接连贯的语篇。In high school,participles as adverbials have always been the focus of English grammar teaching and a difficult point for students to learn.Students generally have problems with cognitive ambiguity and lack of applica⁃tion ability.This article explains the teaching strategies from a pragmatic perspective with case studies:problem introduction to correct formal rules;context introduction to understand meaning functions;capturing of life situa⁃tions to experience dynamic language generation;capturing of discourse situations to improve overall language ap⁃plication ability.The above teaching strategies enable students to break the cognitive and application bottlenecks of this grammatical structure,know when and how to use participles as adverbials,and ultimately generate coher⁃ent discourse.

关 键 词：语用 分词做状语 教学策略 

分 类 号：G633.41[文化科学—教育学]