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相关文献的研究结果表明,英语专业部分教师和学生对语法课程持有若干认识偏差,具体表现为:交际性语言教学对语法持否定态度;语法课程与教材内容具有重复性和非真实性;语法学习不能产生直接、及时的实用效果;外籍教师对语法不重视。本文从应用语言学、第二语言习得研究、外语教育学、课程论等多学科的视角对此予以检视与廓清,以帮助师生重建语法课程认识。
The research results of relevant literatures show that some teachers and students in English major hold a number of cognitive bias on grammar courses, specifically as follows: communicative language teaching has a negative attitude to grammar; grammar courses and textbooks are repetitive and untrue; grammar Learning can not produce direct and timely practical results; foreign teachers do not pay attention to grammar. This article examines and clarifies this subject from the perspectives of applied linguistics, second language acquisition research, foreign language pedagogy and curriculum theory to help teachers and students reconstruct their understanding of grammar courses.