基于多模态语篇的高中英语语法三维教学

一、现状分析

自2016年浙江省英语高考改革(取消单项选择)以来，高中英语教学明显弱化了语法教学。其实，语法的重要性有增无减，只不过变换了考查的题型，由原先分值为10分的单项选择改为分值为15分的语法填空，不仅分值增加，难度也有所增加。可见语法教学不容小觑。传统语法教学把语法规则的描写和解释局限于句子层面，但句子层面的语法是形式的、抽象的、脱离语境的语言形式，未能将语法带入交际语境中，带入真实的话语应用。教师花费大量时间讲授语言结构及规则，虽兼顾语意，但学生的语用能力未能提升。学生不喜欢也不乐意听枯燥的语法课，尽管做了很多的操练，但仍无法学以致用，效率低下。

二、理论依据

1.《普通高中英语课程标准》的要求。《普通高中英语课程标准》(2017版)对于高中英语教学提出了更高的要求。新课标指出所有的语言学习活动都应该在一定的主题语境下进行。语篇是语言学习的主要载体。语言学习者主要是在真实且相对完整的语篇中接触、理解、学习和使用语言，因此语言学习不应以孤立的单词或句子为单位，而应以语篇为单位进行。教师应该有意识地渗透有关语篇的基本知识，帮助学生形成语篇意识，把握语篇的结构特征，提高理解语篇意义的能力。

2.语法三维教学观。美国语言学家Larsen-Freeman(2005)提出语法三维教学观。他认为语法是由形式、意义和用法组成的完整系统。在这一系统中，形式、意义和运用三要素间相互作用、相互影响、互动并联。所以，语法并非一套关于结构的僵硬规则，而是一套有意义的、动态的系统。因此，语言教学者在语法教学模式和策略上需要思考：如何通过创设情境，让学生在各种语境中掌握目标语言结构的三个维度，提升他们的综合语言运用能力。

3.多模态语篇。李战子(2003)认为，多模态(multimodal)指的是除了文本之外，还带有图像、图表等的复合话语，或者说任何由一种以上的符号实现意义的文本。曾蕾(2006)指出，超出文字语言符号以上的多种符号语篇(multimodal discourse)被称为多模态话语。

本文将根据《普通高中英语课程标准》(2017版)的要求，并以Larsen-Freeman的语法三维教学理念为依据，运用具体教学实例，从多模态语篇输入到情景化语篇输出，并结合形式、意义和用法三个维度来阐述高中英语语法教学。

三、基于语篇的语法三维教学实例

1.多模态语篇输入——学生掌握语法的“形式”和“意义”

教师在语法教学时，应采用口头、书面等多模态形式的语篇，如文字、图示、歌曲、音频、视频等。Larsen-Freeman(2005)提出，教师所选择的语篇应能激发学习者的认知兴趣。教师应选择或改编贴近学生生活的多模态语篇，设计各种形式的教学活动，以调动学生的积极性，激起学生的学习欲望。

(1)利用情景对话。笔者在讲解名词性从句时，采用了以下对话语篇。语篇中设计了四种不同类型的名词性从句，课堂上请两位学生分角色朗读(role play)，读完后请其他学生找出对话中所使用的名词性从句并进行判断。

[实例1]G:Tom,what are you doing?

B:I'm thinking about what I should do(宾语从句).

G:What's the matter with you?

B:I'll face the fact that my girlfriend will come this afternoon(同位语从句).So I must clean the room before she comes.I'm wondering if you can help me(宾语从句).

G:Ofcourse.Asyourold friend,I'd liketohelp you.WhatI suggest now(主语从句)is that you'd better find a broom and a mop(表语从句).

B:Good guy.It's great that I have a friend like you(主语从句).Then let's begin...

(2)利用歌曲音频。笔者在讲解“what+疑问词”这一语法点时采用了Right Here Waiting这首学生熟悉和喜爱的经典老歌。该歌词的歌词简洁，旋律舒缓，学生易于且乐于演唱。笔者截取了这首老歌的一部分，在课堂上播放并让学生跟唱，大大激发了学生的兴趣。

[实例2]Oceans apart

day after day

And I slowly go insane...

Wherever you go

Whatever you do

I will be right here waiting for you

Whatever it takes

Or how my heart breaks

I will be right here waiting for you...

(3)利用娱乐视频。笔者在讲解if虚拟条件句时，截取了当下非常热门且深受学生喜爱的跑男节目的一个片段，并且编写了含有if虚拟条件句三种句型的语篇。在这个看似“玩”的学习活动中，学生直观形象地了解了if虚拟条件句的“形式”和“意义”。

[实例 3]In this episode(集)，everyone had a kind of superpower.Deng Chao attempted to tear Li Chen's name card confidently.But he was out because Chen He and Li Chen adopted a good strategy.If I were Deng Chao now,I wouldn't have faith in Chen He.Because it is typical of him to unite his friends and betray them.

①If I were Deng Chao now,I wouldn't have faith in Chen He.(对现在的虚拟)

②If Deng hadn't trusted Chen just now,he would have won the game.(对过去的虚拟)

③If Deng should come back next moment,he would make Chen out first.(对将来的虚拟)

If Deng came back next moment,he would make Chen out first.

If Deng were to come back next moment,he would make Chen out first.

2.情景化语篇输出——学生巩固语法的“用法”

心理学研究发现，某种语言现象，如句子结构、词汇、语法，通常伴随特定的语境出现，存储在学习者的长时记忆中，并能在相同语境中被激活和提取(王初明，2009)。程晓堂(2013)认为，语法学习应把语法结构和语篇整体联系起来，把语言产生的语篇和情景语境联系起来。

(1)改编报纸、杂志资料。笔者在讲解完三大从句后，从报纸、杂志资料中选取了学生比较感兴趣的《中国好声音》的英文节目介绍，并进行改编，让学生利用三大从句进行改写。

[实例 4]①The Voice of China is called Sing!China at present.It is a Chinese reality television singing competition broadcast on?Zhejiang Television.(改为定语从句)②It offers ordinary people a relatively fair platform to show their talents.(改为主语从句)③It is regarded as one of the best talent shows in China.Many singers such as Wu Mochou,Li Daimo become famous overnight.(改为定语从句)The show recognizes one's talent despite/rather than his or her appearance.④The four coaches are requested to turn their backs to the performers and choose their favorite ones according to their singing voice.(改为宾语从句).⑤The coaches choose the singers they like.They play an important part in helping the singers improve the singing and performing skills.(改为状语从句).

学生改写后版本：淤The Voice of China,which is called Sing!China at present,is a Chinese reality television singing competition broadcast on?Zhejiang Television.②What it offers ordinary people is a relatively fair platform to show their talents.③It is regarded as one of the best talent shows in China,through which many singers such asWuMochou,LiDaimobecomefamousovernight.Theshow recognizes one's talent despite/rather than his or her appearance.④The four coaches are requested that they should turn their backs to the performers and choose theirfavorite onesaccording to their singing voice.⑤Once the coaches choose the singers they like,they play an important part in helping the singers improve the singing and performing skills.

(2)改编学生习作。笔者在指导学生学习非谓语动词后，改编了一篇学生习作，让学生利用非谓语动词润色日记。

[实例5]Mom and I had a fight last night.I got up early in the morning to catch the early bus.①I sat in the back seat and sobbed(现在分词作状语).②I rushed out of the bus.My tears welled up in my eyes.(with结构作状语)③Suddenly,I tripped over a stone and fell down to the ground.I felt even more upset.(现在分词作状语)④After seemingly endless hours,I finally climbed to the top of the tower.I felt exhausted.(形容词作状语)⑤I looked at the beautiful scenery in the distance.I sighed with relief and regretted quarreling with mom.(现在分词作状语)⑥I rushed back home and threw myself into the sofa.(现在分词作状语)⑦Mom didn't notice me because she was absorbed in preparing dinner.(过去分词作状语)⑧“Dinner!”To comfort me,mom went out of the kitchen,and brought out my favorite dish.(with结构作状语).I threw myself into mom's arms,and couldn't help crying,“Sorry,mom”...

学生改写后版本：Mom and I had a fight last night.I got up early in the morning to catch the early bus.①I sat in the back seat,sobbing.②I rushed out of the bus and ran along the street randomly,with tears welling up in my eyes.③Tripping over a stone and falling down to the ground,I felt even more upset.④After seemingly endless hours,I finally climbed to the top of the tower,exhausted.⑤Looking at the beautiful scenery in the distance,I sighed with relief，regretting quarreling with mom.⑥Rushing back home,I threw myself into the sofa.⑦Absorbed in preparing dinner,mom didn't notice me.⑧“Dinner!”To comfortme,mom wentoutof the kitchen,with my favorit e dish in her hand.I threw myself into mom's arms,with tears streaming down my face,“Sorry,mom”...

四、成效与反思

基于多模态语篇的语法三维教学改变了传统的机械化、灌输式的语法教学，改变了以往教师疲于奔命而学生索然无味的课堂现象。利用了图片、对话、音频、视频等多模态语篇，做到了一上课就仅仅抓住学生的注意力，激起学生的兴趣和启迪学生的思维，使他们很快地进入学习状态，极大地提高了课堂效率。基于多模态语篇的语法三维教学有效地结合了语法和写作，让学生在情境中有效地进行语法学习，并以写作的形式输出。促使学生注意和内化语法现象的形式、意义和用法三个维度，把语言知识的学习和语言技能的发展有机结合起来，体现了语法学习的综合性、关联性和实践性的学习过程，提高了学生的综合语言运用能力。