试论语法修辞教学和写作教学的结合
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摘要
语法、修辞和写作之间有着紧密的联系。但是长期以来，高校英语教学课程
设置没有考虑这种联系，对语法、修辞和写作的学习都是分离单独进行。为了
了解英语专业学生对现在的语法、修辞和写作教学是否满意，笔者精心设计了
一份对这些课程学习的调查表，并于2000年11月，对四川师范大学99级英语
专业学生进行了问卷调查。此次调查共收回143份问卷；此外，还采取随堂听课
的方式，了解语法、修辞和写作教学的现状。最后对调查结果进行了详细的分
析。
调查结果显示：（一）当前的语法教学方法不能完全适应语法教学的需要。大
部分的专业学生对现在的语法课不感兴趣，认为现在的语法课不能满足他们的
学习需要。语法教学方法则是产生问题的一个重要原因。现在的语法教学多沿
袭比较落后的语法翻译方法，用这种教学方法完成现行大纲规定的教学内容是
困难的。新《大纲》增加了语法教学的内容，这无疑将加大语法教学的难度；（二）
修辞学习是学生学习的弱点。因为缺乏系统的讲解和足够的练习，学生很少在
写作过程中使用修辞手法，而仅仅把它当作一种欣赏和分析文章的工具；（三）
写作是学生学习的难点。学生感觉写作课的收获不大，而写作也一向被教师认
为是教学难度最大的课程。经常事倍功半，教学效果不尽如人意。学生在写作
过程中常犯的错误通常都可归结为语法修辞两个方面的错误。
通过这次调查结果的分析，笔者发现现行的教学模式---语法、修辞和写作
教学分离单独进行，不能有力地解决学生在运用语言过程中遇到的困难。写作
作为一种语言输出的技能，能够有效地衡量语法修辞的学习效果；与此同时，
写作能够促使学生为解决写作过程中的具体困难而主动地学习语法修辞知识，
从而提高写作能力。因此文章大胆建议把语法修辞教学溶入写作教学中去。通
过实例分析，作者认为这种结合教学是切实可行的。
Integration of the Teaching of Grammar and Rhetoric
into the Teaching of Writing
(Abstract)
Grammar and rhetoric are closely connected with writing. The current English
teaching, however, does not take the close relationship into consideration. The
teaching of the three subjects is Usually undertaken separately. A questionnaire is
carefully designed to probe into whether students of English are satisfied with the
present teaching of the three courses. In November 2000, the investigation was made
among English majors in the second-grade in Sichuan Normal University and 143
copies were returned. Moreover, the author attended grammar class and writing class
with English majors in the second-grade and interviewed some teachers in charge of
teaching grammar, rhetoric or writing for the purpose of obtaining the first-hand
experience of how the three subjects are instructed in the classroom. The results of the
investigation are comprehensively discussed. The analysis is shown as the following:
(1) The prevailing teaching method fails to meet the demands of grammar teaching.
Not being interested in the current grammar course, the majority of English majors
hold that their demands on grammar study cannot be satisfied in the grammar course.
The approach to grammar teaching is attributable to the unpleasant condition of
grammar learning. The current grammar teaching is in line with the backward
grammar-translation method. In this way, the teaching tasks stipulated by Teaching
Syllabus cannot be fulfilled successfully in the given time. New Teaching Syllabus
lays down much more grammatical knowledge, which unquestionably multiplies the
difficulties of realizing the desired teaching goals.
(2) English majors are weak at learning rhetorical knowledge. Owing to
unsystematic instruction of rhetoric and inadequate practice, students seldom employ
rhetorical devices in writing. Rhetoric is often used as a beneficial technique for
appreciating text in comprehensive English.
(3) Students have much trouble improving their writing. They don’t think that they
can benefit much from the writing course. On the other hand, writing is regarded as
one of the hardest courses by many a teacher because of its inefficiency. The laborious
efforts of writing teachers frequently produce little effects. The writing of tnglish
majors cannot be effectively improved: The mistakes students are apt to make in
writing are usually classified into two categories: grammar and rhetoric.
Judging from the analysis of the investigation, the author comes to the conclusion
that the current pattern teaching of English---the three subjects are implemented
separately--- cannot solve effectively the difficulties that students encounter in the
process of creatively using the target language. As a productive language skill, writing
can reasonably measure how much knowledge has been mastered. in the meantime,
students are motivated to actively acquire grammatical and rhetorical knowledge for
the sake of improving their writing. Hence, it is proposed that the teaching of
grammar and rhetoric be conflated with writing teaching. The feasibility of the
combination of the three subjects is proved by the author’s practical analysis.
设置没有考虑这种联系，对语法、修辞和写作的学习都是分离单独进行。为了
了解英语专业学生对现在的语法、修辞和写作教学是否满意，笔者精心设计了
一份对这些课程学习的调查表，并于2000年11月，对四川师范大学99级英语
专业学生进行了问卷调查。此次调查共收回143份问卷；此外，还采取随堂听课
的方式，了解语法、修辞和写作教学的现状。最后对调查结果进行了详细的分
析。
调查结果显示：（一）当前的语法教学方法不能完全适应语法教学的需要。大
部分的专业学生对现在的语法课不感兴趣，认为现在的语法课不能满足他们的
学习需要。语法教学方法则是产生问题的一个重要原因。现在的语法教学多沿
袭比较落后的语法翻译方法，用这种教学方法完成现行大纲规定的教学内容是
困难的。新《大纲》增加了语法教学的内容，这无疑将加大语法教学的难度；（二）
修辞学习是学生学习的弱点。因为缺乏系统的讲解和足够的练习，学生很少在
写作过程中使用修辞手法，而仅仅把它当作一种欣赏和分析文章的工具；（三）
写作是学生学习的难点。学生感觉写作课的收获不大，而写作也一向被教师认
为是教学难度最大的课程。经常事倍功半，教学效果不尽如人意。学生在写作
过程中常犯的错误通常都可归结为语法修辞两个方面的错误。
通过这次调查结果的分析，笔者发现现行的教学模式---语法、修辞和写作
教学分离单独进行，不能有力地解决学生在运用语言过程中遇到的困难。写作
作为一种语言输出的技能，能够有效地衡量语法修辞的学习效果；与此同时，
写作能够促使学生为解决写作过程中的具体困难而主动地学习语法修辞知识，
从而提高写作能力。因此文章大胆建议把语法修辞教学溶入写作教学中去。通
过实例分析，作者认为这种结合教学是切实可行的。
Integration of the Teaching of Grammar and Rhetoric
into the Teaching of Writing
(Abstract)
Grammar and rhetoric are closely connected with writing. The current English
teaching, however, does not take the close relationship into consideration. The
teaching of the three subjects is Usually undertaken separately. A questionnaire is
carefully designed to probe into whether students of English are satisfied with the
present teaching of the three courses. In November 2000, the investigation was made
among English majors in the second-grade in Sichuan Normal University and 143
copies were returned. Moreover, the author attended grammar class and writing class
with English majors in the second-grade and interviewed some teachers in charge of
teaching grammar, rhetoric or writing for the purpose of obtaining the first-hand
experience of how the three subjects are instructed in the classroom. The results of the
investigation are comprehensively discussed. The analysis is shown as the following:
(1) The prevailing teaching method fails to meet the demands of grammar teaching.
Not being interested in the current grammar course, the majority of English majors
hold that their demands on grammar study cannot be satisfied in the grammar course.
The approach to grammar teaching is attributable to the unpleasant condition of
grammar learning. The current grammar teaching is in line with the backward
grammar-translation method. In this way, the teaching tasks stipulated by Teaching
Syllabus cannot be fulfilled successfully in the given time. New Teaching Syllabus
lays down much more grammatical knowledge, which unquestionably multiplies the
difficulties of realizing the desired teaching goals.
(2) English majors are weak at learning rhetorical knowledge. Owing to
unsystematic instruction of rhetoric and inadequate practice, students seldom employ
rhetorical devices in writing. Rhetoric is often used as a beneficial technique for
appreciating text in comprehensive English.
(3) Students have much trouble improving their writing. They don’t think that they
can benefit much from the writing course. On the other hand, writing is regarded as
one of the hardest courses by many a teacher because of its inefficiency. The laborious
efforts of writing teachers frequently produce little effects. The writing of tnglish
majors cannot be effectively improved: The mistakes students are apt to make in
writing are usually classified into two categories: grammar and rhetoric.
Judging from the analysis of the investigation, the author comes to the conclusion
that the current pattern teaching of English---the three subjects are implemented
separately--- cannot solve effectively the difficulties that students encounter in the
process of creatively using the target language. As a productive language skill, writing
can reasonably measure how much knowledge has been mastered. in the meantime,
students are motivated to actively acquire grammatical and rhetorical knowledge for
the sake of improving their writing. Hence, it is proposed that the teaching of
grammar and rhetoric be conflated with writing teaching. The feasibility of the
combination of the three subjects is proved by the author’s practical analysis.
引文
1． Adelstein, Michael E. and Jean G. Pival. 1984． The Writing Commitment. 2nd ed. New York: Harcourt Brace Jovanovich, Inc.
2． Aitchison, James. 1996． Cassell Dictionary of English Grammar. UK: Cassell Wellington House.
3． Bander, Robert G. 1978． American English Rhetoric. 2nd ed.New York: Holt, Rinehart and Winston, Inc.
4． Brooks, death and Robert Penn Warren. 1979． Modern Rhetoric. New York: Harcourt Brace Jovanovich, Inc.
5． Canal, M. And Swain, M. 1980． 'Some Theories of Communicative Competence'. In Walliam Rutherford and Michael Sharewood Smith (eds.) Grammar and Second Language Teaching. New York: Newbury House, 1988．
6． Crews, Frederick. 1992． The Random House Handbook. 6th ed. New York: McGraw-Hill, Inc.
7． Crystal, David. 1997． A Dictionary of Linguistics and Phonetics. 4th ed. Oxford: Blackwell Publishers Ltd.
8． Feng Cuihua. 1997． A Handbook of English Rhetorical Devices. Beijing: Foreign Language Teaching and Research Press.
9． Ge Chuangui. 1983． The Writing of English Shanghai: Shanghai YiWen Press.
10． Gorrell, Robert, Charlton Laird and Margaret Urie. 1988． Modern English Rhetoric and Handbook. 7th ed. Englewood Cliff, NJ: Prentice Hall, Inc.
11． Guo Xiumei. 1984． Rhetoric for Chinese Student (A Practical Approach) Nanjing: Jiangsu People's Press.
12． Hefferanan, James A.W. & John E. Lincoln. 1990． Writing: A College Handbook. 3rd ed New York: W.W.Norton & Company, Inc.
13． Jespersen, Otto. 1927． A Modern English Grammar. Part III. London: George Allen & Unwin Ltd.
14． Jespersen, Otto. 1933． Essentials of English Grammar. London: George Allen &
Unwin Ltd.
15． Leech, Geoffrey. Marraret Deuchar and Pobert Hoogenraad. 1982． English Grammar for Today New York: The Macmillan Press.
16． Lin Yutang. 1982． Kaiming English Grammar Beijing: Foreign Language Teaching and Research.
17． Malmkjar.K (eds.). 1997． The Linguistics Encyclopedia New York: Boutledge.
18． McMahan, Elizabeth and Susan Day. 1980． The Writer's Rhetoric and Handbook New York: McGraw-Hill, Inc.
19． Orwell, George 1950． 'Politics and the English Language'. In Wu Jingrong, Ding Wangdao and Qian Qing (eds.). Reading In Modern English Prose Beijing: Business Press. 1996．
20． Pooley, Robert.C. 1957． Teaching English Grammar New York: Appleton-Century-Crofts, Inc.
21． Quirk, Randolph. Sidney Greenbaum and Jan Svartvik. 1973． A Grammar of Contemporary English London: Longman Group Limited.
22． Raimes, Ann. 1983． Techniques in Teaching Writing London: Oxford University Press.
23． Stem, H.H. 1992． Issues and Options in Language Teaching Shanghai: Shanghai Foreign Language and Education Press.
24． Ur, Penny. 1988． Grammar Practice Activities: A practical guide for teachers Cambridge: Cambridge University Press.
25． Wales, Katie. 1989． A Dictionary of Stylistics London: Longman Group Limited.
26． Wang Yulong. 1996． English Rhetoric and Writing. Qingdao: Qingdao Publishing House.
27． Winkler, Anthony C. and Jo Ray McCuen. 1981． Rhetoric Made Plain. 3rd ed. New York: Harcourt Brace Jovanovich, Inc.
28． Yarber, Robert E. 1985． Writing for College: A Practical Approach. Glenview, 111． : Scott, Foresman and Company.
29．高等学校英语专业基础阶段英语教学大纲制订组编：《高等学校英语专业基础阶段英语教学大纲》，上海外语教育出版社，1986。
30．高等学校外语专业教学指导委员会英语组：《高等学校英语专业英语教学大纲》，上海外语教育出版社，2000。
31．桂诗春：《应用语言学》，湖南教育出版社，1987。
32．桂诗春：《应用语言学与中国英语教学》，山东教育出版社，1988。
33．黄任：《英语修辞与写作》，上海外语教育出版社，1996。
34．贾冠杰：《外语教育心理学》，广西教育出版社，1998。
35．刘上扶：《英语写作论》，广西教育出版社，1998。
36．庞人骐：《英语转换修辞句法》，北京师范大学出版社，1985。
37．束定芳，庄智象：《现代外语教学----理论实践方法》，上海外语教育出版社，1996。
38．王初明：《应用心理语言学----外语学习心理研究》，湖南教育出版社，1990。
39．王逢鑫：《英语意念语法》，外文出版社，1998。
40．文军：《英语修辞格词典》，重庆大学出版社，1992。
41．章兼中：《国外外语教学法主要流派》。华东师范大学出版社，1982。
42．章振邦：《新编英语语法教程》 (第二版)上海外语教育出版社，1992。
43．Li Zhanggui. 1987. "Some Devices for Securing Emphasis in Writing".Journals of Sichuan Normal Univ. No. 2.
44．Li Zhanggui. 1990. "Some Methods of Achieving Economy of Speech"． Journals of Sichuan Normal Univ.No.3.
45．Taylor, G..1986."Errors and Explanations"．Applied Linguistics 7/2
46．黄伟新：1996，“从一次写作练习看当前英语专业学生的‘营养不良’”《现代外语》1996年第4期
47．黄素华：1998，“师范院校英语专业学生TEM4／8---97年存在的主要问题及其对策”，《外语界》1998年第1期
48．陆锦林：1992，“探求语法教学在外语教学中的恰当位置”，《国外外语教学》1992年第1期
49．M 默西亚：1992，“语法教学在第二语言和外语教学中的地位”，(周国强译)《国外外语教学》1993年第1期
50．王初明、牛瑞英、郑小湘：2000，“以写促学----一项英语写作教学改革的试验”《外语教学与研究》2000年第3期
51．杨玉晨、闻兆荣：1994，“中国学生英文写作的句子类型及分析”，《现代外语》1994年第1期
52．雍和明：1998，“近50年中国英语语法研究回顾与展望”，《外语教学与研究》1998年第3期
53．张祥和：1993，“大学外语专业写作课外语教学初探”，《外语界》1993年第4期
54．赵美娟：1991，“关于英语专业的语法教学”，《外语界》1991年第4期
2． Aitchison, James. 1996． Cassell Dictionary of English Grammar. UK: Cassell Wellington House.
3． Bander, Robert G. 1978． American English Rhetoric. 2nd ed.New York: Holt, Rinehart and Winston, Inc.
4． Brooks, death and Robert Penn Warren. 1979． Modern Rhetoric. New York: Harcourt Brace Jovanovich, Inc.
5． Canal, M. And Swain, M. 1980． 'Some Theories of Communicative Competence'. In Walliam Rutherford and Michael Sharewood Smith (eds.) Grammar and Second Language Teaching. New York: Newbury House, 1988．
6． Crews, Frederick. 1992． The Random House Handbook. 6th ed. New York: McGraw-Hill, Inc.
7． Crystal, David. 1997． A Dictionary of Linguistics and Phonetics. 4th ed. Oxford: Blackwell Publishers Ltd.
8． Feng Cuihua. 1997． A Handbook of English Rhetorical Devices. Beijing: Foreign Language Teaching and Research Press.
9． Ge Chuangui. 1983． The Writing of English Shanghai: Shanghai YiWen Press.
10． Gorrell, Robert, Charlton Laird and Margaret Urie. 1988． Modern English Rhetoric and Handbook. 7th ed. Englewood Cliff, NJ: Prentice Hall, Inc.
11． Guo Xiumei. 1984． Rhetoric for Chinese Student (A Practical Approach) Nanjing: Jiangsu People's Press.
12． Hefferanan, James A.W. & John E. Lincoln. 1990． Writing: A College Handbook. 3rd ed New York: W.W.Norton & Company, Inc.
13． Jespersen, Otto. 1927． A Modern English Grammar. Part III. London: George Allen & Unwin Ltd.
14． Jespersen, Otto. 1933． Essentials of English Grammar. London: George Allen &
Unwin Ltd.
15． Leech, Geoffrey. Marraret Deuchar and Pobert Hoogenraad. 1982． English Grammar for Today New York: The Macmillan Press.
16． Lin Yutang. 1982． Kaiming English Grammar Beijing: Foreign Language Teaching and Research.
17． Malmkjar.K (eds.). 1997． The Linguistics Encyclopedia New York: Boutledge.
18． McMahan, Elizabeth and Susan Day. 1980． The Writer's Rhetoric and Handbook New York: McGraw-Hill, Inc.
19． Orwell, George 1950． 'Politics and the English Language'. In Wu Jingrong, Ding Wangdao and Qian Qing (eds.). Reading In Modern English Prose Beijing: Business Press. 1996．
20． Pooley, Robert.C. 1957． Teaching English Grammar New York: Appleton-Century-Crofts, Inc.
21． Quirk, Randolph. Sidney Greenbaum and Jan Svartvik. 1973． A Grammar of Contemporary English London: Longman Group Limited.
22． Raimes, Ann. 1983． Techniques in Teaching Writing London: Oxford University Press.
23． Stem, H.H. 1992． Issues and Options in Language Teaching Shanghai: Shanghai Foreign Language and Education Press.
24． Ur, Penny. 1988． Grammar Practice Activities: A practical guide for teachers Cambridge: Cambridge University Press.
25． Wales, Katie. 1989． A Dictionary of Stylistics London: Longman Group Limited.
26． Wang Yulong. 1996． English Rhetoric and Writing. Qingdao: Qingdao Publishing House.
27． Winkler, Anthony C. and Jo Ray McCuen. 1981． Rhetoric Made Plain. 3rd ed. New York: Harcourt Brace Jovanovich, Inc.
28． Yarber, Robert E. 1985． Writing for College: A Practical Approach. Glenview, 111． : Scott, Foresman and Company.
29．高等学校英语专业基础阶段英语教学大纲制订组编：《高等学校英语专业基础阶段英语教学大纲》，上海外语教育出版社，1986。
30．高等学校外语专业教学指导委员会英语组：《高等学校英语专业英语教学大纲》，上海外语教育出版社，2000。
31．桂诗春：《应用语言学》，湖南教育出版社，1987。
32．桂诗春：《应用语言学与中国英语教学》，山东教育出版社，1988。
33．黄任：《英语修辞与写作》，上海外语教育出版社，1996。
34．贾冠杰：《外语教育心理学》，广西教育出版社，1998。
35．刘上扶：《英语写作论》，广西教育出版社，1998。
36．庞人骐：《英语转换修辞句法》，北京师范大学出版社，1985。
37．束定芳，庄智象：《现代外语教学----理论实践方法》，上海外语教育出版社，1996。
38．王初明：《应用心理语言学----外语学习心理研究》，湖南教育出版社，1990。
39．王逢鑫：《英语意念语法》，外文出版社，1998。
40．文军：《英语修辞格词典》，重庆大学出版社，1992。
41．章兼中：《国外外语教学法主要流派》。华东师范大学出版社，1982。
42．章振邦：《新编英语语法教程》 (第二版)上海外语教育出版社，1992。
43．Li Zhanggui. 1987. "Some Devices for Securing Emphasis in Writing".Journals of Sichuan Normal Univ. No. 2.
44．Li Zhanggui. 1990. "Some Methods of Achieving Economy of Speech"． Journals of Sichuan Normal Univ.No.3.
45．Taylor, G..1986."Errors and Explanations"．Applied Linguistics 7/2
46．黄伟新：1996，“从一次写作练习看当前英语专业学生的‘营养不良’”《现代外语》1996年第4期
47．黄素华：1998，“师范院校英语专业学生TEM4／8---97年存在的主要问题及其对策”，《外语界》1998年第1期
48．陆锦林：1992，“探求语法教学在外语教学中的恰当位置”，《国外外语教学》1992年第1期
49．M 默西亚：1992，“语法教学在第二语言和外语教学中的地位”，(周国强译)《国外外语教学》1993年第1期
50．王初明、牛瑞英、郑小湘：2000，“以写促学----一项英语写作教学改革的试验”《外语教学与研究》2000年第3期
51．杨玉晨、闻兆荣：1994，“中国学生英文写作的句子类型及分析”，《现代外语》1994年第1期
52．雍和明：1998，“近50年中国英语语法研究回顾与展望”，《外语教学与研究》1998年第3期
53．张祥和：1993，“大学外语专业写作课外语教学初探”，《外语界》1993年第4期
54．赵美娟：1991，“关于英语专业的语法教学”，《外语界》1991年第4期
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