一、現(xiàn)狀分析

自2016年浙江省英語(yǔ)高考改革(取消單項(xiàng)選擇)以來(lái)，高中英語(yǔ)教學(xué)明顯弱化了語(yǔ)法教學(xué)。其實(shí)，語(yǔ)法的重要性有增無(wú)減，只不過(guò)變換了考查的題型，由原先分值為10分的單項(xiàng)選擇改為分值為15分的語(yǔ)法填空，不僅分值增加，難度也有所增加?？梢?jiàn)語(yǔ)法教學(xué)不容小覷。傳統(tǒng)語(yǔ)法教學(xué)把語(yǔ)法規(guī)則的描寫(xiě)和解釋局限于句子層面，但句子層面的語(yǔ)法是形式的、抽象的、脫離語(yǔ)境的語(yǔ)言形式，未能將語(yǔ)法帶入交際語(yǔ)境中，帶入真實(shí)的話語(yǔ)應(yīng)用。教師花費(fèi)大量時(shí)間講授語(yǔ)言結(jié)構(gòu)及規(guī)則，雖兼顧語(yǔ)意，但學(xué)生的語(yǔ)用能力未能提升。學(xué)生不喜歡也不樂(lè)意聽(tīng)枯燥的語(yǔ)法課，盡管做了很多的操練，但仍無(wú)法學(xué)以致用，效率低下。

二、理論依據(jù)

1.《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》的要求?！镀胀ǜ咧杏⒄Z(yǔ)課程標(biāo)準(zhǔn)》(2017版)對(duì)于高中英語(yǔ)教學(xué)提出了更高的要求。新課標(biāo)指出所有的語(yǔ)言學(xué)習(xí)活動(dòng)都應(yīng)該在一定的主題語(yǔ)境下進(jìn)行。語(yǔ)篇是語(yǔ)言學(xué)習(xí)的主要載體。語(yǔ)言學(xué)習(xí)者主要是在真實(shí)且相對(duì)完整的語(yǔ)篇中接觸、理解、學(xué)習(xí)和使用語(yǔ)言，因此語(yǔ)言學(xué)習(xí)不應(yīng)以孤立的單詞或句子為單位，而應(yīng)以語(yǔ)篇為單位進(jìn)行。教師應(yīng)該有意識(shí)地滲透有關(guān)語(yǔ)篇的基本知識(shí)，幫助學(xué)生形成語(yǔ)篇意識(shí)，把握語(yǔ)篇的結(jié)構(gòu)特征，提高理解語(yǔ)篇意義的能力。

2.語(yǔ)法三維教學(xué)觀。美國(guó)語(yǔ)言學(xué)家Larsen-Freeman(2005)提出語(yǔ)法三維教學(xué)觀。他認(rèn)為語(yǔ)法是由形式、意義和用法組成的完整系統(tǒng)。在這一系統(tǒng)中，形式、意義和運(yùn)用三要素間相互作用、相互影響、互動(dòng)并聯(lián)。所以，語(yǔ)法并非一套關(guān)于結(jié)構(gòu)的僵硬規(guī)則，而是一套有意義的、動(dòng)態(tài)的系統(tǒng)。因此，語(yǔ)言教學(xué)者在語(yǔ)法教學(xué)模式和策略上需要思考：如何通過(guò)創(chuàng)設(shè)情境，讓學(xué)生在各種語(yǔ)境中掌握目標(biāo)語(yǔ)言結(jié)構(gòu)的三個(gè)維度，提升他們的綜合語(yǔ)言運(yùn)用能力。

3.多模態(tài)語(yǔ)篇。李戰(zhàn)子(2003)認(rèn)為，多模態(tài)(multimodal)指的是除了文本之外，還帶有圖像、圖表等的復(fù)合話語(yǔ)，或者說(shuō)任何由一種以上的符號(hào)實(shí)現(xiàn)意義的文本。曾蕾(2006)指出，超出文字語(yǔ)言符號(hào)以上的多種符號(hào)語(yǔ)篇(multimodal discourse)被稱為多模態(tài)話語(yǔ)。

本文將根據(jù)《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》(2017版)的要求，并以Larsen-Freeman的語(yǔ)法三維教學(xué)理念為依據(jù)，運(yùn)用具體教學(xué)實(shí)例，從多模態(tài)語(yǔ)篇輸入到情景化語(yǔ)篇輸出，并結(jié)合形式、意義和用法三個(gè)維度來(lái)闡述高中英語(yǔ)語(yǔ)法教學(xué)。

三、基于語(yǔ)篇的語(yǔ)法三維教學(xué)實(shí)例

1.多模態(tài)語(yǔ)篇輸入——學(xué)生掌握語(yǔ)法的“形式”和“意義”

教師在語(yǔ)法教學(xué)時(shí)，應(yīng)采用口頭、書(shū)面等多模態(tài)形式的語(yǔ)篇，如文字、圖示、歌曲、音頻、視頻等。Larsen-Freeman(2005)提出，教師所選擇的語(yǔ)篇應(yīng)能激發(fā)學(xué)習(xí)者的認(rèn)知興趣。教師應(yīng)選擇或改編貼近學(xué)生生活的多模態(tài)語(yǔ)篇，設(shè)計(jì)各種形式的教學(xué)活動(dòng)，以調(diào)動(dòng)學(xué)生的積極性，激起學(xué)生的學(xué)習(xí)欲望。

(1)利用情景對(duì)話。筆者在講解名詞性從句時(shí)，采用了以下對(duì)話語(yǔ)篇。語(yǔ)篇中設(shè)計(jì)了四種不同類型的名詞性從句，課堂上請(qǐng)兩位學(xué)生分角色朗讀(role play)，讀完后請(qǐng)其他學(xué)生找出對(duì)話中所使用的名詞性從句并進(jìn)行判斷。

[實(shí)例1]G:Tom,what are you doing?

B:I'm thinking about what I should do(賓語(yǔ)從句).

G:What's the matter with you?

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

G:Ofcourse.Asyourold friend,I'd liketohelp you.WhatI suggest now(主語(yǔ)從句)is that you'd better find a broom and a mop(表語(yǔ)從句).

B:Good guy.It's great that I have a friend like you(主語(yǔ)從句).Then let's begin...

(2)利用歌曲音頻。筆者在講解“what+疑問(wèn)詞”這一語(yǔ)法點(diǎn)時(shí)采用了Right Here Waiting這首學(xué)生熟悉和喜愛(ài)的經(jīng)典老歌。該歌詞的歌詞簡(jiǎn)潔，旋律舒緩，學(xué)生易于且樂(lè)于演唱。筆者截取了這首老歌的一部分，在課堂上播放并讓學(xué)生跟唱，大大激發(fā)了學(xué)生的興趣。

[實(shí)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)利用娛樂(lè)視頻。筆者在講解if虛擬條件句時(shí)，截取了當(dāng)下非常熱門且深受學(xué)生喜愛(ài)的跑男節(jié)目的一個(gè)片段，并且編寫(xiě)了含有if虛擬條件句三種句型的語(yǔ)篇。在這個(gè)看似“玩”的學(xué)習(xí)活動(dòng)中，學(xué)生直觀形象地了解了if虛擬條件句的“形式”和“意義”。

[實(shí)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.(對(duì)現(xiàn)在的虛擬)

②If Deng hadn't trusted Chen just now,he would have won the game.(對(duì)過(guò)去的虛擬)

③If Deng should come back next moment,he would make Chen out first.(對(duì)將來(lái)的虛擬)

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.情景化語(yǔ)篇輸出——學(xué)生鞏固語(yǔ)法的“用法”

心理學(xué)研究發(fā)現(xiàn)，某種語(yǔ)言現(xiàn)象，如句子結(jié)構(gòu)、詞匯、語(yǔ)法，通常伴隨特定的語(yǔ)境出現(xiàn)，存儲(chǔ)在學(xué)習(xí)者的長(zhǎng)時(shí)記憶中，并能在相同語(yǔ)境中被激活和提取(王初明，2009)。程曉堂(2013)認(rèn)為，語(yǔ)法學(xué)習(xí)應(yīng)把語(yǔ)法結(jié)構(gòu)和語(yǔ)篇整體聯(lián)系起來(lái)，把語(yǔ)言產(chǎn)生的語(yǔ)篇和情景語(yǔ)境聯(lián)系起來(lái)。

(1)改編報(bào)紙、雜志資料。筆者在講解完三大從句后，從報(bào)紙、雜志資料中選取了學(xué)生比較感興趣的《中國(guó)好聲音》的英文節(jié)目介紹，并進(jìn)行改編，讓學(xué)生利用三大從句進(jìn)行改寫(xiě)。

[實(shí)例 4]①The Voice of China is called Sing!China at present.It is a Chinese reality television singing competition broadcast on?Zhejiang Television.(改為定語(yǔ)從句)②It offers ordinary people a relatively fair platform to show their talents.(改為主語(yǔ)從句)③It is regarded as one of the best talent shows in China.Many singers such as Wu Mochou,Li Daimo become famous overnight.(改為定語(yǔ)從句)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.(改為賓語(yǔ)從句).⑤The coaches choose the singers they like.They play an important part in helping the singers improve the singing and performing skills.(改為狀語(yǔ)從句).

學(xué)生改寫(xiě)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)改編學(xué)生習(xí)作。筆者在指導(dǎo)學(xué)生學(xué)習(xí)非謂語(yǔ)動(dòng)詞后，改編了一篇學(xué)生習(xí)作，讓學(xué)生利用非謂語(yǔ)動(dòng)詞潤(rùn)色日記。

[實(shí)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(現(xiàn)在分詞作狀語(yǔ)).②I rushed out of the bus.My tears welled up in my eyes.(with結(jié)構(gòu)作狀語(yǔ))③Suddenly,I tripped over a stone and fell down to the ground.I felt even more upset.(現(xiàn)在分詞作狀語(yǔ))④After seemingly endless hours,I finally climbed to the top of the tower.I felt exhausted.(形容詞作狀語(yǔ))⑤I looked at the beautiful scenery in the distance.I sighed with relief and regretted quarreling with mom.(現(xiàn)在分詞作狀語(yǔ))⑥I rushed back home and threw myself into the sofa.(現(xiàn)在分詞作狀語(yǔ))⑦M(jìn)om didn't notice me because she was absorbed in preparing dinner.(過(guò)去分詞作狀語(yǔ))⑧“Dinner!”To comfort me,mom went out of the kitchen,and brought out my favorite dish.(with結(jié)構(gòu)作狀語(yǔ)).I threw myself into mom's arms,and couldn't help crying,“Sorry,mom”...

學(xué)生改寫(xiě)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、成效與反思

基于多模態(tài)語(yǔ)篇的語(yǔ)法三維教學(xué)改變了傳統(tǒng)的機(jī)械化、灌輸式的語(yǔ)法教學(xué)，改變了以往教師疲于奔命而學(xué)生索然無(wú)味的課堂現(xiàn)象。利用了圖片、對(duì)話、音頻、視頻等多模態(tài)語(yǔ)篇，做到了一上課就僅僅抓住學(xué)生的注意力，激起學(xué)生的興趣和啟迪學(xué)生的思維，使他們很快地進(jìn)入學(xué)習(xí)狀態(tài)，極大地提高了課堂效率?；诙嗄B(tài)語(yǔ)篇的語(yǔ)法三維教學(xué)有效地結(jié)合了語(yǔ)法和寫(xiě)作，讓學(xué)生在情境中有效地進(jìn)行語(yǔ)法學(xué)習(xí)，并以寫(xiě)作的形式輸出。促使學(xué)生注意和內(nèi)化語(yǔ)法現(xiàn)象的形式、意義和用法三個(gè)維度，把語(yǔ)言知識(shí)的學(xué)習(xí)和語(yǔ)言技能的發(fā)展有機(jī)結(jié)合起來(lái)，體現(xiàn)了語(yǔ)法學(xué)習(xí)的綜合性、關(guān)聯(lián)性和實(shí)踐性的學(xué)習(xí)過(guò)程，提高了學(xué)生的綜合語(yǔ)言運(yùn)用能力。