吳國(guó)艷

（福建省福州高級(jí)中學(xué)，福建福州 350000）

引 言

《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》指出：“英語(yǔ)教學(xué)語(yǔ)法觀是以語(yǔ)言語(yǔ)用為導(dǎo)向的‘形式—意義—語(yǔ)用’三維動(dòng)態(tài)觀，語(yǔ)法知識(shí)的學(xué)習(xí)要求學(xué)生學(xué)會(huì)在語(yǔ)境中理解和運(yùn)用新的語(yǔ)法知識(shí)，進(jìn)一步發(fā)展英語(yǔ)語(yǔ)法意識(shí)。”那要在什么樣的語(yǔ)境中學(xué)習(xí)語(yǔ)法呢？目前高中英語(yǔ)語(yǔ)法教學(xué)主要依托單句語(yǔ)境。通過(guò)對(duì)多個(gè)單句語(yǔ)法的觀察比較從而發(fā)現(xiàn)規(guī)律，學(xué)習(xí)語(yǔ)法的形式和意義，再通過(guò)單句翻譯進(jìn)行語(yǔ)法知識(shí)的運(yùn)用。但是通過(guò)單句語(yǔ)境學(xué)習(xí)的語(yǔ)法脫離了說(shuō)話者的情緒或特定場(chǎng)合。 例 如，My teacher suggested I could practice reading New Concept English every morning.（老師建議我每天上午可以閱讀《新概念英語(yǔ)》），這句話所指的對(duì)象為“我”，那么接下來(lái)說(shuō)“我怎么做”才能顯出上下句邏輯的連貫性，因此以“我”為主語(yǔ)的主動(dòng)態(tài)句式“I read a lot of stories at the beginning.” 比以“故事”為主語(yǔ)的被動(dòng)態(tài)句式“A lot of stories were read by me at the beginning.”顯得更能承上啟下、更貼切。但是，在教學(xué)實(shí)踐中，我們發(fā)現(xiàn)學(xué)生并不理解主被動(dòng)語(yǔ)態(tài)的意義區(qū)別，為了使文章句式豐富，而用被動(dòng)語(yǔ)態(tài)句式。因此，單句語(yǔ)境的語(yǔ)法學(xué)習(xí)能讓學(xué)生掌握語(yǔ)法形式，卻不能使他們真正領(lǐng)會(huì)語(yǔ)法的意義。語(yǔ)法只有在語(yǔ)篇中才能全方位、有活力地體現(xiàn)，語(yǔ)篇可以為規(guī)則的感知、歸納和運(yùn)用給出有意義的實(shí)例，是學(xué)生理解掌握語(yǔ)法的主要渠道；語(yǔ)篇還會(huì)約束、影響語(yǔ)法結(jié)構(gòu)的選擇[1]。

一、聽(tīng)歌曲學(xué)語(yǔ)法——基于聽(tīng)力語(yǔ)篇的語(yǔ)法教學(xué)活動(dòng)

歌曲是一種人們喜聞樂(lè)見(jiàn)的娛樂(lè)形式，歌曲為語(yǔ)法學(xué)習(xí)提供了輕松愉快的有意義的學(xué)習(xí)語(yǔ)境，學(xué)生可以在欣賞或?qū)W唱歌曲同時(shí)記住語(yǔ)法規(guī)則，這樣既能激發(fā)他們參與課堂的積極性，又能活躍課堂氣氛。美國(guó)著名黑人歌手碧昂斯的流行歌曲If I were a boy 旋律優(yōu)美、歌詞簡(jiǎn)單，整首曲子通過(guò)多次重復(fù)的非真實(shí)條件句虛擬語(yǔ)氣“如果我是個(gè)男孩”情況設(shè)想，不斷輸入了虛擬語(yǔ)氣的形式和意義。首先，為感知虛擬語(yǔ)氣的形式，我們?cè)O(shè)計(jì)填寫(xiě)空缺歌詞的任務(wù)：If I _______ a boy， I think I _______ .How it feels to love a girl! I swear I _______ a better man.I _______ to her.If I _______ a boy, I _______ my phone.Tell everyone its broken.So they think that I was sleeping alone.I _______ myself first.接著通過(guò)①What would she do if the singer were a boy? ②Why does the singer want to be a boy? ③Can you sum up the special verb use in the song?三個(gè)問(wèn)題讓學(xué)生理解作者想當(dāng)男孩的理由，以及歌手用虛擬語(yǔ)氣表達(dá)對(duì)男生的告誡，讓他們學(xué)會(huì)站在女孩的角度考慮問(wèn)題，學(xué)會(huì)去珍惜與關(guān)懷女孩。最后通過(guò)“What would you do if you were a boy / girl?”表達(dá)觀點(diǎn)，讓男女生互換角色，發(fā)揮想象力，合理假設(shè)，學(xué)會(huì)換位思考，理解他人。

二、親歷情境學(xué)語(yǔ)法——基于交際語(yǔ)篇的語(yǔ)法教學(xué)活動(dòng)

語(yǔ)言學(xué)習(xí)的目的是交際，語(yǔ)言是交際的工具，交流使語(yǔ)言的功能得以體現(xiàn)。語(yǔ)法的學(xué)習(xí)可通過(guò)“一些貼近真實(shí)語(yǔ)言使用的語(yǔ)境，讓學(xué)生在意義協(xié)商(meaning negotiation)中體會(huì)語(yǔ)法在語(yǔ)篇的語(yǔ)義構(gòu)建中發(fā)揮的作用”[2]。在交際活動(dòng)過(guò)程中，學(xué)生通過(guò)填補(bǔ)老師話語(yǔ)中信息的空白，達(dá)成語(yǔ)言形式的感知及語(yǔ)言意義的理解和傳遞，從而提高自身的語(yǔ)言反應(yīng)能力。例如，教師從聊起自己遇到的一件事情開(kāi)始在無(wú)形中引導(dǎo)學(xué)生使用虛擬語(yǔ)氣。

T：Yesterday I received an unexpected phone.The person in the phone didn't tell me his name and just claimed to be my student and would like to chat with me.If you were me, would you believe what the man said?

此時(shí)，學(xué)生好奇心被激發(fā)，會(huì)產(chǎn)生不同的猜測(cè)。

教師接著問(wèn)學(xué)生會(huì)如何應(yīng)付突如其來(lái)的電話：“If you were me, what would you do？”學(xué)生在回答問(wèn)題時(shí)自然地輸入了“If I were you，I would...”非真實(shí)條件句中與現(xiàn)在事實(shí)相反的虛擬語(yǔ)氣形式。

教師繼續(xù)說(shuō)：“He told me his mother had required him to apply for a major in journalism, but he preferred to study English.If you had been in his position, what would you have done?...Although the boy followed his mother requirement finally, he felt unhappy.If you were to have a chance to talk with the boy, what would you talk with him?”

隨著師生間話題的逐步深入，學(xué)生“在做中學(xué)，在學(xué)中做”，感知并理解非真實(shí)條件句中與過(guò)去和將來(lái)事實(shí)相反虛擬語(yǔ)氣的用法，這有助于提升學(xué)生的交際能力。

三、讀故事學(xué)語(yǔ)法——基于文本語(yǔ)篇的語(yǔ)法教學(xué)活動(dòng)

學(xué)者劉潤(rùn)清認(rèn)為，大量閱讀的作用是無(wú)法估量的，許多奇妙的語(yǔ)感來(lái)自閱讀。只有在泛讀之中，你才能忘掉你是為了學(xué)習(xí)語(yǔ)言而在讀書(shū)，你已經(jīng)沉浸在攝取的信息之中。這時(shí)，信息與語(yǔ)言就同時(shí)被吸收了，你也在不知不覺(jué)間就學(xué)到了語(yǔ)言[3]。要獲取故事或小說(shuō)的信息，學(xué)生就需要掌握一定的語(yǔ)法知識(shí)，而且閱讀的過(guò)程也會(huì)促進(jìn)他們對(duì)語(yǔ)法知識(shí)的掌握。例如，教師針對(duì)下面的心理學(xué)連鎖反應(yīng)的故事發(fā)展線索，設(shè)置了一系列的問(wèn)題，讓學(xué)生在分析、思考或探究等活動(dòng)中無(wú)形地學(xué)習(xí)語(yǔ)法規(guī)則和理解語(yǔ)法意義。

There is a famous case of emotional chain reaction in psychology.

One day, the boss scolded the employee.The employee was in a bad mood and quarreled with his wife after he went home.The wife was depressed.When she saw that her child was not obedient, she slapped the child in the face.The child was full of resentment and kicked his dog very hard.The dog vented his anger on a cat.As a result, the cat rushed to the street in horror when a car came into it.In order to avoid this cat, the driver had to spin the wheel sharply, only to bump into a pedestrian on the roadside.

1.What do you think cause the driver to bump into a pedestrian?

（追問(wèn)What would have happened if the cat hadn't rushed to the street?）

2.Why do you think the cat rush to the street?

（追問(wèn)What would have happened if the dog hadn't vented his anger?）

…

學(xué)生通過(guò)一系列的邏輯關(guān)系問(wèn)題，理順文本，并在多次追問(wèn)中感知非真實(shí)條件句中虛擬語(yǔ)氣的功能和意義。接著，學(xué)生通過(guò)回答“What do you learn from the story?”會(huì)抓住篇章中心——壞情緒猶如多米諾骨牌，會(huì)造成一系列的連鎖反應(yīng)，帶來(lái)巨大的破壞性。最后，學(xué)生又通過(guò)“What would you do if your mother were mad at you?”的討論學(xué)會(huì)如何控制情緒，學(xué)會(huì)如何與人相處。

四、賞影視作品學(xué)語(yǔ)法——基于多模態(tài)語(yǔ)篇的語(yǔ)法教學(xué) 活動(dòng)

當(dāng)今社會(huì)，新媒體迅速發(fā)展，意義與信息的傳遞發(fā)展為多元化的途徑呈現(xiàn)了書(shū)面、口語(yǔ)、視覺(jué)、聽(tīng)覺(jué)、音頻相互交織的多模態(tài)符號(hào)空間，如動(dòng)畫(huà)、視頻等。例如，在電影Jane Eyre 里Jane 有這樣一段話：Become nothing to you? Am I a machine without feelings? Do you think because I am poor, obscure, plain and little, I am soulless and heartless? You think wrong! I have as much soul as you and full as much heart.And if God had blessed me with some beauty and wealth, I could make it as hard for you to leave me, as it is for me to leave you.I am not talking to you through mortal flesh: it is my spirit that addresses your spirit; as if we had passed through the grave, and stood at God's feet, equal — as we are! 學(xué)生通過(guò)句中的虛擬語(yǔ)氣的分析感受了簡(jiǎn)·愛(ài)的豐富的內(nèi)心情感和與不公平命運(yùn)抗?fàn)幍膹?qiáng)烈性格。最后，學(xué)生在開(kāi)放性的問(wèn)題“If God blessed me with beauty/ wealth/ chance...，I would...”的引領(lǐng)下，討論自己覺(jué)得后悔或不公平的事情，感受虛擬語(yǔ)氣在表達(dá)“遺憾、惋惜、驚奇”等情感中的意義。

結(jié) 語(yǔ)

綜上所述，合適的語(yǔ)篇為語(yǔ)法形式、意義及運(yùn)用提供具體、生動(dòng)的展示平臺(tái)，為語(yǔ)法教學(xué)增加趣味性和思維角度，“以意為基，探索形式，內(nèi)化語(yǔ)用”的高中三維動(dòng)態(tài)語(yǔ)法教學(xué)設(shè)計(jì)讓學(xué)生在活動(dòng)中感知、積累并活用語(yǔ)法知識(shí)，進(jìn)而提高他們的英語(yǔ)綜合素養(yǎng)。