ABSTRACTASANESSENTIALPARTOFLANGUAGE,GRAMMARPLAYSANIMPORTANTROLEINTHEPROCESSOFLANGUAGELEARNINGGRAMMARTEACHINGISAHEATEDLYDISCUSSEDTOPICINFOREIGNLANGUAGETEACHINGCIRCLESINCETHEAPPLICATIONOFCLTINCHINA,GRAMMARTEACHINGHASCAUSEDMORECONCERNTHANBEFORETHISTHESISILLUSTRATESTHENECESSITYOFGRAMMARTEACHINGINTHETHEORETICALANDPRACTICALPERSPECTIVESINTHEORY,THEGOALOFCLTISTOCULTIVATESTUDENTSCOMMUNICATIVECOMPETENCEANDGRAMMATICALCOMPETENCEISPARTOFIT,SOCLTDOESNOTEXCLUDEGRAMMARTEACHINGBUTINCLUDEITINPRACTICE,CHINESEREALISTICCONDITIONSDETERMINETHATGRAMMARSHOULDBETAUGHTINTHECLTFRAMEWORKTHENTHISTHESISPROPOSESSOMESTRATEGIESTOIMPROVEGRAMMARTEACHING,WHICHTENDSTOGIVESOMEENLIGHTENMENTTOENGLISHTEACHERSKEYWORDSGRAMMARTEACHINGCLTCOMMUNICATIVELANGUAGETEACHINGCOMMUNICATIVECOMPETENCEGRAMMATICALCOMPETENCE摘要語法作為語言的重要組成部分，在語言學(xué)習(xí)中起著非常重要的作用。語法教學(xué)是外語教學(xué)界討論最多的話題。自中國實(shí)施交際教學(xué)法以來，語法教學(xué)更是受到了前所未有的關(guān)注。本文從理論和實(shí)際角度探討了語法教學(xué)的必要性。理論上，交際教學(xué)法的目標(biāo)就是培養(yǎng)學(xué)生的交際能力，而語法能力是交際能力的一部分，所以交際語言教學(xué)模式并不排斥而是包含語法教學(xué)；從實(shí)際角度看，中國的具體國情決定了在交際語言教學(xué)模式下語法必須教。本文又提出了在交際語言教學(xué)模式下推進(jìn)語法教學(xué)的幾點(diǎn)意見，希望能給廣大英語教學(xué)工作者提供一些啟示。關(guān)鍵詞語法教學(xué)；交際教學(xué)法；語法能力；交際能力CONTENTS10INTRODUCTION120ANINTRODUCTIONTOCOMMUNICATIVELANGUAGETEACHING221FEATURESOFCLT222PRINCIPLESOFCLT330NECESSITYOFGRAMMARTEACHINGINTHECLTFRAMEWORK340REALISTICREASONSOFTEACHINGGRAMMARINCHINA641ENVIRONMENTOFENGLISHLEARNING642GOALOFENGLISHLEARNING743FORMOFENGLISHASSESSMENT750STRATEGIESOFGRAMMARTEACHINGINTHECLTFRAMEWORK751CREATINGAUTHENTICSITUATIONS8511MAKINGFULLUSEOFTHECLASSROOM8512CREATINGSITUATIONSWITHPICTURES852ORGANIZINGCOMMUNICATIVEACTIVITIES9521ROLEPLAYING9522ADOPTINGDISCUSSIONANDDEBATE953TEACHINGGRAMMARINDISCOURSE1054MAKINGOLDTHINGSNEW1160CONCLUSION12BIBLIOGRAPHY13ACKNOWLEDGEMENTS15ASTUDYOFCULTURALDIFFERENCESONTRANSLATIONOFENGLISHNEWSHEADLINES10INTRODUCTION（一級標(biāo)題小三加黑，TIMESNEWROMAN,左對齊）ABSTRACTWITHTHEHELPOFMAINCHARACTERISTICSOFENGLISHNEWSHEADLINESANDPLENTYOFPRACTICALEXAMPLES,THISPAPERDISCUSSESSOMETRANSLATINGMETHODSINRENDERINGENGLISHNEWSHEADLINESINTOCHINESEFROMSEVENASPECTSWHICHINCLUDESACRONYMS,PARTICIPLES,PUNCTUATIONMARKSANDRHETORICALDEVICESKEYWORDNEWSHEADLINESENGLISHTRANSLATION隨著國際交流的日益頻繁英語新聞以其內(nèi)容新穎語言現(xiàn)代傳播的時效性強(qiáng)為社會生活提供了獲取中外信息的便捷渠道但是文化上的差異尤其是東西方文化的差異導(dǎo)致不同文化背景下的人對于同一新聞報(bào)道中的事件或理念有著不同的理解和解釋在英語新聞翻譯時若不注意文化背景可能會造成新聞的受眾與原媒體原作者之間理解上的差異甚至誤解因此英語新聞中文化因素的翻譯越來越受到重視英語新聞翻譯東西方文化差異形成的原因1地域環(huán)境的差異跨文化交際學(xué)表明特定的生長環(huán)境使人們養(yǎng)成了特定的思維定式多數(shù)人類學(xué)者社會學(xué)家都認(rèn)為一個國家的地理?xiàng)l件在不同程度上對文化起著重要的作用比如英國是一個島國對水和漁業(yè)有著較深的感情而中國位于亞歐大陸上人們的生活與土地耕作息息相關(guān)所產(chǎn)生的語言文化現(xiàn)象就存在差異例如英語中有許多關(guān)于魚的習(xí)語說某個人喝水量大而快英語就用魚作比喻叫做DRINKLIKEAFISH而在漢語中卻用牛飲這個詞又如說某人花錢浪費(fèi)大手大腳英語是SPENDMONEYLIKEWATER而漢語則是揮金如土2生活習(xí)慣的差異如一則新聞中說微軟日前敦促其用戶立即登錄微軟的網(wǎng)站下載并安裝一個免費(fèi)的補(bǔ)丁程序?qū)I(yè)人士稱UNTILTHEYHAVETHISPATCHINSTALLEDITWILLBESWISSCHEESEANYBODYCANWALKINANDOUTOFTHEIRSERVERS對于美國人來說理解這句話非常容易原來瑞士產(chǎn)的奶酪SWISSCHEESE最明顯的特征就是表面的孔非常多在這里指視窗操作系統(tǒng)的漏洞很多任何人都可以利用這些漏洞自由進(jìn)出服務(wù)器可是對于缺乏上述生活背景沒有吃過瑞士奶酪的讀者而言要把這種從生活中走入新聞報(bào)道的詞匯理解正確還是需要一定的解釋和背景知識的3風(fēng)俗習(xí)慣的差異各民族的風(fēng)俗習(xí)慣貫穿于社會生活和交際活動中西方國家和中國風(fēng)俗習(xí)慣差異通常表現(xiàn)在個人主義和集體主義觀念社會關(guān)系友誼義務(wù)等方面因此我們在翻譯時應(yīng)了解風(fēng)俗文化差異根據(jù)具體情況選用合適的準(zhǔn)確的目的語如以20世紀(jì)70年代初美國總統(tǒng)尼克松訪華這一重大新聞事件中曾說過的一句話為例尼克松說WETWOCOUNTRIESHAVECOMMONINTERESTOVERANDABOVEOURDIFFERENCES這句話如果機(jī)械地從字面上理解很容易翻譯成我們兩國具有遠(yuǎn)遠(yuǎn)高于我們分歧的共同的利益而尼克松真正要表達(dá)的意思是我們兩國除了有分歧也有共同的利益兩者中的差異可想而知雖然前一種譯法看上去更讓人愉悅但未能真實(shí)反映出原意事實(shí)上本例中的OVERANDABOVE并不是常用的在之上之意而是相當(dāng)于BESIDES4宗教信仰差異中西方信仰的差異對文化的影響相當(dāng)深遠(yuǎn)佛教對中國文化發(fā)生過很大影響和作用中國歷史上留下了燦爛輝煌的佛教文化遺產(chǎn)中國與佛教有關(guān)的習(xí)語有很多如借花獻(xiàn)佛臨時抱佛腳人爭一口氣佛爭一炷香等而在信奉基督教的許多西方國家人們認(rèn)為世上一切都是上帝的安排就多見GODHELPSTHOSEWHOHELPTHEMSELVES自助者天助和GOTOHELL下地獄去一類的說法5歷史典故的差異在漫長的歷史進(jìn)程中形成的一些典故已經(jīng)成為語言文化的一部分這些歷史典故體現(xiàn)了該國的文化色彩它們的意義往往是不能單單從字面意義上去理解和翻譯的如911事件發(fā)生后某報(bào)道中有這么一句話BINLADENGROUPTHEBUSINESSEMPIREOWNEDBYRELATIVESOFTHEWORLDSMOSTWANTEDMANISSEEKINGADVICEFROMBRITISHPUBLICRELATIONSFIRMSONHOWTODISTANCEITSELFFROMTHEBLACKSHEEPOFTHEFAMILY此處如果僅僅將BLACKSHEEP一詞翻譯成黑色的綿羊中國讀者恐怕不能接受其實(shí)在漢語中也有類似的表達(dá)方法即害群之馬其實(shí)該報(bào)道無非要表達(dá)這樣一個意思本拉登家族其他親戚擁有的商業(yè)集團(tuán)均怕受其牽連紛紛表示要與本拉登這一害群之馬劃清界限6詞語內(nèi)涵的差異語言與文化之間存在血肉相連的關(guān)系每一種語言都有一些詞語具有特定的文化內(nèi)涵比如RED紅色在中國人們習(xí)慣用紅色表示喜慶熱鬧的氣氛但西方文化認(rèn)為RED與人的血液顏色一樣所以RED一詞則表示憤怒氣憤等意思此外英語中有些詞含有豐富的關(guān)聯(lián)意義COWBOY所包含的意思不僅是詞典中注釋的放牛娃或牛仔所能準(zhǔn)確表達(dá)的它還具有以下關(guān)聯(lián)意義吃苦耐勞酷愛自由敢于冒險大量詞語看上去與某些漢語詞相似但實(shí)際上是貌合神離如POLITICALCAMPAIGN不是政治運(yùn)動而是競選運(yùn)動EASYMEAT不是可嚼的肉而是容易上當(dāng)受騙的人不了解這些詞語真正的內(nèi)涵根據(jù)結(jié)構(gòu)望文生義就會造成誤解文化背景的差異世界各個民族歷史文化傳統(tǒng)及政治生活環(huán)境的差異形成了各自特有的文化背景如我國新聞報(bào)刊中兩岸一詞專指臺灣海峽兩岸關(guān)系對于我國人民來說這是不言而喻的但是在對外國受眾翻譯發(fā)展兩岸關(guān)系推進(jìn)祖國和平統(tǒng)一進(jìn)程這句話時其中的兩岸應(yīng)補(bǔ)譯成臺灣海峽兩岸可譯為DEVELOPRELATIONSBETWEENTHETWOSIDESOFTHETAIWANSTRAITSANDPROMOTETHEPEACEFULREUNIFICATIONOFTHEMOTHERLAND結(jié)語總之新聞翻譯的目的是為了傳遞信息語言準(zhǔn)確規(guī)范清晰易懂是新聞翻譯的基本要求和原則要想達(dá)到這個目的譯者必須深入地理解原文和譯文文化爭取把兩種語言文化貫通起來做到語言通和文化通20ANINTRODUCTIONTOCOMMUNICATIVELANGUAGETEACHING21FEATURESOFCLT1【摘要】作為國際間信息和文化交流的重要手段之一,新聞?wù)Z篇的翻譯是一種典型的跨文化交際活動。就象跨文化交際一樣,新聞?wù)Z篇的翻譯中也會出現(xiàn)語用失誤Z包括語用語言失誤和社交語用失誤。產(chǎn)生語用失誤的根源在于譯者語境認(rèn)知能力的局限。因此Z譯者要努力提高語境認(rèn)知能力Z尤其是要加強(qiáng)文化意識Z培養(yǎng)對文化的感性認(rèn)識。ASONEOFTHEIMPORTANTMEANSOFINTERNATIONALCOMMUNICATION,NEWSTEXTTRANSLATIONISATYPICALCROSSCULTURALCOMMUNICATIONACTIVITIESTHESAMEASCROSSCULTURALCOMMUNICATION,PRAGMATICFAILURESARECOMMONLYSEENINNEWSTEXTTRANSLATIONINCLUDINGBOTHPRAGMALINGUISTICFAILUREANDSOCIALPRAGMATICFAILUREONTHEAUTHORSPART,PRAGMATICFAILURESUSUALLYORIGINATEFROMTHELIMITATIONSOFTHETRANSLATORSCONTEXTUALCOGNITIVECOMPETENCETHEREFORE,ITSOFVITALIMPORTANCEFORTHETRANSLATORSTOIMPROVETHECONTEXTUALCOGNITIVECOMPETENCEESPECIALLY,TOENHANCESTRENGTHENINGTHECULTURALAWARENESSANDCULTIVATETHEPERCEPTIVECOMPETENCEOFCULTURALKNOWLEDGEDONTHEBASISOFPREVIOUSLITERATUREEGNUNAN,1991,THEPRINCIPLESOFCLTCOULDBESUMMARIZEDASBEINGCONTEXTORIENTED,EXPERIENCEBASEDANDLEARNERCENTEREDBYBEINGCONTEXTORIENTEDISMEANTTHATANEWITEMSHOULDBEPRESENTEDANDPRACTICEDINCONTEXTFROMACOMMUNICATIVEPOINTOFVIEW,LANGUAGEITEMSONLYTAKEONMEANINGASARESULTOFTHECONTEXTINWHICHITISUSED,THATISTOSAY,ANITEMDEVOIDOFCONTEXTCANNOTPROPERLYBESAIDTOHAVEAMEANINGATALLFOREXAMPLE,ONEWORDMAYHAVEMANYMEANINGSINTHEDICTIONARY,BUTITISTHECONTEXTINWHICHITISSETTHATDECIDESWHICHMEANINGISRIGHTANDSUITABLELEARNERCENTEREDNESSMEANSTHATLEARNERSARETHECENTEROFTHECLASSROOMCLTLAYSEMPHASISONLEARNERSANDLEARNINGLEARNERSARESEENASACTIVEPARTICIPANTS,RATHERTHANPASSIVERECIPIENTSOFINFORMATIONPROVIDEDBYTHETEACHERORTHETEXTBOOKCLTINVOLVESLEARNERSINTHEWHOLEPROCESSOFLEARNINGANDMAKESLEARNERSLEARNBYDOINGTHEREFORE,TEACHERSARENOLONGERREGARDEDASANAUTHORITYONLANGUAGE,BUTAFACILITATOR,AMANAGERANDANADVISOROFLEARNERS30NECESSITYOFGRAMMARTEACHINGINTHECLTFRAMEWORKASTHEFACTTHATTHEGOALOFENGLISHTEACHINGISTOCULTIVATELEARNERSCOMMUNICATIVECOMPETENCEHASBEENACCEPTEDBYRESEARCHERSANDENGLISHTEACHERS,CLTHASBEENWIDELYAPPLIEDINOURCOUNTRYTHEEMERGENCEOFCLTMAKESSOMETEACHERSTHINKTHATCLTISADVANCEDANDOBJECTSTOTHETRADITIONALMETHOD,SOTHEYNEGLECTGRAMMARTEACHINGINTHECLASSROOMHOWEVER,THEOVERLOOKOFGRAMMARBRINGSABOUTBADINFLUENCES,THATIS,STUDENTSCANNOTOUTPUTGRAMMATICALLYCORRECTSENTENCESMANYTEACHERSARECONFUSEDWHETHERGRAMMARSHOULDBETAUGHTORNOTOFCOURSETHEANSWERISAFFIRMATIVEINFACT,CLTDOESNOTEXCLUDEGRAMMARTEACHING,ANDTHISCANBEILLUSTRATEDFROMTHERELATIONSHIPBETWEENGRAMMATICALCOMPETENCEANDCOMMUNICATIVECOMPETENCEACCORDINGTOHYMES,COMMUNICATIVECOMPETENCEREFERSTOTHEABILITYOFHOWTOUSEKNOWLEDGEOFRULESTOUNDERSTANDANDPRODUCEAPPROPRIATELANGUAGEINAVARIETYOFSOCIOCULTURALSETTINGS,ANDHE1972280THINKSCOMMUNICATIVECOMPETENCEINCLUDES1KNOWLEDGEOFTHEGRAMMARANDVOCABULARYOFTHELANGUAGE2KNOWLEDGEOFRULESOFSPEAKINGEGHOWTOBEGINANDENDCONVERSATION3KNOWINGLANGUAGEFUNCTIONEGAGREEING,DISAGREEING,ARGUINGANDADVISINGETC4KNOWINGHOWTOUSELANGUAGEAPPROPRIATELYTALKINGTOAFRIENDISDIFFERENTFROMTALKINGTOYOURBOSSHYMESINTERPRETATIONOFCOMMUNICATIVECOMPETENCEPUTSGRAMMARINTHEFIRSTPART,SOGRAMMARISNECESSARYTOCULTIVATECOMMUNICATIVECOMPETENCELATTER,CANALEANDSWAIN1980DEVELOPEDANEWINTERPRETATIONOFCOMMUNICATIVECOMPETENCECONSISTINGOFFOURCOMPONENTS1GRAMMATICALCOMPETENCEITISTHEKNOWLEDGEOFLEXICALITEMSANDOFRULESOFMORPHOLOGY,SYNTAX,SENTENCE,GRAMMAR,SEMANTICSANDPHONOLOGY2SOCIOLINGUISTICCOMPETENCEITISTHEKNOWLEDGEOFSOCIALCULTURALRULESOFLANGUAGEANDDISCOURSE3DISCOURSECOMPETENCEITISTHEABILITYTOCONNECTSENTENCESINSTRETCHESOFDISCOURSEANDFORMAMEANINGFULWHOLEOUTOFASERIESOFUTTERANCES4STRATEGICCOMPETENCEITISTHEVERBALORNONVERBALCOMMUNICATIVESTRATEGIESTHATMAYBECALLEDINTOACTIONTOCOMPENSATEFORBREAKDOWNSINCOMMUNICATIONDUETOPERFORMANCEVARIABLESORDUETOINSUFFICIENTCOMPETENCECANALEANDSWAIN1980AGREEDTHATBOTHGRAMMATICALCOMPETENCEANDSOCIOLINGUISTICCOMPETENCEAREIMPORTANTELEMENTSINANYTHEORETICALFRAMEWORKOFCOMMUNICATIVECOMPETENCETHEY19805SAY“JUSTASHYMES1972WASABLETOSAYTHATTHEREARERULESOFGRAMMARTHATWOULDBEUSELESSWITHOUTRULESOFLANGUAGEUSE,SOWEFEELTHATTHEREARERULESOFLANGUAGEUSETHATWOULDBEUSELESSWITHOUTRULESOFGRAMMAR”SOGRAMMARISNECESSARYANDESSENTIALFORCOMMUNICATIONTOTAKEPLACELITTLEWOOD200028SUGGESTSTHATTHEFOLLOWINGFOURDOMAINSOFSKILLMAKEUPAPERSONSCOMMUNICATIVECOMPETENCEANDMUSTBERECOGNIZEDINFOREIGNLANGUAGELEARNINGANDTEACHING1THELEARNERMUSTATTAINASHIGHADEGREEASPOSSIBLEOFLINGUISTICCOMPETENCE,THATIS,HEMUSTDEVELOPSKILLSINMANIPULATINGTHELINGUISTICSYSTEM,TOTHEPOINTWHEREHECANUSEITSPONTANEOUSLYANDFLEXIBLYINORDERTOEXPRESSHISINTENDEDMESSAGE2THELEARNERMUSTDISTINGUISHBETWEENTHEFORMSWHICHHEHASMASTEREDASAPARTOFHISLINGUISTICCOMPETENCE,ANDTHECOMMUNICATIVEFUNCTIONSWHICHTHEYPERFORMINOTHERWORDS,ITEMSMASTEREDASPARTOFALINGUISTICSYSTEMMUSTALSOBEUNDERSTOODASAPARTOFCOMMUNICATIVESYSTEM3THELEARNERMUSTDEVELOPSKILLSANDSTRATEGIESFORUSINGLANGUAGETOCOMMUNICATEMEANINGSASEFFECTIVELYASPOSSIBLEINCONCRETESITUATIONSHEMUSTLEARNTOUSEFEEDBACKTOJUDGEHISSUCCESS,ANDIFNECESSARY,REMEDYFAILUREBYUSINGDIFFERENTLANGUAGE4THELEARNERMUSTBECOMEAWAREOFTHESOCIALMEANINGOFLANGUAGEFORMSFORMANYLEARNERS,THISMAYNOTENTAILTHEABILITYTOVARYTHEIROWNSPEECHTOSUITDIFFERENTSOCIALCIRCUMSTANCES,BUTRATHERTHEABILITYTOUSEGENERALLYACCEPTABLEFORMSANDAVOIDPOTENTIALOFFENSIV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