There is often an inadeguate treatment ogrammar in most communicativesyllabuses, resulting in lower level ofaccuracy than the cases under formalinstruction.（淡化语法）( Hinkel andFotos, 2002)
• There is often an inadequate treatment of grammar in most communicative syllabuses, resulting in lower level of accuracy than the cases under formal instruction.( 淡化语法）（ Hinkel and Fotos, 2002)
Most research has agreed that there is apositive role of instruction for grammarlearning.Grammar teaching “can enhance learnerproficiency and accuracy and facilitatethe internalization of its syntacticsystem
• Most research has agreed that there is a positive role of instruction for grammar learning. • Grammar teaching “can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system
II. What is grammar?Grammar is sometimes defined as ‘the waywords are put together to make correctsentences' or ‘rules for forming words andcombining them into sentences'(Ur2000:75)
II. What is grammar? Grammar is sometimes defined as ‘the way words are put together to make correct sentences’ or ‘rules for forming words and combining them into sentences’. (Ur 2000: 75)
Diane Larsen-Freeman (1995)three dimensions of grammarFORM/MEANINGSTRUCTURESEMANTICS-MorphosyntacticandLexical meaningLexical patterns·GrammaticalPhonemic/GraphemicmeaningpatternsUSE/PRAGMATICSSocial contextLinguistic discoursecontext·Presuppositions aboutcontext
FORM/ STRUCTURE •Morphosyntactic and Lexical patterns •Phonemic/Graphemic patterns MEANING/ SEMANTICS •Lexical meaning •Grammatical meaning USE/PRAGMATICS •Social context •Linguistic discourse context • Presuppositions about context Diane LarsenFreeman (1995): three dimensions of grammar
FORMMEANINGHow is it formed?Whatitdoesmean?USEWhenandwhyisitused?
FORM How is it formed? MEANING What does it mean? USE When and why is it used?