英语教学法原著选读27：功能-语法项目

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Functional-grammatical items

功能-语法项目

We have said that the major new language items specified in most syllabuses or coursebooks are functions or grammatical structures. We are going to deal with them together because there is usually a very close relationship between them. In your syllabus or in the table of contents of your coursebook you probably have one column headed ‘Functions’ and another headed ‘Language’, ‘Grammar’， or ‘Structures’. Not long ago, there would not have been a ‘Functions’ column. Teachers thought only in terms of ‘teaching the language’ 一 the grammar and vocabulary. Then linguists and language teachers began to emphasize that language is a communication system used for practical purposes. These purposes are the ‘functions’ or communicative functions listed in most syllabuses and coursebook tables of contents. One aspect of what are called ‘functions， in syllabuses and coursebooks is what we do with language in communicative interactions, for example, to greet people, to introduce ourselves, and to apologize. Another aspect of these ‘functions’ is the expression of notions such as name and address, time (for example, future events), and place (for example, asking for and giving directions).

前面我们说到，课程或教材中具体教学的大的新语言项目是功能或语法结构。我们准备一并探讨这两者，因为其间通常有密切联系。在课程或课本目录中多半都有一栏标题是“功能”，另一栏则为“语法”，或“结构”。不久前，还不会有这样一个“功能”栏，老师考虑的只是“教会语言”——语法和词汇。后来语言学家和教师开始强调语言是一种交际系统，用来实现一定目的。这些目的就是“功能”，或曰交际功能，在多数课程和课本的目录中都有列出。课程和课本中我们所称的“功能”，其一个方面就是我们在交际互动中借助语言做些什么，比如，是打招呼，自我介绍，还是致歉。这些“功能”的另一方面就是对名称、地址、时间（如将来事件）、地点（如问路指路）等意念的表达。

The important point to remember is that language teaching is now usually approached from a communicative angle, emphasizing what learners may need to actually do and say with English. Of course, learners still need grammar and vocabulary to do and say communicative things, to communicate. But the language in most courses today is selected and organized in response to these practical communicative functions rather than with the idea of presenting 'all the grammar’ of the language.

要牢记的重要一点是，当今的语言教学通常都是以交际法的观点观照，强调学习者使用英语实际所言所为。当然，学习者仍然需要语法和词汇，才能做好交际。但当今多数教材中的语言都是根据实用交际功能的需要精选、组织起来的，而非依照呈现“所有语法”的思路来做。

The language for some functions consists essentially of vocabulary items— words or expressions, for example:

对于一些功能来说，相应的语言本质上就是词汇项目——单词或表达法，例如：

Greeting people: Hello. Good morning.

Suggesting courses of action: Let’s.. .Why not?

However, the language for most functions consists of a grammatical structure, or a set of structures, that is, a grammatical system, for example:

然而，多数功能的语言都包括了一项或多项语法结构——后者称为语法系统，例如：

Some syllabuses and coursebooks emphasize the communicative aspect, for example:

一些课程和教材强调的是功能方面，例如：

Persuading:

I recommend Acapulco. Its cheaper than Cancun. There are lots of good hotels. And the weather’s more stable than in Cancun.

Other syllabuses and coursebooks emphasize the notional aspect, for example:

其他课程和教材强调意念方面，例如：

Making comparisons:

Acapulco is older than Cancun. Cancun is smaller than Acapulco. Cancun is more expensive than Acapulco. Acapulco is more spectacular than Cancun.

You need to be aware of both the communicative and the notional aspects of what syllabuses and coursebooks call 'functions5, and decide how to deal with them best in your own teaching situation.

要对课程和教材中所称“功能”的交际和意念两方面都做到心中有数，并决定怎样在教学情境中加以妥善处理。