英語學習有很多方法，掌握了這些方法會達到事半功倍的效果。以下是小編整理的學好英語語法的方法，希望大家認真閱讀~
Let‘s Learn English Grammar Incidentally !
讓我們在不經意間學好語法!
If you read my my first article on May 14, 2014, on achieving English fluency through personalising phrases and collocations, this article on the incidental learning of grammar should be a useful extension for you.
如果你讀我在2014年5月14日寫的第一篇文章，有關於通過書寫個性化短語和搭配來提高英語流暢程度，這篇關於順便學習語法的文章將會對你是一個有用的拓展。
Throughout primary and secondary school, and even later at private language schools, grammar is forced upon students in a very prescriptive way. It seems to be the passion of most curriculum managers and language school directors to force a structural syllabus upon teachers.
從國小到中學，甚至到後來的私立語言學校，語法被以一種指令性的方式強壓在學生身上。大部分學科經理或者語言學校主管似乎都熱衷於把有結構的'教學大綱強加於老師身上。
This means that students must first learn the verb to be, then the present continuous, present simple and past simple forms of regular verbs and so on. However, the learning of English is never so perfect and predictable. When I think of my learning of Serbian, I was never opposed to learning supposedly difficult grammar items before, for instance, the present tenses if they came up during conversation. That is the point: grammar learning should be incidental!
這意味着學生必須先學習動詞(to be)，然後是動詞的現在進行時形式，一般現在時形式，一般過去時形式等等。然而，學習英語的過程從來沒有如此完美且可預測。當我想起我學習塞爾維亞語的過程，如果據稱比像一般現在時更難的語法出現在對話中，我從未反對過先學它們。這就是我的觀點：語法應該是附帶着學!
It’s difficult for learners to get away from this enforced system when they have to go to school. They have to do the same kinds of exercises for ten years and they still, often, cannot use the grammar properly. So they must become autonomous learners who are responsible for developing their language skills. They can do this by creating and regularly updating the table I referred to in my first article. Let‘s have another example to show how you can it with grammar items. The word on the left is in Serbian and the items on the right contain the target English word or variations of it:
學習者在學校很難逃脫這種強加的系統。他們必須做十年同種類型的練習，然後經常依舊不能正確使用語法。所以他們必須成爲爲提高語言能力負責的自主學習者。他們可以通過建立並定期更新我第一篇文章提到的表格來自主學習。讓我再舉一個例子來展示你如何把語法項目更新於表格中。左邊的詞是塞爾維亞語，右邊項目包括目標英語單詞和它的變化形式：
These examples have everything:
target word + preposition
present perfect tenses + useful time phrase (for weeks)
a semi-fixed phrase (an exciting adventure)
這些例子包括所有：
·目標單詞+介詞
·現在完成時+有用的時間短語(好幾周)
·一個半固定的短語(一次令人興奮地探險)
It is not necessary to translate all the sentences into the first language as it is important to read and evaluate the sentences in English. The learning of grammar is very much a thinking exercise where learners analyse personalized sentences, and work out rules for themselves, called the inductive learning approach. The method is also about boosting learners’ exposure to English and getting away from direct translation from the first language.
我們並沒有必要把所有的句子都翻譯成母語，因爲用英語品讀這些句子同樣重要。學習語法的過程是一個思考練習，學習者分析個性化的句子，自己找出規律，這叫歸納學習法。這種方法同樣促進學習者與英語的接觸，並避免直接從母語翻譯。
We can now look at the teaching and learning process more closely. Let‘s imagine the wordcruise has come up incidentally during a lesson for a Serbian learner of English:
我們現在可以更進一步看一看教學和學習的過程。讓我們假設一個來自塞爾維亞的英語學習者在一堂課上遇到了cruise這個詞。
1. For deep learning to take place, the word should be drilled a few times for pronunciation
2. The teacher can now ask a few questions using the target word, without mentioning tenses. For example: Have you ever been on a cruise? I think it would be a mistake to start learning the rules for the present tense here. Treat Have you ever ...? as a fixed lexical phrase and not as a discrete grammar item.
3. The teacher can now offer some typical collocations and help the learner to personalise language/grammar. For example, book a cruise and go on a cruise around the British Isles
1. 爲了更深入地學習，這個詞的發音應該被訓練多次。
2. 教師現在可以用目標詞語問一些問題而不提及時態。比如: 你曾經乘船巡遊過嗎? 我認爲從此開始學習現在時態將是一個錯誤。把”你曾經…?”( Have you ever…?)看作一個固定的措辭短語，而不是一個獨立的語法項目。
3. 教師現在可以提供一些典型的搭配，並幫助學習者個性化語言或語法。比如，預訂一個巡遊，乘船在不列顛島周圍乘船巡航。
I really recommend that students on italki work with their teachers for ten minutes per week to their tables and get help with personalising grammar and lexical items. The vocabulary and grammar items go hand-in-hand. They should not be seen as two separate entities. If a new word comes up during a lesson, the teacher could offer some typical collocates, and work with the student to put the language together and personalise it.
我強烈推薦學生在italki上與老師每週花十分鐘來更新他們的表格並得到幫助個性化語法和措詞。詞彙和語法是緊密聯繫在一起的。他們不應該被看做兩個獨立的事物。如果在課堂上一個新詞出現，教師可以提供一些典型的搭配，並與學生一起來組合這些語言並使之個性化。
I am not saying that doing grammar exercises should be totally avoided. Sometimes it is necessary to help a learner with a grammar item that is difficult to grasp. However, ministries of education, curriculum managers, and, most importantly, teachers, have a responsibility for getting out of their comfort zones and helping learners personalise language and demonstrating language learning strategies.
我不是說語法練習應該被徹底取消。有時候語法練習有助於幫助學習者掌握一些難懂的語法項目。然而，教育部門，課程管理者，還有最重要的，老師，有責任走出舒適區，幫助學習者使語言成爲自己的並展示語言學習的技巧。
