在关于语法教学在外语教学中的地位问题上一直存在较大分歧,这使广大外语教师在教学实践中无所适从。笔者认为,将语法教学的比重及方法与学生的实际情况及教学目标挂钩的做法较为科学。学生情况包括学生的年龄、外语水平及教育程度。一般来说,学生的年龄越小、外语水平和教育程度越低,他越是属于“总括型”的学习者。在教这类学生外语时,语法的比重不能太高。而与此相反的是“分析型”学习者,在教他们时,语法所占比重可适当提高。教学目标则包括教学内容与学生的需要。如果教学内容是听或读这样的“接受性”技能,不应太多地讲授语法;如果教学内容是说或写这样的“能产性”技能,那么语法的正确性是较 There has always been a great deal of disagreement over the status of grammar teaching in foreign language teaching, which has caused many foreign language teachers at a loss in their teaching practice. In my opinion, it is more scientific to link the proportion and method of grammar teaching with the actual situation of students and teaching objectives. The student profile includes the student’s age, foreign language proficiency and education level. Generally speaking, the younger the student is, the lower the foreign language proficiency and education level is. The more he belongs to the learner of “general type”. The grammar should not be too high when teaching such foreign languages. On the other hand, “analytical ” learners, teaching them, the proportion of grammar can be appropriately increased. Teaching objectives include teaching content and student needs. Grammar should not be taught too much if the teaching content is listening or reading such “receptiveness” skills; if the content is speaking or writing such “abilities” skills then the correctness of the grammar is greater