Abstract and Key Words

Abstract: There have been debates on the necessity of grammar teaching in the English language teaching in China over the past few decades. Since the Communicative Language Teaching was introduced into the country, it has been misunderstood to some extent and many teachers have been afraid to carry out or even mention grammar teaching in their classrooms. What is worse, in the newly published curriculum standard for English teaching, the position of language knowledge teaching, of which grammar teaching is an indispensable part, is not attached enough importance to, which will confuse the teachers and have a negative effect on the development of English language teaching. In order to clear up the misunderstanding of the Communicative Language Teaching and attach enough importance to grammar teaching in English language teaching, this thesis has attempted to elaborate on the necessity of grammar teaching from such angles as the nature of grammar, the objective of English teaching, the ultimate aim of education.

Key words : necessity; grammar teaching

摘要：在过去的几十年里，国内对英语教学是否有必要教语法存在争议。有些老师误以为，既然英语是作为一种交流性的语言来教授，那么在某种程度上，语法就根本不应该带入课堂。这就使得英语老师对语法教学存在困惑，从而对英语的教学产生了负面影响。为了澄清对交流性语言交流的误区，让英语语法的教学得到重视。这篇论文试图从语法的属性，英语教学的客观性，等多个角度阐述了语法教学的必要性。

关键词:必要性；语法教学；

1. Introduction
1.1 Debates on the necessity of grammar teaching
There are different opinions on this problem in various methodological schools. These methodological schools can be divided into three kinds: schools of rationalism, schools of empiricism and school of humanism. The Grammar-Translation Approach and the Cognitive-Code Approach represent Schools of rationalism. They propose that the teaching process should adopt the procedure of Comprehension, Memorization and Application. They pay much attention to learning linguistic knowledge and lay great emphasis on grammar teaching. The Direct Approach, the Oral Approach and Situational Language Teaching, the Audio-lingual Approach, Total Physical Response, the Silent Way, Community Language Learning represent Schools of empiricism. They advocate that the teaching process should adopt the formula of Imitation, Memorization and Application. They lay emphasis on listening and speaking. But they don't pay much attention to grammar teaching. The Communicative Language Teaching represents school of humanism. It pays some attention to grammar teaching.