1. 求全面、深入、透彻的英语语法书！
汉语版本的，章振邦编的《新编英语语法》真的是一本全面、深入、透彻的英语语法书。
2. 英语语法教学、语言能力与交际能力三者之间的关系 求大家帮帮忙 。
看你的目的是什么了，从事英语教学，研究，或者需要大量阅读英文材料的，你就多注意语法吧~
如果想交流为主，那就选后者~
如果是留学生，两者最好兼顾~
3. 对于如何上好英语语法课的几点建议
随着世界经济一体化和各民族文化交融的发展，各个国家及民族之间的沟通和交流日趋频繁，拥有与其他国家和民族交流的能力是新一代学生必须具备的一种基本能力。以交际为目的的教学理念占据英语教学的主导地位，却忽略了语法教学的重要性，导致许多学生出现外语使用缺乏准确性、写作和翻译能力差等问题。因此，随着外语教学改革的逐步进行，有关是否应该重视语法教学的争议也越来越多。 语法教学一直是英语教学的基础，学生对语法知识的掌握也一直是外语学习中的一个难题。我对学语法教学提出一些建议。 一、情景培养和专项训练相结合 英语是一门外来语，英语的语法体系和汉语的语法体系截然不同，如果只是单纯依靠创造语言情景，藉此为学生提供象母语学习一样的条件，在寓教于乐中自然而然的掌握英语语法，那是不现实的。忽略语法的重要性和基础性，片面追求模拟语境、提高试听能力，使学生的语言能力浮于表面。在一些对英语语言学习兴趣浓厚的学生中，往往存在口语流利，但语法句法使用不规范，省略语使用过于频繁的问题。而对于那些在高中阶段没有打好语法基础的学生来说，要他们开口说英语，就更难了。 在学校开辟英语角、组建英语兴趣小组、利用多媒体技术进行试听学习早已经不是新闻了，但是如果仅仅以交际为目的，进行纯粹实验性的外语学习，即便提供给学习者充足的可理解输入和交际机会，多年之后他们仍无法系统习得很多形式结构，无法进行高水平的语言交流，语言的准确程度也差强人意。创造情景条件提高学生的英语运用水平固然是当下一种颇为流行的方式，但是在某一个固定场合、固定时间内，涉及到的语法知识必然是单一的、重复的，如果不能让学生系统的学习，而只是一味机械的重复某一类语法或句法结构，必将导致学习者的语法系统混乱、出现知识结构断层。 二、语法结构和文化背景相联系 在外语教学中，因为母语语法习惯的干扰而产生的定式现象是最普遍的，还是习惯用中文的思维方式学习英文材料。因此，不仅要加强外语语法和目的语文化背景的联系，还要重视目的语文化和母语文化之间的对比，采取比较教学法，进一步强化英语和汉语的语法知识结构。建议有条件的学校，可以增设英语语法课和汉语语法课，采用比较学的方法开展教学，使学生全面系统的掌握汉语文化体系和英语文化体系。 三、开放式教学和传统教学相辅助 传统教学法 “以课堂为中心，以教师为中心，以教材为中心“，这种教学思想固然突出了英语教学的目的性，起到有的放矢的效果，但是同时却忽略了对学生主观能动性的开发和培养。开放式教学给学生更多自主的空间，使学生能够按照自己的兴趣和特点进行选择性的学习，在一定层面上有助于提高英语学习的效果。但是由于现阶段我国教育体制的局限性，大部分的学生在高中阶段接受的是以应试为目的学习模式，即使他们已经掌握了足够的语法知识和词汇信息，却无法合理的运用这些知识。 因此，必须将开放式教学和传统教学相结合，取长补短，才能更好的实现英语教学的理想效果。开放式教学弱化了教与学的对立关系，传统教学给与学生扎实的语法结构基础，将二者有机融合才是教学改革的新出路。 时代在进步，教育理念在革新，我们的教学方法也应该随之做出相应的改动。然而即使是注重文化交流、以交际为目的的今天，学好语法依然是非常重要的。语法是提高语言准确度的保证，是全面运用一种语言的基础，因此任何排斥和忽略语法教学的教学法都是不可取的。只有将语法教学和语言的交际功能相结合，将语法教学明确化、系统化、实用化，才能实现英语教学的全面成功。
4. 英语语法学会怎么运用
哎！孩子，这还是要靠自己啊、、、我也是从小英语不好，但上了初中以后就都好起来了回。
首先我觉得应答该练习音标，想当初我们三天就学了48个音标
语法从初一一点一点、一个词一个词地扣（根据老师讲的重点词语）
背熟单词（这是基本）
5. 求一篇关于英语语法的论文
分得了29分，对你或许有帮助！
Coordination of to-infinitive clauses
In English, the to-infinitive clause is a very important structure, by which a sentence may become compact, orderly, or even metrical. And the use of a coordination of two or more to-infinitive clauses in a sentence does more help to the expressing of the meaning of the sentence, different clauses with the same structure indicating different meanings. Now, I’ m going to talk about its use in the English language.
(A)The position of syntax function of coordinate to-infinitive clauses.
If coordinate to-infinitive clauses of a sentence is regarded as a whole, they can be used as any part of the sentence except predicate verb.
(1) Subject
To enjoy the things we ought and to hate the things we ought has the greatest bearing on excellence of character. [Aristotle]
(2) Object
He loved to run down dry watercourses, and to creep and spy upon the bird life in the woods.
[The Call of the Wild]
He knew how to take advantage of every cover, to crawl on his belly like a snake, and like a snake to leap and strike. [The Call of the Wild]
(3) Subject complement
To fight was to disobey the law, to risk his head, to make at once an enemy of a minister more powerful than the king himself, all the young men perceived, and yet, to hid praise be it said, he did not hesitate a second. [The Three Musketeers]
It is to make the worlds fairer, and to liberate it from the distorting influence of antiquated beliefs---at the very least, by removing them from the public arena, allowing everyone there to be an indivial human being rather than a label, and inviting our respect accordingly.
[ Disaster crushes one man now, afterwards others---Euripides]
(4) Object complement
“His eminence; then orders me---“said the lady, “ To return instantly to England and to inform him immediately should the ke leave Lundon” [The Three Musketeers]
As Francois' whip backed him up, Buck found it to be cheaper to mend his ways than to retaliate. [The Call of the Wild]
(5) Adverbial
To understand, to observe, to draw conclusions, a man must first of all be conscious of himself as living. [War and Peace]
It is better to keep your mouth closed and not to have them than to have them and not to deserve them. [Mark Twain]
(B) The function of coordinate to-infinitive clauses in respect of meaning in a sentence.
To-infinitive clauses can show diverse meanings in sentences. Most of the times, some other structures can also convey the same meanings, such as ing-participles, subordinate clause and so on, but in some special situations, the use of infinitive clauses may favor the sentence immensely better.
(1) Indicating time
The general stood with Major Ekonomov at the bridge, watching the retreating companies go by, a soldier to run up to him and to hold of his stirrup, almost clinging to it. [War and Peace]
In the days, nine suitors to gather up and to kneel round her in a circle, she guarded her nakedness apprehensively, as though trying to express the value of her body in terms of the modesty she accorded it. [The Unbearable Lightness of Being]
(2) Explaining reason
Either he to have stolen wine orgave away the secrets of Zeus，or he to have become so proud as to test the gods by serving up the flesh of his son Pelopsto them，he incurred the wrath of Zeus and was hurled down to the everlasting darkness of Tartarus. [Ancient Greek Stories]
I call him my neighbour, his plantation to lay next to mine and we to have gone on very sociably together. [The Fortunes and Misfortunes of the Famous Moll Franders Robinson Crusoe]-
(3) Expressing conditions or qualifications
If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers’ case; so every defect of the mind may have a special receipt.
[Of Studies Francis Bacon]
(4)Expressing intention or purpose
You will make some desirable acquaintances, and from time to time you can call upon me, just to tell me how you are getting on, and to say whether I can be of any service to you.
[The Three Musketeers]
(5)Denoting or implying result
When Buck earned sixteen hundred dollars in five minutes for John Thornton, he made it possible for his master to pay off certain debts and to journey with his partners into the East after a fabled lost mine, the history of which was as old as the history of the country. Many men had sought it; few had found it; and more than a few there were who had never returned from the quest.
[The Call of the Wild]
To be sure, it was an unwonted performance but he had learned to trust in men he knew, and to give them credit for a wisdom that outreached his own. [The Call of the Wild]
(6)Expressing a kind of concomitance or method
D’ Artagnan and Cahusac sprang forward at the same instant, the one to recover, the other to obtain, the sward; but D’ Artagnan, being the more active, reached it first and placed his foot upon it. [The Three Musketeers]
Did you ever expect a corporation to have a conscience, when it has no soul to damned, and no body to be kicked? [Edward Thurlow]
(7) complementary explanation or supplementary information
I came to these words: He is exalted a prince and a saviour, to give repentance, and to give remission. [The Fortunes and Misfortunes of the Famous Moll Franders Robinson Crusoe]
I had a great desire to make a mare perfect discovery of the island, and to see what other proctions I might find, which I yet knew nothing of.
[The Fortunes and Misfortunes of the Famous Moll Franders Robinson Crusoe]
(C)The relationship on function or meaning between the coordinate to-infinitive clauses themselves.
In many cases, the to-infinitive clauses are often connected with some conjunctions or some conjunctional structures. Maybe sometimes the conjunctions are the same, but the meanings expressed by the to-infinitive clauses are different.
(1)Option
But M.de Tre’ville promised this favour after a novitiate of two years---a novitiate which might, besides, be abridged if an opportunity should present itself for D’ Artagnan to render the king any signal service, or to distinguish himself by some brilliant action. [The Three Musketeers]
And now I was to launch out into the ocean, and either to venture, or not to venture.
[The Fortunes and Misfortunes of the Famous Moll Franders Robinson Crusoe]
(2)Order of the preceding and the following
So I resolved to stay at home, and if I could find means for it, to dispose of my plantation.
[The Fortunes and Misfortunes of the Famous Moll Franders Robinson Crusoe]
(3)Comparison
It is better to keep your mouth closed and let people think you are a fool than to open it and remove all doubt. [Mark Twain]
In short, the things he did were done because it was easier to do them than not to do them.
[The Call of the Wild]
(4)Juxtaposition
Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. [Of Studies Francis Bacon]
I always tried to keep things moving in the right direction, to give more people a chance to live their dreams, to lift people’s spirits, and to bring them together. [My Life Bill Clinton]
(5)Sequence of going forward one by one
Remember not only to say the right thing in the right place, but far more difficult still, to leave unsaid the wrong thing at the tempting moment. [Benjamin Franklin]
These examples show us the great power of to-infinitive clauses, which are rather complicated in some cases and relate to many interesting phenomena.
6. 英语语言学习中语法和交际的关系
语法影复响交际，但语法制不决定交际。
实际的英语口语交际中，你会发现，老外是可以听懂不符合语法的句子的。比如你对一个老外说
Can you speak Germany? *
Germany是德国的意思，显然没法被说，German才是正确的词汇选择，但老外可以明白你想说的是“德语”这个词，虽然用词是错的。
再比如这个句子，she like coffee. 这个句子就是不符合语法的，正确的应该是she likes coffee.但完全不影响意思表达。
有的语法点会影响交际，比如 I loved you 和I love you 表达的就是完全不同的意思。
很多时候要看上下文的语境，有时语境会帮助理解不符合语法的表达。
书面交际要正式很多，所以要更注重语法的正确性，而且书面语不是即时的反应，也给了说话人更多时间去准备准确的表达。
7. 浅析在英语语言学习中，语法和交际的关系的英语论文
英语的语法是你理解句式你叫复杂的言语的一个准备，也是你写出来的英语别人专能看属明白的一种保障。实际上语法是第二本能的一种东西，但是培养这种素质需要一些练习和一定程度的暴露，所以会学。如果你连语法都不会的话，那么英语是学不好的。语法可以在学习中积累，可以在交流中培养，可能只学语法是错的，但是终究你是要知道语法是什么样的。正确的语法可以简化你的信息，简单的一句话就能传达很多信息，甚至包含多重意思，就像双关语一样。语法正确还能避免歧义，明确你的指代关系和修饰对象等，是很有用的，你学进去了就明白了。语文这个东西，还有教育有没有意义的事情，你要是用写作文和看不懂阅读理解来衡量其效果的话，那么你已经是学习的奴隶了，你要跳出学校这一亩三分地，发现学习能给你带来什么。
8. 英语语法毕业论文选题怎么弄
纵观我国英语教学的发展史,语法教学一直处于摇摆不定的位
置。语法教学从建国后到60年代末,一直采用语法翻译法进行教学,语法受到极大的推崇。随着外国先进教学理念的引入和语法教学研究的不断深入,人们开始发
现语法翻译教学法自身种种弊端,逐渐开始淡化语法教学,开始着重培养学生的交际能力。特别是2001年教育部颁布《全日制义务教育英语课程标准(实验
稿)》中明确提出要求改变过分重视语法和词汇知识的讲解与传授的观点,语法教学受到了严重的抨击。尤其在小学课堂中,教师开始回避语法教学,只关注到学生
听、说能力的培养。
长期以往,虽然学生的口头表达能力有所提高,但是由于语法知识薄弱,学生出口错误频繁、句子支离破碎的现象非常普遍。为了扭转忽视语法
所带来的负面影响,教育部在2011年教育部颁布《全日制义务教育英语课程标准(2011年版)》,此次课标改革将小学阶段应该教授的所有二级语法项目在
附录中明确列举出来。这就为小学英语教学中语法教学内容提供了良好的依据,教师可以以此为纲领,更好的把握小学语法教学的尺度。本研究从小学英语教学现状
入手,以三所小学高年级英语语法教学为例,从教师和学生两个维度调查分析了当前小学课堂语法教学中主要存在以下几个问题：语法教学地位认识不足；学生学习
兴趣不高,有畏难情绪；学生参与度不够,缺乏主动性；忽视母语在语法教学中的作用；教师不恰当纠错,造成学生挫败感。并针对这些问题进行了进一步原因分
析,认为造成语法难教难学主要有五个原因,分别为：语法教学方法理解狭隘,学生自身认知水平有限,教师自身缺乏理论学习,应试教育下的升学压力,汉语与英
语间的差异。最后,针对问题联系课堂实际,提出了一些切实可行的教学策略及建议,如正确定位小学语法教学；加强教师自身理论学习；关注学生情感态度；采用
多种教学方法和多种评价方式,提高学生的兴趣,同时根据《牛津小学英语》课本列举了相应的教学案例,旨在提高小学英语教学效果,对小学生英语学习有所帮
助,对小学英语教师进行语法教学有所参考和启发。
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9. "新课标理念下的小学英语语法教学初探"作为论文标题如何翻译
A discussion on the primary-school-level English grammar teaching techniques under the new guidelines