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笔者通过对中学英语课堂里意义中心教学与其中错误及纠错现象的观察，发现意义中心教学有两种倾向，一是控制的意义中心教学，一是失控的意义中心教学。控制与失控主要是针对教学内容与学生中英语的适应程度而言的，另外也与教师对语言活动及活动过程的控制有关。控制的意义中心教学能够有效地避免错误对教学的干扰，一旦错误产生，它又能有效地通过语意协商的方式加以纠正。失控的意义中心教学则相反，错误泛滥，教师只能望错兴叹，不仅如此，由于学生正是通过那些错误侵染的语言体验着交流的乐趣，那些错误很可能会转化为学生错误的语言知识。
教学片断1提供了一个不合适的话题指导案例。
片断1（在阅读一篇关于洪水的课文之前）
1T： We’re going to read a story about a flood， have you ever been in any natural disaster？ Let’s share our experiences. OK， L1， have you ever been in any natural disaster？
2L1： Ya， yes. It’s a sandstorm in spring.
3T： Oh， this year or last year？
4L1： Three year ago.
5T： OK， go on ，what’s it like？
6L： Er， we ——then are playing in the garden and suddenly light dark down， and hear many cries， “sandstorm come ， sandstorm come！” I rise my head and see the sandstorm on the sky， and then we quickly ran to our building.
7T： Oh， was it terrible？
8L： Yes， very fear， sky become yellow， many papers and bags fly on the sand.
9T： Were you caught in the sand
storm.
10L1： No， not， we quickly run in the house.
11T： And then what happened？
12L1： We looked out the window， and all are yellow， after sometime light bright up a little， we looked at each other——our face yellow and the tables and floor too covered with very thin sands.
每节课仅有的45分钟时间都用来做这种错误泛滥的教学，那么学生从何获得足够的可理解的语言输入来加以消化和吸收，并发展为日后的正确的语言输出呢？对错误视而不见的目的是要鼓励学生通过勇敢地使用英语从而学习英语。人类生来具有逐步发展和完善语法的能力，我们当中有谁还记得小时候犯过的语言错误呢？在前种情况下，儿童生活在母语的环境中，他（她）所听到的语言很容易成为他（她）可理解的语言输入，他（她）无时无刻不在理解吸收着身边的语言，等到时候一到，他（她）便会尝试语言交流的乐趣。而在后一种情况下，除了每节45分钟的课堂教学之外，学生们整日浸泡在汉语的海洋中，他们从何获取可以理解的语言去吸收、去练习呢？
教学片断2与教学片断1牵涉到同一个话题，但它发生在读完了有关洪水的课文之后，它体现了学以致用的教学理念。
片断2：
1T： Attributive clause supplies
some information about somebody or something in the text there’re two sentences which contain an attributive clause， can you find them？
2L1： Suddenly she heard a loud noise which grew into a terrible roar.
3T： OK， from this sentence， we learn that Flora heard a loud noise， and the noise grew louder and louder which it became a roar， just like thousands of lions roaring， ok， the next.
4L2： Flora， whose beautiful hair and dress were all black and dirty， started crying.
5T： Right， from this sentence we learn that while she was struggling in the flooding water ， she got so frightened that started crying， what other information can we learn about Flora， was she still looking beautiful in the water？
6L3： No， her beautiful hair and dress were all black.
7T： Very good， now I want to ask you to find some sentences which have -ing verbs in the text（after one or two minutes）. OK， L4， please.
8L4： Flora saw Jeff running and waving his arms. She turned round and saw a wall of water quickly advancing torwards her.
9T： Well， -ing verbs can tell us that at a certain time something is going on. From these two sentences we learn that Jeff was running and waving arms show that something unusual had happened， and when Flora turned round to have a look， she found that a huge flood was rushing towards her. OK， next.
10L5： They heard the walls making cracking noises and Jeff said， the house was falling down.
11T：OK ， the walls making cracking
noises means that the walls could not stand the force of the sweeping flood and were breaking down. So we have reviewed some uses of attributive clause and -ing verbs， next， I’ll ask you to share with us your experiences with some natural disasters when you’re telling your stories， you should make use of attributive clause -ing verbs with the text as a model. If you like， you can also use first， second， then and finally to keep your story in a good order. Read the story again and prepare your own story.
12L： Reading aloud the text， writing something from time to time on the paper.
13T： OK， now let’s begin， L6， please.
14L6： I had been sleeping heavily when I heard a strange noise which sounded like a train passing under the earth. Then I opened my eyes and surpringly found that the ceiling and walls were shaking in the light from outside. I quickly got up and ran out of my room and a lot of people had been on the ground. Finally everything became quiet， and we were happy that the earthquake had been over.
15T： Well， that’s an unforgettable experience， when you saw the walls shaking， you were very surprised by it， so you may say， and surprisedly found that the walls were shakingand not . Surprisingly do you agree with me？
16L6： Yes.
17T： And I guess many people had been on the ground means that， many people had gathered in the yard， is it a yard？
18L6： Yes， it’s a big yard.
在片断2中，教师简要提示了一下定语从句的用法，接下来，他请学生们找出新近读完的故事中含有定语从句的句子，学生们很快便找了出来。然后教师把教学集中在句意的理解上，引导学生去体会语法结构的功能或意义。这种类型的教学也牵涉到“语法的觉醒”，但这里的语法不是显性形式教学者头脑里的语法，相反，它是普通人，包括从未上过学的人们脑海里的语法。经过充分的语法感受或是学习之后，教师请学生利用所学知识来谈论他们自己的相关经历。在L6的讲述中，很少有错误出现，“on the ground”不算是个错误，它可能表示L6记不起“yard”这个单词了，所以采用了交际策略，用“ground”取而代之了。在处理唯一的错误“surprisingly”时，教师采用了提醒的策略，他引导学生温习了学生想要表达的真正意思，从而营造正确用法的语境，这使得学生自然而然地能够明白错之所以错与对之所以对。在处理“on the ground”时，教师与学生进行了语意协商，进一步弄清学生真正想表达的意思。这种语意协商是正常的语言对话中为保持交流顺利进行而经常采用的手段。
为什么片断1中错误多，而片断2中错误少呢？一是两者话题引进的时间不同，一是教师对学习者语言运用的控制不同。在片断1中，讲述自然灾害经历的话题是在学生阅读课文故事之前引进的，而课文故事的设计正是为了让学生学习一些谈论自然灾害时很有用的相关语言知识与语言技能，这些语言知识和技能一旦被学生理解了之后，就可以变成可理解的语言输入供学生消化吸收并加以模仿运用。遗憾的是片断1的话题操练安排得早了一点。另外，在片断1中，教师没有采取任何措施对学生的语言运用加以控制，这导致了学生感兴趣什么就说什么，脑海里迸出什么语言就用什么语言。
我们的结论是：控制的意义中心教学通过对语言输入感知—语言输入理解—吸收消化—系统化—语言输入有效地预防错误的产生，即便错误产生，它也能以适当的方式加以纠正。错误的“预防”与“治疗”有机地溶入了同一教学过程之中，它们相互提供信息，互为补充。失控的意义中心教学则不同，由于语言活动以及语言活动过程的失控状态，整个教学过程充满了令教师束手无策而又极有可能转化为学生语言习惯的错误。
（本文作者单位：甘肃省古浪县第第三中学）
教学片断1提供了一个不合适的话题指导案例。
片断1（在阅读一篇关于洪水的课文之前）
1T： We’re going to read a story about a flood， have you ever been in any natural disaster？ Let’s share our experiences. OK， L1， have you ever been in any natural disaster？
2L1： Ya， yes. It’s a sandstorm in spring.
3T： Oh， this year or last year？
4L1： Three year ago.
5T： OK， go on ，what’s it like？
6L： Er， we ——then are playing in the garden and suddenly light dark down， and hear many cries， “sandstorm come ， sandstorm come！” I rise my head and see the sandstorm on the sky， and then we quickly ran to our building.
7T： Oh， was it terrible？
8L： Yes， very fear， sky become yellow， many papers and bags fly on the sand.
9T： Were you caught in the sand
storm.
10L1： No， not， we quickly run in the house.
11T： And then what happened？
12L1： We looked out the window， and all are yellow， after sometime light bright up a little， we looked at each other——our face yellow and the tables and floor too covered with very thin sands.
每节课仅有的45分钟时间都用来做这种错误泛滥的教学，那么学生从何获得足够的可理解的语言输入来加以消化和吸收，并发展为日后的正确的语言输出呢？对错误视而不见的目的是要鼓励学生通过勇敢地使用英语从而学习英语。人类生来具有逐步发展和完善语法的能力，我们当中有谁还记得小时候犯过的语言错误呢？在前种情况下，儿童生活在母语的环境中，他（她）所听到的语言很容易成为他（她）可理解的语言输入，他（她）无时无刻不在理解吸收着身边的语言，等到时候一到，他（她）便会尝试语言交流的乐趣。而在后一种情况下，除了每节45分钟的课堂教学之外，学生们整日浸泡在汉语的海洋中，他们从何获取可以理解的语言去吸收、去练习呢？
教学片断2与教学片断1牵涉到同一个话题，但它发生在读完了有关洪水的课文之后，它体现了学以致用的教学理念。
片断2：
1T： Attributive clause supplies
some information about somebody or something in the text there’re two sentences which contain an attributive clause， can you find them？
2L1： Suddenly she heard a loud noise which grew into a terrible roar.
3T： OK， from this sentence， we learn that Flora heard a loud noise， and the noise grew louder and louder which it became a roar， just like thousands of lions roaring， ok， the next.
4L2： Flora， whose beautiful hair and dress were all black and dirty， started crying.
5T： Right， from this sentence we learn that while she was struggling in the flooding water ， she got so frightened that started crying， what other information can we learn about Flora， was she still looking beautiful in the water？
6L3： No， her beautiful hair and dress were all black.
7T： Very good， now I want to ask you to find some sentences which have -ing verbs in the text（after one or two minutes）. OK， L4， please.
8L4： Flora saw Jeff running and waving his arms. She turned round and saw a wall of water quickly advancing torwards her.
9T： Well， -ing verbs can tell us that at a certain time something is going on. From these two sentences we learn that Jeff was running and waving arms show that something unusual had happened， and when Flora turned round to have a look， she found that a huge flood was rushing towards her. OK， next.
10L5： They heard the walls making cracking noises and Jeff said， the house was falling down.
11T：OK ， the walls making cracking
noises means that the walls could not stand the force of the sweeping flood and were breaking down. So we have reviewed some uses of attributive clause and -ing verbs， next， I’ll ask you to share with us your experiences with some natural disasters when you’re telling your stories， you should make use of attributive clause -ing verbs with the text as a model. If you like， you can also use first， second， then and finally to keep your story in a good order. Read the story again and prepare your own story.
12L： Reading aloud the text， writing something from time to time on the paper.
13T： OK， now let’s begin， L6， please.
14L6： I had been sleeping heavily when I heard a strange noise which sounded like a train passing under the earth. Then I opened my eyes and surpringly found that the ceiling and walls were shaking in the light from outside. I quickly got up and ran out of my room and a lot of people had been on the ground. Finally everything became quiet， and we were happy that the earthquake had been over.
15T： Well， that’s an unforgettable experience， when you saw the walls shaking， you were very surprised by it， so you may say， and surprisedly found that the walls were shakingand not . Surprisingly do you agree with me？
16L6： Yes.
17T： And I guess many people had been on the ground means that， many people had gathered in the yard， is it a yard？
18L6： Yes， it’s a big yard.
在片断2中，教师简要提示了一下定语从句的用法，接下来，他请学生们找出新近读完的故事中含有定语从句的句子，学生们很快便找了出来。然后教师把教学集中在句意的理解上，引导学生去体会语法结构的功能或意义。这种类型的教学也牵涉到“语法的觉醒”，但这里的语法不是显性形式教学者头脑里的语法，相反，它是普通人，包括从未上过学的人们脑海里的语法。经过充分的语法感受或是学习之后，教师请学生利用所学知识来谈论他们自己的相关经历。在L6的讲述中，很少有错误出现，“on the ground”不算是个错误，它可能表示L6记不起“yard”这个单词了，所以采用了交际策略，用“ground”取而代之了。在处理唯一的错误“surprisingly”时，教师采用了提醒的策略，他引导学生温习了学生想要表达的真正意思，从而营造正确用法的语境，这使得学生自然而然地能够明白错之所以错与对之所以对。在处理“on the ground”时，教师与学生进行了语意协商，进一步弄清学生真正想表达的意思。这种语意协商是正常的语言对话中为保持交流顺利进行而经常采用的手段。
为什么片断1中错误多，而片断2中错误少呢？一是两者话题引进的时间不同，一是教师对学习者语言运用的控制不同。在片断1中，讲述自然灾害经历的话题是在学生阅读课文故事之前引进的，而课文故事的设计正是为了让学生学习一些谈论自然灾害时很有用的相关语言知识与语言技能，这些语言知识和技能一旦被学生理解了之后，就可以变成可理解的语言输入供学生消化吸收并加以模仿运用。遗憾的是片断1的话题操练安排得早了一点。另外，在片断1中，教师没有采取任何措施对学生的语言运用加以控制，这导致了学生感兴趣什么就说什么，脑海里迸出什么语言就用什么语言。
我们的结论是：控制的意义中心教学通过对语言输入感知—语言输入理解—吸收消化—系统化—语言输入有效地预防错误的产生，即便错误产生，它也能以适当的方式加以纠正。错误的“预防”与“治疗”有机地溶入了同一教学过程之中，它们相互提供信息，互为补充。失控的意义中心教学则不同，由于语言活动以及语言活动过程的失控状态，整个教学过程充满了令教师束手无策而又极有可能转化为学生语言习惯的错误。
（本文作者单位：甘肃省古浪县第第三中学）