本文關(guān)鍵詞：初中英語閱讀教學(xué)中語法翻譯法及其與交際法交融有效性比較研究　出處：《揚(yáng)州大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 語法翻譯法 交際法 語法翻譯法與交際法的融合教學(xué)法 閱讀教學(xué)

【摘要】：本研究通過比較傳統(tǒng)的語法翻譯法和語法翻譯法與交際法融合的教學(xué)法各自的教學(xué)有效性,旨在考察兩種教學(xué)方法哪一種更能提高初中學(xué)生閱讀水平,重點(diǎn)回答三個(gè)研究問題：(1)語法翻譯法和語法翻譯法與交際法融合的教學(xué)法在提高初中學(xué)生閱讀能力方面哪個(gè)更有效?(2)兩種教學(xué)方法在提高學(xué)生閱讀水平的有效性程度上有何差異?(3)兩種教學(xué)方法在哪些方面體現(xiàn)其對(duì)提高初中學(xué)生閱讀水平的作用?本研究是一項(xiàng)實(shí)驗(yàn)研究,試驗(yàn)后開展了隨訪,整個(gè)實(shí)驗(yàn)延續(xù)三個(gè)月。實(shí)驗(yàn)對(duì)象為某中學(xué)初二兩個(gè)自然班,分別為控制班和實(shí)驗(yàn)班,各班為30個(gè)學(xué)生。通過前測(cè),兩個(gè)班級(jí)的閱讀水平無顯著差異。控制班接受語法翻譯法教學(xué)訓(xùn)練,實(shí)驗(yàn)班接受語法翻譯法與交際法融合的教學(xué)訓(xùn)練。兩個(gè)班級(jí)的閱讀教學(xué)均由研究者本人實(shí)施。通過配對(duì)樣本T檢驗(yàn)后測(cè),檢驗(yàn)兩個(gè)班級(jí)實(shí)驗(yàn)前后閱讀水平發(fā)生的變化;獨(dú)立樣本T檢驗(yàn)檢驗(yàn)兩個(gè)班級(jí)后測(cè)之間閱讀水平存在的差異。數(shù)據(jù)分析顯示如下主要發(fā)現(xiàn)：試驗(yàn)后測(cè)試的獨(dú)立樣本T檢驗(yàn)顯示,實(shí)驗(yàn)班的閱讀水平與控制班之間存在顯著差異,實(shí)驗(yàn)班明顯好于控制班。這個(gè)差異同樣體現(xiàn)在具體的尋找信息細(xì)節(jié)、主旨信息、推理、把握作者態(tài)度、猜測(cè)以及對(duì)有意識(shí)了解篇章結(jié)構(gòu)程度等閱讀理解題型方面。有趣的是,控制班在基于任務(wù)的閱讀理解中表現(xiàn)更好。上述結(jié)果說明,兩種方法的有效性雖有差異,但發(fā)揮的作用各有側(cè)重。通過配對(duì)樣本T檢驗(yàn)分析顯示,兩個(gè)班級(jí)實(shí)驗(yàn)前后閱讀水平均發(fā)生了變化,說明兩種教學(xué)方法對(duì)提高學(xué)生的閱讀理解均有促進(jìn),只是程度不同而已,同時(shí)也說明,傳統(tǒng)的語法翻譯法有其存在的合理性,這一點(diǎn)對(duì)初學(xué)者尤其明顯。訪談結(jié)果顯示,實(shí)驗(yàn)班明顯偏好語法翻譯法與交際法的融合式教學(xué)方法,特別喜歡課堂活動(dòng)的多樣化,諸如自由會(huì)話、看圖說話、角色扮演、小組或配對(duì)討論、復(fù)述課文等形式。這說明交際法更能吸引青少年學(xué)習(xí)者。訪談結(jié)果還說明語法翻譯法與交際法的融合式教學(xué)有利于學(xué)生主動(dòng)思考,亦有利于他們?cè)谥鲃?dòng)交流中使用語言。本研究結(jié)果有一定的教學(xué)指導(dǎo)意義：從教師來看,語法翻譯法有利于初學(xué)者掌握基本的語言知識(shí),不應(yīng)該全盤否定,而語法翻譯法與交際法的融合式教學(xué)方法可以視為語法翻譯法的改良版,可以避開語法翻譯法過于注重詞匯語法學(xué)習(xí)從而引導(dǎo)學(xué)生主動(dòng)使用語言。從學(xué)生的角度看,語法翻譯法可以幫助學(xué)生在顯性教學(xué)環(huán)境下獲取詞匯語法知識(shí),語法翻譯法與交際法的融合更能提高學(xué)生的語言綜合水平。
[Abstract]:By comparing the teaching effectiveness of the traditional grammar translation method and the method of grammatical translation and communicative approach, this study aims to investigate which of the two teaching methods can improve the reading level of junior high school students. Answer three research questions: 1) which is more effective in improving the reading ability of junior high school students by the methods of grammar translation or the combination of grammar translation and communicative approach? 2) what is the difference between the two teaching methods in improving students' reading proficiency? 3) in what aspects does the two teaching methods play an important role in improving the reading level of junior high school students? This study is an experimental study, followed up after the experiment, the whole experiment lasted for three months. The subjects of the experiment were two natural classes in a middle school, control class and experimental class. There were 30 students in each class. There was no significant difference in reading level between the two classes. The control class received grammar translation teaching training. The experimental class was trained in the combination of grammar translation and communicative approach. The reading teaching in both classes was carried out by the researcher himself. To test the changes of reading level before and after the two classes' experiment; The main findings of the data analysis are as follows: independent sample T test shows that the independent sample T test shows the difference between the two classes. There is a significant difference between the reading level of the experimental class and the control class, and the experimental class is obviously better than the control class. It is interesting that the control class performs better in task-based reading comprehension. The results show that the effectiveness of the two methods is different. Through the analysis of paired sample T-test, the reading level of the two classes has changed before and after the experiment, which shows that the two teaching methods can improve the students' reading comprehension. It is only different in degree, and it also shows that the traditional grammar translation method has its own rationality, which is especially obvious for beginners. The results of the interview show that the traditional grammar translation method has its own rationality. The experimental class has a strong preference for a combination of grammar translation and communicative approach, especially for the diversity of classroom activities, such as free conversation, picture-looking speaking, role-playing, group or paired discussion. This shows that communicative approach is more attractive to young learners. The interview results also show that the fusion teaching of grammar translation and communicative approach is conducive to students' active thinking. The results of this study have some instructive significance: from the teacher's point of view, grammatical translation helps beginners master basic language knowledge and should not be completely denied. The fusion teaching method of grammatical translation and communicative approach can be regarded as an improved version of grammatical translation. From the perspective of students, grammatical translation can help students acquire lexical and grammatical knowledge in explicit teaching environment. The integration of grammatical translation and communicative approach can improve students' comprehensive language proficiency.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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