本文關(guān)鍵詞：基于蘭蓋克語法理論的高中英語語法“石化”消解研究　出處：《海南師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 語言石化 消解 高中英語語法 蘭蓋克語法理論

【摘要】：語言石化一般是指語言學(xué)習(xí)者在完全習(xí)得目的語前,語言水平固定下來的狀態(tài)。年齡的增長和學(xué)習(xí)量的變化對改變這個(gè)狀態(tài)不起作用。語言石化現(xiàn)象是語言學(xué)習(xí)過程中一個(gè)普遍不可避免卻又極易被忽視的現(xiàn)象,因此一直是二語習(xí)得領(lǐng)域研究的熱點(diǎn)和難點(diǎn)。本文通過細(xì)致梳理石化現(xiàn)象的國內(nèi)外研究現(xiàn)狀,發(fā)現(xiàn)當(dāng)前針對高中生的英語語法石化研究極少,并根據(jù)新興的語言學(xué)理論——蘭蓋克語法理論的指導(dǎo),采用問卷調(diào)查和實(shí)驗(yàn)研究的方法對英語語法石化現(xiàn)象的存在和消解進(jìn)行了實(shí)證性的研究。蘭蓋克語法理論是新興的語言學(xué)理論,當(dāng)前國內(nèi)對其正處于消化階段,其理論成果少且晦澀,實(shí)證成果更是匱乏。本文通過對書籍和文獻(xiàn)的梳理,總結(jié)了該理論的核心觀點(diǎn)和特點(diǎn),同時(shí)也發(fā)現(xiàn)了該理論與語法石化研究的契合點(diǎn):一方面,該理論還原了語法的本質(zhì)。傳統(tǒng)的語法理論視語法為單純的規(guī)則,語法學(xué)習(xí)往往重規(guī)則記憶而脫離語義和語境,語言學(xué)習(xí)低效甚至無效,石化悄然而至;另一方面,該理論直擊傳統(tǒng)石化研究的軟肋。傳統(tǒng)的石化研究將剝離語義和語境而獨(dú)立存在的語言形式當(dāng)作石化研究的對象,因此當(dāng)前石化研究的關(guān)鍵就在于如何突破在石化研究中重形式而輕語義的問題。而蘭蓋克語法理論的先進(jìn)之處恰恰在于它強(qiáng)調(diào)語義的重要性,它視語法為形式與意義結(jié)合后的構(gòu)式,強(qiáng)調(diào)語法理據(jù)性的解釋和基于語言運(yùn)用的語法教學(xué)。因此,蘭蓋克語法理論或許可以引領(lǐng)石化現(xiàn)象和語法教學(xué)突破當(dāng)前的研究瓶頸,為消解語法“石化”提供思路。本文的實(shí)證研究包含一項(xiàng)調(diào)查研究和一項(xiàng)實(shí)驗(yàn)研究。由于停滯現(xiàn)象可逆而石化現(xiàn)象不可逆,本文根據(jù)Han、暴麗穎等學(xué)者以石化現(xiàn)象的前兆——停滯現(xiàn)象來代替石化作為石化實(shí)證研究對象的建議,開展調(diào)查與實(shí)驗(yàn)。在問卷研究中,本文根據(jù)石化研究中常用的高級學(xué)習(xí)者研究法,對海南一所重點(diǎn)中學(xué)的兩個(gè)重點(diǎn)班級進(jìn)行問卷調(diào)查。目的在于了解英語語法石化現(xiàn)象的現(xiàn)狀、原因和消解石化的可能對策,并找出具有石化趨勢的語法項(xiàng)目,為下一步實(shí)驗(yàn)做準(zhǔn)備。問卷調(diào)查結(jié)果表明,語法“石化”現(xiàn)象確實(shí)普遍存在,外語輸入環(huán)節(jié)的質(zhì)量和數(shù)量是導(dǎo)致“石化”產(chǎn)生的最可能因素,且學(xué)生最希望通過優(yōu)化語言輸入的質(zhì)量和數(shù)量,發(fā)揮教師和課堂教學(xué)應(yīng)有的作用來消解“石化”。在實(shí)驗(yàn)研究中,為了求證根據(jù)蘭蓋克語法理論得出的教學(xué)對策是否對消解語法“石化”有一定效果,實(shí)驗(yàn)以調(diào)查研究得出的具有石化趨勢的四大語法點(diǎn)為實(shí)驗(yàn)項(xiàng)目,由筆者職教實(shí)驗(yàn)班的語法課型,對照班仍然由原教師職教。實(shí)驗(yàn)結(jié)果通過SPSS19.0進(jìn)行T檢驗(yàn),得知該實(shí)驗(yàn)有力地證明了基于蘭蓋克語法理論的教學(xué)對策有利于消解語法“石化”。最終,研究得出消解語法“石化”的教學(xué)建議:一是揭示知識(shí)點(diǎn)的理據(jù)以驅(qū)動(dòng)學(xué)生結(jié)構(gòu)圖式的建構(gòu),二是創(chuàng)設(shè)語境使學(xué)生感知語法語義而非單純的句型操練,三是引導(dǎo)學(xué)生使用基于語言使用的“自下而上”學(xué)習(xí)法。目前在國內(nèi)鮮有如何將蘭蓋克語法理論運(yùn)用于英語語法教學(xué)的研究,在海南英語教育研究科研成果中,也還沒有關(guān)于英語語法石化現(xiàn)象的成果。本文從語言學(xué)的獨(dú)特視角,洞察當(dāng)前英語社會(huì)化考試改革對教學(xué)的新要求,將語言石化現(xiàn)象與蘭蓋克語法理論進(jìn)行“嫁接”,展開實(shí)驗(yàn)研究。不僅可以彌補(bǔ)國內(nèi)語言石化現(xiàn)象實(shí)證研究不足的現(xiàn)狀,而且可以助力新興語言學(xué)理論在英語語法實(shí)際教學(xué)中的應(yīng)用,有深刻意義。
[Abstract]:Language fossilization generally refers to language learners in the full acquisition of languages, language level fixed state. Effects of age and learning to change the amount of state. Fossilization is an inevitable process in common but easily overlooked the phenomenon of language learning, so it is always hot and the research field of two language acquisition difficulties. This paper through careful combing domestic fossilization, found that the current research on English grammatical fossilization of senior high school students is few, and according to the theory of linguistics, language theory Langacker emergingguiding method, questionnaire survey and experimental research of the existence and digestion of the fossilization of English grammar for the empirical study. Cognitive grammar is a new linguistic theory, the current domestic is in the stage of digestion, the theoretical results are less and obscure And empirical research is scarce. Based on the books and literatures, summarizes the key points and features of the theory, but also found a meeting point of the theory and research of grammatical fossilization: on the one hand, the theory of the reduction of the nature of grammar. The traditional grammatical theory regarded as simple grammar rules, grammar learning often rules out of memory semantics and context, language learning is inefficient or ineffective, petrochemical qiaoranerzhi; on the other hand, the weakness of theory research. Watch traditional petrochemical petrochemical research in the traditional object stripping semantics and context independent existence as a form of language petrochemical research, so the key lies in how to break through the petrochemical research form in the petrochemical research and light semantic problems and cognitive grammar theory lies in the fact it emphasizes the importance of semantics, it combines grammar form and significance After construction, laying emphasis on the grammatical motivation and explanation based on grammar teaching language. Therefore, cognitive grammar may lead to fossilization and the current grammar teaching research breakthroughs, to provide ideas for the digestion of grammar "fossilization". This paper contains a study and an experimental study. Due to stagnation and reversible irreversible fossilization, according to Han, Bao Liying and other scholars to fossilization precursor stagnation instead of petrochemical petrochemical as research object of the proposal, to carry out the investigation and experiment. In the questionnaire study, based on the advanced learners research method commonly used in petrochemical research, carries on the questionnaire survey two classes in Hainan a key middle school. The purpose is to focus on understanding the status quo of English grammar fossilization, causes and possible solutions and find out the digestion of petrochemical, petrochemical The trend of grammar items, to prepare for the next experiment. The survey results showed that the grammatical fossilization does exist, the quality and quantity of language input link is the cause of fossilization is the most likely factor, and the students hope that through quality and quantity optimization of language input, plays the role of teacher and classroom teaching due to dispel the "petrochemical". In the experimental study, in order to verify that according to the teaching strategies of cognitive grammar is to have effect on digestion of grammar "fossilization", with the trend of the four big stone grammar study to investigate on the experimental project, grammar class by the vocational education experimental class still, the control class by teachers of vocational education. The experimental results of T test by SPSS19.0, the experiment proves that the teaching strategies of cognitive grammar based on the theory of grammar is conducive to digestion" Petrochemical ". In the end, of the" petrochemical "digestion grammar teaching suggestions: one is to reveal the knowledge points of motivation to drive the construction of student structure schema, the two is the creation of context makes students' perception of grammar and semantics rather than simply drills, the three is to guide students to use language learning method using a" bottom-up "based on the current. How will study at home rarely use the Langec grammar theory to English grammar teaching, scientific research in the study of English education in Hainan, also is not about English grammar fossilization. Results from the unique visual angle of linguistics, insight into the current reform of social examination in English Teaching in the new requirements of language fossilization and Langacker the grammar theory of" grafting ", experimental studies are carried out. Not only can make up for the current domestic empirical research on fossilization is insufficient, but also can help emerging language of Science It is of great significance to apply it in the practical teaching of English grammar.

【學(xué)位授予單位】：海南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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