本文選題：輸入加工教學法　切入點：傳統(tǒng)教學法　出處：《四川外國語大學》2015年碩士論文　論文類型：學位論文

【摘要】：語法教學一直是外語教師和二語、外語專家面對的棘手問題。隨著應(yīng)用語言學、認知心理學和外語教學等學科的不斷交叉融合,基于輸入加工理論而提出的輸入加工教學法逐漸吸引了眾多學者的注意力。輸入加工教學法不同于其他語法教學之處在于它將重心放于信息加工過程的第一個階段,目的是改變學習者錯誤的或者非最優(yōu)的加工策略,從而促進語法的意義與形式的聯(lián)結(jié)�；谳斎氲妮斎爰庸そ虒W法包括對語法規(guī)則的解釋,輸入加工策略的展示,以及結(jié)構(gòu)性的輸入活動。而基于輸出的傳統(tǒng)語法教學法則以語法規(guī)則的解釋和隨后的輸出練習為特征。自輸入加工教學法出現(xiàn)以后,有關(guān)其效果的研究如雨后春筍般涌現(xiàn),然而結(jié)果尚不統(tǒng)一。雖然多數(shù)相關(guān)實證研究都證實了輸入加工教學法優(yōu)于傳統(tǒng)語法教學法,然而部分研究發(fā)現(xiàn)以輸入為基礎(chǔ)的輸入加工教學法并不能超越傳統(tǒng)的以輸出為基礎(chǔ)的語法教學方法。除此之外,本領(lǐng)域的大多數(shù)研究只采用了句子層面的測試材料,缺乏語篇層面的材料,而且多數(shù)研究都側(cè)重教學的即時效應(yīng),忽略了延遲效應(yīng)的研究。不僅如此,眾多研究被試是羅曼語族的成人二語學習者,鮮有研究采用中國中學英語學習者為研究對象。另外需要指出的是,近30年來,輸入加工教學法研究在國外迅猛發(fā)展,然而在國內(nèi)卻十分匱乏。為了彌補輸入加工教學法研究領(lǐng)域的不足,本研究結(jié)合當下中國外語教學的現(xiàn)狀,探究了輸入加工教學法和傳統(tǒng)教學法對初中二年級學生習得英語現(xiàn)在完成體的教學效果。本研究選取了兩個自然班,并將其隨機分為兩組:輸入加工教學法組和傳統(tǒng)教學法組,分別接受輸入加工教學和傳統(tǒng)教學。為評估兩種教學法的效果,本實驗收集數(shù)據(jù)的方法采用了前測,即時后測和延時后測。三次測試的理解性任務(wù)和產(chǎn)出性任務(wù)的分數(shù)作為本試驗的研究數(shù)據(jù),并運用SPSS 16.0進行描述性統(tǒng)計分析和獨立樣本T檢驗及配對樣本T檢驗。通過數(shù)據(jù)分析,本研究發(fā)現(xiàn):1)輸入加工教學法在促進二語學習者對英語現(xiàn)在完成體的理解上優(yōu)于傳統(tǒng)教學法;2)輸入加工教學法與傳統(tǒng)教學法在促進二語學習者對英語現(xiàn)在完成體的產(chǎn)出上均有顯著效果;3)輸入加工教學法對目標語法的理解和產(chǎn)出均有長期效果;4)傳統(tǒng)教學法只有對目標語法的理解具有長期效果。本實驗結(jié)果證實了輸入加工教學法對初中生學習英語現(xiàn)在完成體的有效性,在一定程度上彌補了國內(nèi)輸入加工教學法研究的不足。
[Abstract]:Grammar teaching has always been a difficult problem for foreign language teachers, second language experts and foreign language experts. With the continuous integration of applied linguistics, cognitive psychology and foreign language teaching and other subjects, The input processing teaching method based on the input processing theory has gradually attracted the attention of many scholars. The difference between the input processing teaching and other grammar teaching is that it focuses on the first stage of the information processing process. The aim is to change the learners' wrong or non-optimal processing strategies, so as to promote the connection between the meaning and the form of grammar. The input-based input-processing teaching method includes the interpretation of grammar rules and the display of input-processing strategies. And structural input activities. Traditional grammar teaching rules based on output are characterized by interpretation of grammatical rules and subsequent output exercises. Since the emergence of the input-processing teaching method, studies on its effects have sprung up. However, the results are not uniform. Although most empirical studies have proved that the input processing method is superior to the traditional grammar teaching method, However, some studies have found that the input-based input-processing teaching method is not superior to the traditional output-based grammar teaching method. In addition, most of the research in this field only uses sentence-level test materials. There is a lack of textual material, and most of the studies focus on the immediate effects of teaching, ignoring the study of delayed effects. Moreover, many of the subjects are adult second language learners of the Roman language family. Few studies have used Chinese middle school English learners as research subjects. In addition, it should be pointed out that in the past 30 years, the research on the input-processing teaching method has developed rapidly in foreign countries. In order to make up for the deficiency in the field of input processing teaching, this study combines the current situation of foreign language teaching in China. This paper explores the effects of the input processing method and the traditional teaching method on the second grade students' acquisition of the present perfect aspect of English. Two natural classes were selected and randomly divided into two groups: the input processing method group and the traditional teaching method group. In order to evaluate the effect of the two teaching methods, the method of collecting data in this experiment adopts pre-test. The scores of comprehension task and output task of three tests were used as the data of this experiment. SPSS 16.0 is used for descriptive statistical analysis, independent sample T test and paired sample T test. The present study finds that the input-processing approach is superior to the traditional one in promoting L2 learners' understanding of the present perfect aspect of English.) the input-processing approach and the traditional approach in promoting L2 learners' understanding of the present perfect aspect of English are better than those of the traditional one. (4) the traditional teaching method only has a long-term effect on the understanding of target grammar. The result of this experiment proves that input processing has a long-term effect. The effectiveness of the teaching method for junior high school students in learning English present perfect aspect, To some extent, it makes up for the deficiency of the domestic input processing teaching method.
【學位授予單位】：四川外國語大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：1596783