本文選題：英語語法 + 顯隱語法教學(xué)　； 參考：《四川外國語大學(xué)》2015年碩士論文

【摘要】：在把英語做為一門外語的學(xué)習(xí)過程中,有關(guān)其應(yīng)該被有意識的學(xué)習(xí)還是無意識的習(xí)得的爭論一直不休。這兩種對立的觀點逐漸地被涉及到了實際教學(xué)實踐中,由此也產(chǎn)生出顯性語法教學(xué)與隱性語法教學(xué)。語法,占據(jù)著英語學(xué)習(xí)的重要位置。然而,我們在課堂上能見到的大部分都是傳統(tǒng)的直接解說式語法教學(xué)(顯性),或是新興的放任自主式教學(xué)(隱性)。但任何一方都不能達到令人滿意的效果。前者是太過呆板,使得課堂乏味學(xué)生失去興趣,而后者則是令學(xué)生陷入迷茫,無法理解目標(biāo)知識。目前,國內(nèi)外很多學(xué)者在這方面進行了研究,這些研究多是將兩種語法教學(xué)法單一的進行比較,其結(jié)果皆顯示為顯性的語法教學(xué)在知識結(jié)構(gòu)方面優(yōu)于隱性語法教學(xué),而在能力表達層面上則是弱于后者。另外,虛擬語氣作為英語語法學(xué)習(xí)中非常重要的一個語法點,其本身不僅含有較易理解的部分也包含有特別復(fù)雜的方面,在各類英語考試中都是英語學(xué)習(xí)者的一大障礙�？紤]到現(xiàn)目前在高中階段虛擬語氣的重要性及其教學(xué)現(xiàn)狀,本研究試圖將較為直接的顯性語法教學(xué)與間接的隱性教學(xué)相結(jié)合來進行實驗,以期能驗證這種整合教學(xué)的適用性。本研究基于Krashen,Ellis等的相關(guān)理論,通過比較整合的顯性與隱性語法教學(xué)與傳統(tǒng)的單一顯性教學(xué)在虛擬語氣中所產(chǎn)生的不同效果,以此來探究經(jīng)過整合的語法教學(xué)從整體上來說是否優(yōu)于單純的語法規(guī)則講解。本文中的受試選自于四川省綿陽市一所中學(xué)的高一學(xué)生,共50人,其中25人組成實驗組采取整合教學(xué),另外25人組成對照組采取直接的顯性教學(xué),即直接學(xué)習(xí)目標(biāo)知識。兩組分別進行虛擬語氣的學(xué)習(xí),實驗組首先通過接受音樂、圖片、故事等來感受目標(biāo)語法,自己總結(jié)規(guī)則,再由教師進一步詳細解釋,最后再以翻譯、口頭造句及對話等來鞏固。而對照組則按原有的教學(xué)程序不變。實驗一共持續(xù)五周,不含正式實驗前的問卷調(diào)查以及對受試原有知識的前測。實驗結(jié)束后進行了統(tǒng)一后測與最后一次問卷調(diào)查。根據(jù)實驗數(shù)據(jù)分析,本次研究得出了以下結(jié)論:(1)通過整合的顯隱性教學(xué)法,學(xué)生在虛擬語氣上得到了激發(fā)同時其后續(xù)學(xué)習(xí)也得以推動。(2)整合的顯隱語法教學(xué)比單一的直接顯性教學(xué)更能有效提高學(xué)生的虛擬語氣學(xué)習(xí)水平。論文最后,本研究指出了其暗含的啟示以及不足之處,并為將來這方面可能的研究提出了建議。
[Abstract]:In the process of learning English as a foreign language, there has been a constant debate about whether it should be learned consciously or unconsciously. These two opposing views have been gradually involved in the practical teaching practice, which has also resulted in explicit grammar teaching and implicit grammar teaching. Grammar occupies an important position in English learning. However, most of what we can see in the classroom is the traditional direct explanatory grammar teaching (explicit grammar teaching) or the emerging laissez-faire autonomous teaching (recessive teaching). But neither side can achieve satisfactory results. The former is too rigid to make the boring students lose interest, while the latter makes the students confused and unable to understand the target knowledge. At present, many scholars at home and abroad have carried on the research in this aspect, most of these studies are to compare the two grammatical teaching methods. The results show that the explicit grammar teaching is superior to the tacit grammar teaching in the aspect of knowledge structure. At the level of ability expression, it is weaker than the latter. In addition, as a very important grammatical point in English grammar learning, subjunctive mood is not only easy to understand but also contains some complicated aspects. It is a big obstacle for English learners in all kinds of English tests. Considering the importance of subjunctive mood in senior high school and its present teaching situation, this study attempts to combine direct explicit grammar teaching with indirect implicit teaching in order to verify the applicability of this integrated teaching. Based on the relevant theories of Krashenn Ellis et al, this study compares the different effects of integrated explicit and implicit grammar teaching and traditional single explicit teaching in subjunctive mood. This is to explore whether the integrated grammar teaching is better than the simple grammar rules explanation on the whole. In this paper, 50 students were selected from a middle school in Mianyang City, Sichuan Province. Among them, 25 students in the experimental group took integrated teaching, the other 25 students in the control group took direct explicit teaching, that is, direct learning objective knowledge. The experimental group first receives music, pictures, stories and so on to feel the target grammar, sums up the rules by themselves, and then explains the rules further in detail by the teacher, and finally by translation. Oral construction and dialogue to consolidate. The control group did not change according to the original teaching procedure. The experiment lasted for five weeks and did not include the questionnaire survey before the formal experiment and the pre-test of the subjects' original knowledge. At the end of the experiment, a unified post-test and a final questionnaire survey were carried out. Based on the analysis of experimental data, this study draws the following conclusion: 1) through the integration of explicit and implicit teaching methods, Students' subjunctive mood has been stimulated and their subsequent learning has been promoted. (2) the explicit and implicit grammar teaching, which is integrated, can effectively improve the students' subjunctive mood learning level compared with the single direct explicit teaching. At the end of this paper, the implications and shortcomings of this study are pointed out, and some suggestions for future research are proposed.
【學(xué)位授予單位】：四川外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：2031957