在行為主義盛行的早期,頻次就已經(jīng)被很多人認為是語言習得理論中的一個重要組成部分。近年來,頻次效應(yīng)在二語習得領(lǐng)域中的作用受到了眾多關(guān)注。許多專家和學者大力支持頻次效應(yīng),并將頻次效應(yīng)應(yīng)用到二語習得、語言教學等各個領(lǐng)域。以往大多數(shù)研究描述頻次效應(yīng)對語言技能的影響,但具體到頻次效應(yīng)中各種頻次對語法教學影響的研究較為鮮見,同時定語從句在高中英語語法教學中占有重要地位,所以本研究旨在考察頻次效應(yīng)在高中英語定語從句教學中的影響。本篇論文以頻次效應(yīng)理論為指導,旨在研究高中生學習英語定語從句的現(xiàn)狀如何?頻次效應(yīng)中不同頻次類型對于高中英語定語從句的教學有何影響?應(yīng)用頻次效應(yīng)的教學對高中生學習英語定語從句的積極性有何影響?為研究以上問題,實驗中抽取了遼寧省大連市旅順口區(qū)第三高級中學高二年級2個平行班的100名同學作為研究對象。實驗周期為一個學期,采取調(diào)查問卷、前測、后測和訪談相結(jié)合的方式搜集實驗結(jié)果,最后運用SPSS17.0軟件對數(shù)據(jù)進行分析。實驗結(jié)果表明,高中生學習英語定語從句的現(xiàn)狀不容樂觀,主要表現(xiàn)為學生不能正確地分析主句、定語從句的成分,導致關(guān)系代詞或關(guān)系副詞使用不當。同時,學生不知如何應(yīng)用學過的語法...

【文章頁數(shù)】：59 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Structure of Thesis
Chapter 2 Literature Review
    2.1 Theoretical Basis
        2.1.1 Frequency Theory
        2.1.2 Behavioral Learning Theory
        2.1.3 Cognitive Linguistics
    2.2 Overview of Researches of Frequency Effect at Home and Abroad
        2.2.1 Theoretical Researches of Frequency Effect
        2.2.2 Empirical Researches of Frequency Effect at Home
        2.2.3 Empirical Researches of Frequency Effect Abroad
    2.3 Researches of Attributive Clauses at Home and Abroad
        2.3.1 Researches of Attributive Clauses at Home
        2.3.2 Researches of Attributive Clauses Abroad
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Pretest and Post-test
        3.3.3 Interview
    3.4 Research Procedures
Chapter 4 Data Analysis and Discussion
    4.1 Current Situation of Students’ Learning About Attributive Clauses
        4.1.1 Ability to Analyze Each Component of Main Clause and Attributive Clause
        4.1.2 Ability to Apply Sentence Patterns of Attributive Clauses into Practice
    4.2 The Influence of Teaching Attributive Clauses with Different Types of Frequency
        4.2.1 Memorizing attributive clauses by teaching with type frequency
        4.2.2 Applying attributive clauses into practice by teaching with token frequency
        4.2.3 The Best Teaching Effect of Combining Two Types of Frequency
    4.3 Students’ Initiative to Learning Attributive Clauses
        4.3.1 Students’ Learning Attitude
        4.3.2 Active and Collaborative Learning
        4.3.3 Student-teacher Interaction
        4.3.4 Confidence
Chapter 5 Conclusion
    5.1 Major findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Suggestions for further study
References
Appendix A Questionnaire
Appendix B Pretest Paper
Appendix C Post-test Paper
Appendix D Scores of Two Tests for Control Class and Experimental Class
Appendix E Interview Questions
Appendix F Teaching Material in the Experiment
Appendix G The Contrast of Two Questionnaires in the Experimental Class
Acknowledgements



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