在中國(guó)公立和私立學(xué)校中,教師格外重視語(yǔ)法教學(xué)。然而,對(duì)于高效的語(yǔ)法教學(xué)法卻存在很大的爭(zhēng)議。眾所周知,當(dāng)談到有效語(yǔ)法教學(xué)時(shí),教師們不由自主地感到非常困惑,他們很難抉擇如何有效地將語(yǔ)法規(guī)則呈現(xiàn)給學(xué)生。目前,3P教學(xué)法成為了課堂教學(xué)的主流,但是機(jī)械化記憶方式卻讓學(xué)生過(guò)早地厭倦英語(yǔ)的學(xué)習(xí)。經(jīng)過(guò)多年的教學(xué)探索和研究,當(dāng)代語(yǔ)言教學(xué)者能夠充分利用語(yǔ)境教學(xué)法來(lái)教授語(yǔ)法知識(shí)。借助于這種方法,學(xué)生們能夠?qū)φZ(yǔ)法的形式和規(guī)則加深理解和感知。同時(shí),學(xué)生借助于語(yǔ)境創(chuàng)設(shè)的情景實(shí)現(xiàn)運(yùn)用語(yǔ)言目的,而不是無(wú)休止的測(cè)試語(yǔ)法知識(shí)。結(jié)合高中語(yǔ)法教學(xué)實(shí)驗(yàn),筆者旨在證明語(yǔ)境教學(xué)法在高中語(yǔ)法教學(xué)中的有效性。在此次研究中,筆者以高一英語(yǔ)語(yǔ)法非謂語(yǔ)為課堂教學(xué)重點(diǎn),讓學(xué)生們能區(qū)分現(xiàn)在分詞和過(guò)去分詞的用法及應(yīng)用。選定南大附中高一10班為實(shí)驗(yàn)班并采用語(yǔ)境教學(xué)法,而9班為對(duì)照班使用3P教學(xué)法。通過(guò)前后測(cè),問(wèn)卷,定量和定性方法相結(jié)合分析實(shí)驗(yàn)結(jié)果,并以此證明語(yǔ)境教學(xué)法和傳統(tǒng)的3P教學(xué)法相比,前者更能夠幫助學(xué)生準(zhǔn)確運(yùn)用語(yǔ)法知識(shí),使學(xué)生對(duì)語(yǔ)法學(xué)習(xí)產(chǎn)生興趣。 

【文章來(lái)源】：天津師范大學(xué)天津市

【文章頁(yè)數(shù)】：78 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Acknowledgements
Chapter 1 Introduction
    1.1 The Background of the Research
    1.2 The Significance of the Research
    1.3 The Structure of the Theisis
Chapter 2 Literature Review
    2.1 Grammar and Grammar Teaching
        2.1.1 The Definition of Grammar
        2.1.2 The Definition of Grammatical Competence
        2.1.3 Grammar Teaching
    2.2 Context and its Relevant Research
        2.2.1 Definitions of Context
        2.2.2 Relevant Research about Context
        2.2.3 The Features of Context Theory
        2.2.4 The Context Theory Applied in Grammar Teaching
Chapter 3 Grammar Teaching Model based on the Theory of Context
    3.1 The Role of Context in Grammar Teaching
        3.1.1 The Communicative Function of Grammar with Contextual Support
        3.1.2 The Efficiency of Grammar Teaching Improved with the Context
    3.2 Grammar Teaching Strategies in the Application of the Context
        3.2.1 Grammar Teaching in Accordance with the Discourse
        3.2.2 The Creation of the Context Related to Real Experience
Chapter 4 Research Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Questionnaire
        4.3.2 Tests
    4.4 Teaching Material
    4.5 The Procedure of the Experiment
    4.6 Teaching Plans for E-C and C-C
        4.6.1 Teaching Plan for E-C
        4.6.2 Teaching Plan for C-C
Chapter 5 Data Analysis and Discussion
    5.1 Results and Analysis from the Questionnaires
    5.2 Results and Analysis from the Tests
        5.2.1 Data from the Pre-test
        5.2.2 Data from the Post-test
        5.2.3 Result Analysis
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Inspirations for Pedagogy
    6.3 Limitations
References
Appendix Ⅰ: Questionnaire for Interest in Grammar Learning
Appendix Ⅱ: Data collections about the pre- and post- Questionnaire
Appendix Ⅲ: Pretest Paper
Appendix Ⅳ: Post-test Papers
Appendix Ⅴ: Marks between pre-test and post-test



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