目前，在語(yǔ)言教學(xué)研究中，對(duì)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)等基本技能的研究較多，但是對(duì)語(yǔ)法學(xué)習(xí)及語(yǔ)法教學(xué)方面的研究相對(duì)較少，尤其是對(duì)大學(xué)英語(yǔ)專業(yè)語(yǔ)法教學(xué)的研究更是寥寥無(wú)幾。在中國(guó)知網(wǎng)上以“英語(yǔ)教學(xué)”為關(guān)鍵字進(jìn)行搜索，共有70056篇文章；以“語(yǔ)法教學(xué)”為關(guān)鍵字進(jìn)行搜索，共有2189篇文章；而以“英語(yǔ)專業(yè)語(yǔ)法教學(xué)”為關(guān)鍵字進(jìn)行搜索，其文章數(shù)只有241篇，占總數(shù)的0.34%。然而，“無(wú)疑語(yǔ)法知識(shí)對(duì)于掌握一門(mén)語(yǔ)言具有至關(guān)重要的作用：你無(wú)法在了解從詞到句的規(guī)則前就開(kāi)始使用單詞�！�(Penny Ur,2009)語(yǔ)法被邊緣化的現(xiàn)象背后，語(yǔ)法教學(xué)模式陳舊而導(dǎo)致學(xué)生失去學(xué)習(xí)興趣是一個(gè)不可忽視的因素。本文以杰里米·哈默的ESA (engage, study, activate)理論為依據(jù)，旨在探索大學(xué)英語(yǔ)專業(yè)語(yǔ)法教學(xué)中，運(yùn)用該理論找到提高學(xué)生英語(yǔ)語(yǔ)法學(xué)習(xí)興趣及成績(jī)的方法和途徑。因此，將ESA理論應(yīng)用到英語(yǔ)專業(yè)語(yǔ)法教學(xué)中，對(duì)轉(zhuǎn)變語(yǔ)法教學(xué)模式、增強(qiáng)學(xué)生學(xué)習(xí)語(yǔ)法興趣、改善語(yǔ)法學(xué)習(xí)效果具有重要的理論意義及實(shí)踐價(jià)值。 為了使本研究具有可靠性、可行性和推廣性，作者將ESA理論在語(yǔ)法教學(xué)中的應(yīng)用，提高英語(yǔ)專業(yè)學(xué)生語(yǔ)法學(xué)習(xí)效果的研究...

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Contents
List of Figures and Tables
Chapter One Introduction
    1.1 Background of the Study
        1.1.1 The Importance of Grammar Teaching
        1.1.2 The Current Situation of Grammar Teaching for English Majors
    1.2 Significance of the Research
    1.3 Purpose of the Research
    1.4 An Overview of the Thesis
Chapter Two Literature Reviews
    2.1 Relevant Researches Abroad
    2.2 Relevant Researches at Home
    2.3 The New Perspective of the Research
Chapter Three The Theoretical Framework
    3.1 ESA Theory
        3.1.1 The Features of Natural Language Acquisition
        3.1.2 The Elements Necessary for Successful Language Learning
        3.1.3 Three Sequences of ESA Theory
        3.1.4 The Significant Characteristics of ESA Theory
    3.2 Constructivism
        3.2.1 The Main Concept of Constructivism
        3.2.2 Characteristics of Constructivist Teaching
        3.2.3 The Benefits of Constructivism
    3.3 Communicative Language Teaching (CLT)
        3.3.1 Communicative Competence
        3.3.2 Characteristics of CLT
        3.3.3 The Principles of CLT
Chapter Four Research Design
    4.1 Hypothesis
    4.2 Subjects
    4.3 Instruments
        4.3.1 Questionnaires
        4.3.2 Tests
    4.4 Research Procedures
        4.4.1 Pre-questionnaire
        4.4.2 Pre-test
        4.4.3 Training Stage
            4.4.3.1 Traditional Grammar Teaching Approach in Control Group
            4.4.3.2 ESA Grammar Teaching Approach in Experimental Group
        4.4.4 Post-test
        4.4.5 Post-questionnaire
    4.5 Results and Data Discussion
        4.5.1 The Analysis on the Questionnaires
        4.5.2 The Analysis on the Tests
        4.5.3 Result Analysis
Chapter Five Conclusion
    5.1 Major Findings of the Thesis
    5.2 Limitation of the Research
    5.3 Suggestions for Future Researches
References
Appendix A: Pre-questionnaire
Appendix B: Post-questionnaire
Appendix C: Pre-test
Appendix D: Post-test
Appendix E: Teaching plan for traditional teaching mode
Appendix F: Teaching plan for ESA mode
Acknowledgements



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