本文選題：高職高專英語教學(xué)　切入點(diǎn)：虛擬語氣　出處：《長(zhǎng)江大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：虛擬語氣一直是英語語法中的一個(gè)難點(diǎn)。筆者在教學(xué)過程中發(fā)現(xiàn),高職高專學(xué)生在運(yùn)用虛擬語氣時(shí)經(jīng)常出錯(cuò)。國(guó)內(nèi)外的專家對(duì)語法教學(xué)做過大量的研究,但運(yùn)用行動(dòng)研究來進(jìn)行英語虛擬語氣教學(xué)的研究為數(shù)不多。另外,英漢差異以及各語法書上對(duì)虛擬語氣的不同論述不利于學(xué)生們的理解和掌握,因此很有必要尋求更合理的解釋并找到有效的教學(xué)方式,給高職高專學(xué)生習(xí)得虛擬語氣帶來一些幫助。本研究首先在所任教的湖北中醫(yī)藥高等�？茖W(xué)校中隨機(jī)選擇了一個(gè)班的學(xué)生作為研究對(duì)象,通過前測(cè)對(duì)其虛擬語氣的習(xí)得情況進(jìn)行了調(diào)查,發(fā)現(xiàn)他們虛擬語氣習(xí)得難點(diǎn)主要是:在進(jìn)行翻譯等書面表達(dá)時(shí),不知道使用虛擬語氣或是使用了虛擬語氣但錯(cuò)誤很多,主要是語法形式上的錯(cuò)誤。并在其后的訪談中了解到,這主要是因?yàn)閷W(xué)生對(duì)虛擬語氣句中的動(dòng)詞時(shí)態(tài)變化規(guī)則不理解,只是死記硬背住了其基本形式但不知道該如何運(yùn)用,所以掌握不牢,經(jīng)常出錯(cuò)。同時(shí),對(duì)該校的英語教師進(jìn)行了問卷調(diào)查,發(fā)現(xiàn)了在英語虛擬語氣教學(xué)中存在的一些問題:虛擬語氣語法規(guī)則的呈現(xiàn)方式太陳舊,缺乏新穎;練習(xí)的形式太過單一;練習(xí)講解的方式太傳統(tǒng)。而且,這些都不利于激發(fā)學(xué)生的學(xué)習(xí)興趣和增強(qiáng)師生間的互動(dòng)。然后,根據(jù)Larsen-Freeman的三維語法框架,按照從形式到意義再到運(yùn)用,注重學(xué)生語法能力培養(yǎng)的原則,制定了三個(gè)階段的教學(xué)計(jì)劃并開展了一系列行動(dòng)。為了幫助學(xué)生理解,采用了心理距離理論從認(rèn)知和語用的角度來講解;并把虛擬語氣教學(xué)融入到聽說讀寫的各項(xiàng)訓(xùn)練當(dāng)中去,多方位的加強(qiáng)虛擬語氣的運(yùn)用;綜合運(yùn)用了小組討論、轉(zhuǎn)寫、角色扮演、分?jǐn)?shù)獎(jiǎng)勵(lì)、自制習(xí)題集等教學(xué)活動(dòng),以活躍課堂氛圍,提高學(xué)習(xí)積極性。在整個(gè)行動(dòng)研究過程中,通過課堂觀察、教師日志、課后反饋分別從觀察者、教師和學(xué)生三方角度來不斷反思評(píng)價(jià)教學(xué)效果,不斷做出調(diào)整改善教學(xué)。接著,通過對(duì)三次測(cè)試結(jié)果和兩次訪談內(nèi)容的分析,發(fā)現(xiàn)學(xué)生們的測(cè)試成績(jī)整體上得到了提高,高分與低分的差距縮小了,激發(fā)了學(xué)生學(xué)習(xí)虛擬語氣的興趣,學(xué)生對(duì)課堂教學(xué)的滿意度也得到了大大的提升。最后,通過本次研究發(fā)現(xiàn)行動(dòng)研究有利于解決實(shí)際課堂教學(xué)中的具體問題,并且可操作性強(qiáng),也有利于教師自身能力的提高。同時(shí),針對(duì)虛擬語氣教學(xué)中知識(shí)呈現(xiàn)方式、學(xué)習(xí)方式的改變,教師教學(xué)理念及教學(xué)方式的轉(zhuǎn)變給出了相應(yīng)的建議。然而,本研究還存在一些不足:樣本數(shù)量偏少,三個(gè)月的時(shí)間有些倉促,對(duì)學(xué)生學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)經(jīng)歷缺少詳細(xì)的分析和討論,有待進(jìn)一步研究。
[Abstract]:Subjunctive mood has always been a difficult point in English grammar. In the process of teaching, the author finds that students in higher vocational colleges often make mistakes in the use of subjunctive mood. Experts at home and abroad have done a lot of research on grammar teaching. In addition, the differences between English and Chinese and the different expositions of subjunctive mood in various grammar books are not conducive to the students' understanding and mastery. Therefore, it is necessary to seek more reasonable explanations and to find effective teaching methods. This study firstly selected a class of students in Hubei College of traditional Chinese Medicine as the research object. Through the investigation of their subjunctive mood acquisition by pre-test, it is found that the difficulties of their subjunctive mood acquisition are: they do not know how to use subjunctive mood or use subjunctive mood, but many mistakes are made in the process of translating written expressions such as subjunctive mood. It was mainly grammatical errors, and it was learned in subsequent interviews that this was mainly because the students did not understand the rules of verb tenses in subjunctive mood sentences, but simply memorized their basic forms but did not know how to use them. At the same time, a questionnaire survey was conducted among the English teachers in the school, and some problems in the teaching of English subjunctive mood were found: the presentation of the rules of subjunctive mood grammar was too old and lacking of novelty; The form of practice is too single; the way of practice and explanation is too traditional. Moreover, these are not conducive to stimulating students' interest in learning and enhancing interaction between teachers and students. Then, according to Larsen-Freeman 's three-dimensional grammatical framework, from form to meaning to use, Pay attention to the principle of cultivating students' grammar ability, draw up a three-stage teaching plan and carry out a series of actions. In order to help students understand, the theory of psychological distance is used to explain from the perspective of cognition and pragmatics; The teaching of subjunctive mood has been integrated into the training of listening, speaking, reading and writing, and the use of multi-directional reinforcement of subjunctive mood has been strengthened. The teaching activities such as group discussion, transliteration, role-playing, score rewards, self-made problem sets, etc., have been comprehensively utilized. In the whole course of action research, through classroom observation, teacher log and after-class feedback, we constantly reflect and evaluate the teaching effect from the perspective of observer, teacher and student. Then, through the analysis of the results of three tests and two interviews, we found that the test scores of the students as a whole were improved, and the gap between the high score and the low score was narrowed. It has stimulated students' interest in learning subjunctive mood, and the students' satisfaction with classroom teaching has been greatly improved. Finally, through this study, it is found that the action research is conducive to solving the specific problems in practical classroom teaching, and has strong maneuverability. At the same time, the author puts forward some suggestions for the change of knowledge presentation, learning style, teachers' teaching idea and teaching method in the teaching of subjunctive mood. There are still some shortcomings in this study: the number of samples is small, the time of three months is a little short of time, and there is a lack of detailed analysis and discussion on the students' learning motivation and learning experience, which needs further study.
【學(xué)位授予單位】：長(zhǎng)江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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