本文選題：輸出假說　切入點：注意功能　出處：《渤海大學(xué)》2017年碩士論文

【摘要】：英語語法教學(xué)一直是外語教學(xué)一個重要部分,也是初中英語教學(xué)重點和難點。調(diào)查顯示,很多中學(xué)生把英語沒學(xué)好的主要原因歸咎于語法較差。他們常常抱怨雖然利用大量時間和精力去學(xué)習(xí)語法但結(jié)果卻不盡如人意。因此,探索與研究有效的教學(xué)方法是非常必要的。Swain(1995)在輸出假說理論基礎(chǔ)上提出三種功能,即:注意功能,檢驗假設(shè)功能和元語言功能。注意功能是指目標(biāo)語的輸出能促進(jìn)學(xué)習(xí)者意識到他們的語言問題,注意到中介語與目的語的差距,從而促進(jìn)語言形式的習(xí)得。因此本研究嘗試將注意功能應(yīng)用于初中英語語法教學(xué),探討以下三個研究問題:(1)注意功能是否能提高學(xué)生的語法學(xué)習(xí)動機?(2)注意功能是否能提高學(xué)生的語法成績?(3)注意功能是否能增強學(xué)生對語法的記憶?本研究進(jìn)行了四個月,采用對照班的形式。初中二年級的74名學(xué)生參與了教學(xué)實驗。實驗班37人接受以Swain的輸出假說中的注意功能為基礎(chǔ)的教學(xué)模式;控制班37人接受傳統(tǒng)的語法教學(xué)模式。研究結(jié)果表明,教學(xué)實驗后,實驗班的學(xué)生學(xué)習(xí)動機有明顯提高。在內(nèi)部動機、外部動機和動機強度三個方面都較控制班有明顯變化。實驗后,實驗班與控制班的后測成績存在顯著差異,實驗班成績有明顯提升。同時對兩個班即時成績和延時成績的分析表明,注意功能增強了學(xué)生對英語語法知識的記憶。上述研究發(fā)現(xiàn)證實了輸出假說中的注意功能應(yīng)用于初中語法教學(xué)的有效性,希望可以為英語語法教學(xué)提供一些實踐方面的參考。
[Abstract]:English grammar teaching has always been an important part of foreign language teaching, as well as a key and difficult point in junior high school English teaching. Many middle school students blame poor grammar for not learning English well. They often complain that although they spend a lot of time and energy learning grammar, the results are not satisfactory. It is very necessary to explore and study effective teaching methods. Swain 1995) puts forward three functions on the basis of the theory of output hypothesis, that is, attention function. Attention function means that the output of the target language can promote learners' awareness of their language problems and notice the gap between the interlanguage and the target language. In order to promote the acquisition of language form, this study attempts to apply attention function to grammar teaching in junior high school, and discusses the following three research questions: 1) whether attention function can improve students' grammar learning motivation? Can attention function improve students' grammar achievement? Can attention function enhance students' memory of grammar? This study was conducted for four months in the form of a control class. 74 junior middle school students in grade two participated in the teaching experiment. 37 students in the experimental class accepted the teaching model based on the attention function of Swain's output hypothesis. 37 students in the control class accepted the traditional grammar teaching model. The results showed that the students' learning motivation in the experimental class was significantly improved after the teaching experiment. The external motivation and motivation intensity were significantly different from those of the control class, and there were significant differences in the post-test scores between the experimental class and the control class after the experiment. The results of the experimental classes improved significantly. Meanwhile, the analysis of the instant results and the delayed results of the two classes showed that, Attention function enhances students' memory of English grammar knowledge. The findings of the study confirm the validity of the application of attention function in grammar teaching in junior high school. It is hoped that it can provide some practical reference for English grammar teaching.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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