語法學(xué)習(xí)是語言學(xué)習(xí)的一部分,在語言教學(xué)過程中有著舉足輕重的作用。然而,在傳統(tǒng)的語法教學(xué)中,教師使用的方法機(jī)械枯燥,學(xué)生的學(xué)習(xí)效果并不理想,對語法學(xué)習(xí)也缺乏興趣。在社會文化的高速發(fā)展下,傳統(tǒng)的語法教學(xué)已經(jīng)無法滿足師生的需求。當(dāng)下,尋找新的語法教學(xué)方法已成為英語教學(xué)的熱點(diǎn)之一。1996年,新倫敦小組提出“多元識讀能力”（multiliteracy）這一概念,并把它作為語言教學(xué)的主要任務(wù),開辟了多模態(tài)運(yùn)用于語言教學(xué)的先河,多模態(tài)在英語教學(xué)中逐漸得到應(yīng)用并受到歡迎,也成為近十年的熱門研究話題。多模態(tài)英語語法教學(xué)具有傳統(tǒng)語法教學(xué)無法比擬的優(yōu)勢,能把文字、圖像及其他聽覺、視覺符號相結(jié)合,充分調(diào)動學(xué)生的各個感官,引導(dǎo)學(xué)生發(fā)現(xiàn)和分析語法規(guī)則,進(jìn)而深刻理解、準(zhǔn)確使用語言形式,并能夠提高學(xué)生的學(xué)習(xí)興趣,從而改善教學(xué)效果。本研究旨在研究多模態(tài)語法教學(xué)對初中生英語語法學(xué)習(xí)態(tài)度的影響。研究問題主要包括:（1）多模態(tài)教學(xué)如何影響初中生的英語語法學(xué)習(xí)態(tài)度?（2）多模態(tài)語法教學(xué)下,不同英語水平學(xué)生的英語學(xué)習(xí)態(tài)度在認(rèn)知水平、情感體驗(yàn)、行為傾向三個維度上是否存在差異?若有,體現(xiàn)在哪些方面?（3）若不同英語水平學(xué)生的英語學(xué)... 

【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：54 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
1. Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the research
    1.3 Layout of the dissertation
2. Literature review
    2.1 Learning attitudes
        2.1.1 The definitions and dimensions of learning attitudes
        2.1.2 Previous studies on students' english learning attitudes
    2.2 Multimodality and multimodal teaching
        2.2.1 Definition of multimodality
        2.2.2 Definition of multimodal teaching
        2.2.3 Studies on multimodal teaching
    2.3 Overview of previous studies on relationship between multimodal teaching andstudents' learning attitudes
3. Research design
    3.1 Research questions
    3.2 Research context and participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Experiment procedure
        3.4.1 Pre-experiment
        3.4.2 Experiment
        3.4.3 Post-experiment
4. Data analysis and discussion
    4.1 Results and analysis
        4.1.1 Results and analysis from the questionnaire
        4.1.2 Results and analysis for the differences in the learning attitude of students atdifferent english levels
        4.1.3 Results and analysis from the interview
    4.2 Discussion
        4.2.1 Discussion on the overall situation of english learning attitude of middle schoolstudents under multimodal teaching
        4.2.2 Discussion on the differences between students' learning attitudes withdifferent english levels
        4.2.3 Discussion on students' feedback on multimodal teaching
5. Conclusions
    5.1 Major findings of the research
    5.2 Implications of the research
    5.3 Limitations of the research
Bibliography
Appendices
    Appendix Ⅰ: Teaching design
    Appendix Ⅱ: Questionnaire
    Appendix Ⅲ: Interview
Acknowledgement



本文編號：3012209