語法是高中生英語學(xué)習(xí)的基石,也是高中英語教學(xué)中的重點和難點。一直以來語法教學(xué)為教師和學(xué)生所重視,但教學(xué)成效卻不明顯。學(xué)生語法學(xué)習(xí)的態(tài)度以及學(xué)習(xí)策略的運用方面仍存在很多問題。針對高中語法教學(xué)中面臨的問題,本文將給養(yǎng)理論運用到高中英語語法教學(xué)中,以期改善高中英語語法教學(xué)現(xiàn)狀。本文以吉布森的給養(yǎng)理論為基礎(chǔ),結(jié)合Aronin和Singleton以及Van Lier對給養(yǎng)理論在語言教學(xué)中的解讀為理論框架,從感知-解讀-行動的模式中解釋學(xué)生的語言學(xué)習(xí)。給養(yǎng)理論關(guān)注學(xué)習(xí)環(huán)境中的給養(yǎng),注重教師、學(xué)生與學(xué)習(xí)環(huán)境間整體和諧的關(guān)系。學(xué)生感知和解讀學(xué)習(xí)環(huán)境中的給養(yǎng)后,采取相應(yīng)的學(xué)習(xí)行為實現(xiàn)語法習(xí)得。本論文旨在回答以下三個研究問題:（1）給養(yǎng)理論驅(qū)動下的高中生態(tài)英語語法教學(xué)模式對高中生語法學(xué)習(xí)策略有什么樣的影響?（2）給養(yǎng)理論驅(qū)動下的高中生態(tài)英語語法教學(xué)模式對高中生語法學(xué)習(xí)成績有什么樣的影響?（3）給養(yǎng)理論驅(qū)動下的高中生態(tài)英語語法教學(xué)模式對高中生語法自主學(xué)習(xí)能力有什么樣的影響?遼寧省營口市某高中的90名高二學(xué)生參加了本次實驗,其中實驗班和控制班各45人,實驗為期16周。實驗班采用給養(yǎng)理論驅(qū)動下的生態(tài)英語語法教學(xué)... 

【文章來源】：遼寧師范大學(xué)遼寧省

【文章頁數(shù)】：51 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Ⅱ Literature Review and Theoretical Foundations
    2.1 Overview of Ecological Teaching Aboard
        2.1.1 Origin and Definitions of Ecological Teaching
        2.1.2 Relevant Studies on Ecological Teaching Aboard
    2.2 Overview of Ecological Teaching at Home
    2.3 Theoretical Foundations
        2.3.1 Definitions of Affordance
        2.3.2 The Framework of Affordance
        2.3.3 Affordance and Ecological Teaching
Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Pre-test and Post-test
        3.3.3 Interview
    3.4 The Working Definitions of Grammar Learning Strategies and AutonomousLearning
    3.5 Research Procedure
        3.5.1 The Preparation Stage
        3.5.2 The Experimental Stage
    3.6 Data Collation
Ⅳ Results and Discussion
    4.1 Analysis of Questionnaires
        4.1.1 Analysis of Questionnaires before the Experiment
        4.1.2 Analysis of Questionnaires after the Experiment
    4.2 Analysis of Pre-test and Post-test
        4.2.1 Analysis of Pre-test in EC and CC
        4.2.2 Analysis of Post-test in EC and CC
        4.2.3 Analysis of Pre-test and Post-test in CC
        4.2.4 Analysis of Pre-test and Post-test in EC
    4.3 Analysis of Interview
    4.4 Discussion
Ⅴ Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions for Further Study
References
Appendix A Questionnaire
Appendix B Pre-test Paper
Appendix C Post-test Paper
Appendix D Interview Outline
Acknowledgements



本文編號：3508491