語法是語言學(xué)習(xí)的重要組成部分,尤其是在初中階段。在傳統(tǒng)的語法課中,教師通過講解語法知識來支配課堂,而學(xué)生則被動(dòng)地聽老師講課。更糟糕的是,有些老師在課堂上過分強(qiáng)調(diào)語法的解釋。然而,隨著交際教學(xué)法的發(fā)展,語言運(yùn)用能力越來越受到重視。如何將語法規(guī)則的學(xué)習(xí)與語言能力的培養(yǎng)結(jié)合起來,一直是人們討論的話題。因此,任務(wù)型語言教學(xué)應(yīng)運(yùn)而生。本文采用前測法、后測法、訪談法、問卷調(diào)查法等研究方法,探討任務(wù)型教學(xué)法在英語語法教學(xué)中的有效性和可行性。本文旨在解決兩個(gè)問題:1)任務(wù)型教學(xué)法是否能提高初中生的語法學(xué)習(xí)能力和語言能力?2)任務(wù)型教學(xué)法是否能激發(fā)學(xué)生對語法學(xué)習(xí)的興趣和動(dòng)機(jī),幫助他們獲得更高的分?jǐn)?shù)?參加教學(xué)實(shí)驗(yàn)的學(xué)生85人,其中實(shí)驗(yàn)班41人,對照班44人。實(shí)驗(yàn)班采用任務(wù)型教學(xué)法進(jìn)行語法教學(xué),對照班采用傳統(tǒng)的3P教學(xué)法。此外,還要求兩個(gè)班的學(xué)生完成問卷調(diào)查和訪談,包括他們對當(dāng)前英語學(xué)習(xí)的反思、對英語學(xué)習(xí)的興趣、態(tài)度和動(dòng)機(jī)以及他們對語言教學(xué)方法的看法。然后收集統(tǒng)計(jì)數(shù)據(jù),進(jìn)行詳細(xì)的分析,并得出一些研究結(jié)論。最后,統(tǒng)計(jì)分析表明,任務(wù)型教學(xué)法是一種比傳統(tǒng)英語語法教學(xué)更有效的教學(xué)方法,有助于提高學(xué)習(xí)者的學(xué)習(xí)興趣和學(xué)...

【文章頁數(shù)】：75 頁

【學(xué)位級別】：碩士

【文章目錄】：
abstract
摘要
Chapter1 Introduction
    1.1 Background of the research
    1.2 Significance of the research
    1.3 Structure of the thesis
Chapter2 Literature Review
    2.1 Grammar and grammar teaching
        2.1.1 Definition of grammar
        2.1.2 Ways of grammar teaching
    2.2 Introduction of TBLT
        2.2.1 Definition of task
        2.2.2 Principles of TBLT
        2.2.3 Framework of TBLT
    2.3 Theoretical foundation
        2.3.1 Constructivist theory
        2.3.2 Second language acquisition
    2.4 Current researches on TBLT at home and abroad
        2.4.1 Study abroad
        2.4.2 Study at home
Chapter3 Research Design
    3.1 Research questions
    3.2 Research subjects
    3.3 Research Methodology
        3.3.1 Tests
        3.3.2 Interview
        3.3.3 Questionnaire
        3.3.4 Teaching procedure
Chapter4 Data results and analysis
    4.1 Data results of pre-tests and post-tests
        4.1.1 A comparison of pre-test scores of EC and CC
        4.1.2 A comparison of post-test scores of EC and CC
        4.1.3 Finding of tests
    4.2 Interview analysis
    4.3 Questionnaire results
Chapter5 Conclusion
    5.1 Findings of the research
    5.2 Pedagogical implications
    5.3 Limitations of the research
    5.4 Suggestions for further study
References
Appendix1
Appendix2
Appendix3
Appendix4
Appendix5
Appendix6
Acknowledgements



本文編號：3749210