本文選題：輸出假設(shè) + 注意功能��； 參考：《中北大學(xué)》2017年碩士論文

【摘要】：語法作為英語學(xué)習(xí)的重要組成部分,一直是英語學(xué)習(xí)者的難點(diǎn)。高中生常常抱怨盡管投入很多時(shí)間和精力但收效甚微。其中,被學(xué)習(xí)者頻繁使用的主謂一致的學(xué)習(xí)一直是英語語法教學(xué)中的瓶頸。因此,研究有效的教學(xué)方法來解決這一問題非常必要。Swain(1998)的輸出假設(shè)提出輸出的四種功能,即:注意功能,檢驗(yàn)假設(shè)功能,元語言功能和流利功能。其中注意功能是指通過目標(biāo)語的輸出能促使學(xué)習(xí)者意識(shí)到他們的語言問題,并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。本文依據(jù)上述理論,通過定性和定量的方法來研究注意功能是否能促進(jìn)高中生對(duì)語言形式的習(xí)得。本研究探討了三個(gè)問題:1)注意程度和主謂一致的習(xí)得是否具有相關(guān)性?2)如果有,輸出的注意功能是否能促進(jìn)學(xué)生對(duì)主謂一致的習(xí)得?3)注意功能是否能提高學(xué)生對(duì)語法學(xué)習(xí)的積極性?本研究的受試者來自于山西省長子一中高二年級(jí)的學(xué)生,90個(gè)受試者均來自筆者所教的兩個(gè)自然班,共分為兩組:一個(gè)實(shí)驗(yàn)組(45人),一個(gè)對(duì)照組(45人)。其中實(shí)驗(yàn)班接受以Swain的輸出假設(shè)中的注意功能為基礎(chǔ)的教學(xué)模式;控制班接受傳統(tǒng)語法教學(xué)。本研究歷時(shí)一個(gè)學(xué)期,通過調(diào)查問卷、前測、后測和訪談等研究方法收集數(shù)據(jù),采用SPSS 17.0軟件對(duì)所獲數(shù)據(jù)進(jìn)行分析。實(shí)驗(yàn)結(jié)果表明:1)問卷和相關(guān)性分析表明,注意程度和主謂一致的習(xí)得具有顯著的相關(guān)性;學(xué)生對(duì)主謂一致的注意程度大幅提高。2)前后測成績對(duì)比表明,輸出的注意功能能促進(jìn)學(xué)生對(duì)主謂一致的習(xí)得。通過使用以Swain的輸出假中的注意功能為基礎(chǔ)的教學(xué)模式,實(shí)驗(yàn)班的語法能力得到了很大提高。3)訪談的結(jié)果表明,實(shí)驗(yàn)班的學(xué)生在接受輸出任務(wù)的訓(xùn)練后學(xué)習(xí)英語的興趣更強(qiáng),這說明注意功能夠幫助增強(qiáng)學(xué)生英語語法的學(xué)習(xí)積極性。本研究的意義證實(shí)了輸出假設(shè)中的注意功能應(yīng)用于高中主謂一致的可行性和有效性,并對(duì)將來的研究提供了一些建議:在輸出的過程中,鼓勵(lì)高中生根據(jù)自身的需要,注意語言形式來促進(jìn)語言的習(xí)得。
[Abstract]:Grammar, as an important part of English learning, has always been a difficult point for English learners. High school students often complain that despite spending a lot of time and energy, there has been little success. Among them, subject-predicate consistent learning, which is frequently used by learners, has always been a bottleneck in English grammar teaching. Therefore, it is very necessary to study effective teaching methods to solve this problem. The output hypothesis of Swainn 1998 puts forward four functions: attention function, test hypothesis function, meta-language function and fluency function. Attention function means that the learners can be aware of their language problems through the output of the target language, and notice the gap between the target language and the interlanguage, thus promoting the acquisition of language forms. Based on the above theory, this paper studies whether attention function can promote high school students' acquisition of language form through qualitative and quantitative methods. This study explores three questions: 1) whether there is a correlation between the acquisition of the degree of attention and the consistency of the subject and predicate. (2) if so, Can output attention function promote students' acquisition of subject-predicate consistency? can attention function increase students' enthusiasm for grammar learning? The subjects in this study were students from Grade two of Shanxi first Senior Middle School. All 90 subjects were from two natural classes taught by the author. They were divided into two groups: an experimental group of 45 students and a control group of 45 students. The experimental class accepts the teaching model based on the attention function in the output hypothesis of Swain and the control class accepts the traditional grammar teaching. This study lasted for one semester. The data were collected by questionnaire, pre-test, post-test and interview. The data were analyzed by SPSS 17.0 software. The results of the experiment show that there is a significant correlation between the degree of attention and the acquisition of subject-predicate consistency, and that the students' attention to subject-predicate consistency is greatly improved by using the questionnaire and correlation analysis. The attention function of output can promote students' acquisition of subject-predicate consistency. By using a teaching model based on the attention function in the output vacation of Swain, the grammar ability of the experimental class has been greatly improved. The results of the interview show that the students in the experimental class are more interested in learning English after receiving the training of the output task. This shows that attention can help enhance students' English grammar learning enthusiasm. The significance of this study confirms the feasibility and effectiveness of applying the attention function of the output hypothesis to the consistency of subject and predicate in senior high school, and provides some suggestions for future research: in the process of output, high school students are encouraged to meet their needs. Pay attention to the form of language to promote language acquisition.
【學(xué)位授予單位】：中北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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