【摘要】：語法是“管理句子中的單詞的常規(guī)安排和關(guān)系的規(guī)則系統(tǒng)”(Brown,1994),其可以促進外語的習得并且有利于培養(yǎng)綜合語言能力。大多數(shù)的英語教師把語法視為英語學習的框架。教師持有的語法教學信念能夠影響他們在課堂上的實際教學行為,從而導致不同的教學效果。教師信念是指教師關(guān)于教育教學過程、任務(wù)、計劃、策略等方面的想法。教師的教學信念對其實際的教學行為起著指導作用。但是,現(xiàn)有的研究大多數(shù)是將外語教師的教學信念作為一個整體來研究,很少有專門地、深入地對外語教師的語法教學或者詞匯教學的信念進行研究。因此,本文試圖以語法教學信念為切入點,對江西省目前高中英語教師的語法教學信念和學生的語法信念進行調(diào)查和對比研究。本研究采用定量研究和定性研究相結(jié)合的方法,圍繞以下幾個問題展開調(diào)查:(1)高中英語教師的語法教學信念和學生語法信念的總體現(xiàn)狀;(2)高中英語教師的語法教學信念和學生語法信念的異同;(3)高中英語教師的實際語法教學行為與其語法教學信念的匹配程度。該研究中被試是從江西省瑞昌市第二中學高一高二年級挑選出來的400位學生和35位教師,其中學生有效問卷384份,教師有效問卷34份。本研究的三份問卷以Andrew(2003)關(guān)于語法信念的框架結(jié)構(gòu)和濟南大學高強教授(2008)關(guān)于中國大學英語教師語法教學信念的的調(diào)查問卷為基礎(chǔ),適當改編和調(diào)整后適用我國高中英語語法教學現(xiàn)狀的問卷。問卷之后又抽取了4位教師進行訪談,進一步了解教師的語法教學信念和行為。本文采用統(tǒng)計軟件SPSS17.0將所收集的數(shù)據(jù)進行分析處理。研究結(jié)果表明:1)教師的語法教學信念和學生的語法教學信念總體上呈現(xiàn)不同的特征。教師的語法教學信念有著交際教學的傾向,而學生的語法信念表現(xiàn)出交際教學和傳統(tǒng)教學相融合的特征。2)教師的語法教學信念和學生的語法教學信念既存在相同點也存在著差別。一方面,教師的語法教學信念和學生的語法信念在語言形式、交際意義和演繹教學這三個維度上存在顯著差異,與教師相比,學生更偏好語言形式和演繹教學,并且不像老師那么重視交際意義。然而,另一方面,教師的語法教學信念與學生的語法信念在歸納教學、操作演練和語法術(shù)語上并無顯著差異。3)就教師的實際語法教學行為與其語法教學信念的匹配度而言,教師的實際語法教學行為在語言形式,交際意義,歸納教學和語法術(shù)語上,能夠基本與他們的語法教學信念保持一致。而在演繹教學和操作演練上,高中英語教師的語法教學行為與其信念存在差別。
[Abstract]:Grammar is a system of rules for managing the routine arrangement and relationship of words in sentences (Brown,1994), which can promote the acquisition of foreign languages and contribute to the development of comprehensive language competence. Most English teachers regard grammar as the framework of English learning. Teachers' belief in grammar teaching can affect their actual teaching behavior in class and lead to different teaching effects. Teacher belief refers to the teacher's ideas about the teaching process, task, plan, strategy, etc. Teachers' teaching belief plays a guiding role in their actual teaching behavior. However, most of the existing researches focus on the teaching beliefs of foreign language teachers as a whole, and few researches have been devoted to the grammar teaching or vocabulary teaching beliefs of foreign language teachers. Therefore, this paper attempts to investigate and contrast the grammar teaching beliefs of senior high school English teachers and students in Jiangxi Province by using grammar teaching beliefs as the starting point. In this study, a combination of quantitative and qualitative studies was used. The investigation focuses on the following questions: (1) the general situation of grammar teaching beliefs and students' grammar beliefs of senior high school English teachers; (2) the similarities and differences between grammar teaching beliefs and students' grammatical beliefs of senior high school English teachers; (3) the similarities and differences between high school English teachers' grammar teaching beliefs and students' grammar beliefs; The matching degree between the actual grammar teaching behavior and its grammar teaching belief. In this study, 400 students and 35 teachers were selected from Grade two of Grade one in the second Middle School of Ruichang City, Jiangxi Province, including 384 valid questionnaires for students and 34 valid questionnaires for teachers. The three questionnaires in this study are based on Andrew's (2003) framework on grammatical beliefs and Professor Gao Qiang (2008) of Jinan University on Chinese college English teachers' grammar teaching beliefs. Appropriate adaptation and adjustment of our country's senior English grammar teaching situation of the questionnaire. After the questionnaire, 4 teachers were interviewed to learn more about teachers' beliefs and behaviors in grammar teaching. This paper uses the statistical software SPSS17.0 to analyze and process the collected data. The results show that teachers' beliefs in grammar teaching and students' beliefs in grammar teaching are different in general. Teachers' beliefs in grammar teaching have the tendency of communicative teaching. However, students' grammatical beliefs are characterized by the fusion of communicative teaching and traditional teaching. 2) there are similarities and differences between teachers' beliefs in grammar teaching and students' beliefs in grammar teaching. On the one hand, there are significant differences between teachers' grammatical teaching beliefs and students' grammatical beliefs in the three dimensions of language form, communicative meaning and deductive teaching. Students prefer language form and deductive teaching to teachers. And not as much as teachers pay attention to the meaning of communication. However, on the other hand, there is no significant difference between teachers' grammatical teaching beliefs and students' grammatical beliefs in inductive teaching, operational exercises and grammatical terms. Teachers' actual grammatical teaching behaviors are basically consistent with their grammatical teaching beliefs in terms of language form, communicative significance, inductive teaching and grammatical terms. However, there are differences between English teachers' grammatical teaching behavior and their beliefs in deductive teaching and operational exercises.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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