演繹法和歸納法在外語教學(xué)中是兩種常用的語法教學(xué)方法。到底哪種方法效果更佳,目前教師和研究者對(duì)此還沒有達(dá)成共識(shí)。本研究是一個(gè)對(duì)比研究,研究的目的是比較演繹法和歸納法,這兩種教學(xué)方法,分別對(duì)學(xué)生語法理解能力和語法產(chǎn)出能力的影響以及效果從而找出哪種方法語法教學(xué)效果更佳,本研究嘗試回答以下兩個(gè)研究問題:(1)演繹法和歸納法這兩種方法中哪種方法更有利于初中生對(duì)賓語從句的理解?(2)演繹法和歸納法這兩種方法中哪種方法更有利于初中生對(duì)賓語從句的產(chǎn)出?演繹法是指老師直接向?qū)W生講解語法規(guī)則,然后給出相應(yīng)的例句進(jìn)行說明,歸納法是指學(xué)生先觀察所給的例句或材料然后從中發(fā)現(xiàn)和總結(jié)語法規(guī)則。研究采用的語法項(xiàng)目為賓語從句。研究對(duì)象為某普通中學(xué)初二年級(jí)的兩個(gè)平行班學(xué)生。整個(gè)研究過程分為實(shí)驗(yàn)前,教學(xué),實(shí)驗(yàn)后三個(gè)階段,實(shí)驗(yàn)前階段包括兩次前測,兩次前測的目的分別是為了確保兩個(gè)班的英語水平以及對(duì)賓語從句的了解沒有顯著性差異。教學(xué)階段,作者分別對(duì)演繹組采用演繹法教學(xué),對(duì)歸納組采用歸納法教學(xué),實(shí)驗(yàn)后,立即對(duì)兩個(gè)班學(xué)生進(jìn)行賓語從句的即時(shí)測試,一個(gè)月后,對(duì)兩個(gè)班進(jìn)行賓語從句的延時(shí)測試,在即時(shí)測和延時(shí)測中分別用20道選擇題來測兩組學(xué)生...

【文章頁數(shù)】：96 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Some Relevant Concepts
        2.1.1 Deduction
        2.1.2 Induction
        2.1.3 Deductive Approach
        2.1.4 Inductive Approach
    2.2 An Overview of Grammar Teaching
        2.2.1 Grammar Teaching in Major Foreign Language Teaching Schools
        2.2.2 Current State of Grammar Teaching Research
    2.3 Studies on Applying Deductive and Inductive Approaches to GrammarTeaching
        2.3.1 Advantages and Disadvantages on Applying Deductive and InductiveApproaches to Grammar Teaching
        2.3.2 Comparative Studies of Effects on Applying Deductive and InductiveApproaches to Grammar Teaching
    2.4 Summary of the Previous Studies
Chapter Three Theoretical Framework
    3.1 Meaningful Learning Theory
        3.1.1 The Essence of Meaningful Learning Theory
        3.1.2 The Psychological Mechanism of Meaningful Learning
        3.1.3 The Relations between Meaningful Learning Theory and the DeductiveApproach
    3.2 Cognitive Structure Learning Theory
        3.2.1 Essence of Cognitive Structure Learning Theory
        3.2.2 The Psychological Mechanism of Bruner’s Discovery Learning
        3.2.3 The Relations between Cognitive Structure Learning Theory and theInductive Approach
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Variables
    4.3 Subjects
    4.4 Instrument
        4.4.1 Pre-test
        4.4.2 Immediate Test
        4.4.3 Delayed Test
    4.5 Teaching Materials
    4.6 Procedures
        4.6.1 Pre-experiment Stage
        4.6.2 Teaching Stage
        4.6.3 Post experiment Stage
    4.7 Data Collection
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Results of the Mid-term English Test of the DG and IG
        5.1.2 Results of the Pretest of the DG and IG
        5.1.3 Results of the Immediate Test
        5.1.4 Results of the Delayed Test
    5.2 Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implication
    6.3 Limitations of the Research
    6.4 Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix V
Appendix Ⅵ
Appendix Ⅶ



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