初中英语阅读教学中语法翻译法及其与交际法交融有效性比较研究

发布时间：2018-01-10 13:34

本文关键词：初中英语阅读教学中语法翻译法及其与交际法交融有效性比较研究　出处：《扬州大学》2015年硕士论文　论文类型：学位论文

【摘要】：本研究通过比较传统的语法翻译法和语法翻译法与交际法融合的教学法各自的教学有效性,旨在考察两种教学方法哪一种更能提高初中学生阅读水平,重点回答三个研究问题：(1)语法翻译法和语法翻译法与交际法融合的教学法在提高初中学生阅读能力方面哪个更有效?(2)两种教学方法在提高学生阅读水平的有效性程度上有何差异?(3)两种教学方法在哪些方面体现其对提高初中学生阅读水平的作用?本研究是一项实验研究,试验后开展了随访,整个实验延续三个月。实验对象为某中学初二两个自然班,分别为控制班和实验班,各班为30个学生。通过前测,两个班级的阅读水平无显著差异。控制班接受语法翻译法教学训练,实验班接受语法翻译法与交际法融合的教学训练。两个班级的阅读教学均由研究者本人实施。通过配对样本T检验后测,检验两个班级实验前后阅读水平发生的变化;独立样本T检验检验两个班级后测之间阅读水平存在的差异。数据分析显示如下主要发现：试验后测试的独立样本T检验显示,实验班的阅读水平与控制班之间存在显著差异,实验班明显好于控制班。这个差异同样体现在具体的寻找信息细节、主旨信息、推理、把握作者态度、猜测以及对有意识了解篇章结构程度等阅读理解题型方面。有趣的是,控制班在基于任务的阅读理解中表现更好。上述结果说明,两种方法的有效性虽有差异,但发挥的作用各有侧重。通过配对样本T检验分析显示,两个班级实验前后阅读水平均发生了变化,说明两种教学方法对提高学生的阅读理解均有促进,只是程度不同而已,同时也说明,传统的语法翻译法有其存在的合理性,这一点对初学者尤其明显。访谈结果显示,实验班明显偏好语法翻译法与交际法的融合式教学方法,特别喜欢课堂活动的多样化,诸如自由会话、看图说话、角色扮演、小组或配对讨论、复述课文等形式。这说明交际法更能吸引青少年学习者。访谈结果还说明语法翻译法与交际法的融合式教学有利于学生主动思考,亦有利于他们在主动交流中使用语言。本研究结果有一定的教学指导意义：从教师来看,语法翻译法有利于初学者掌握基本的语言知识,不应该全盘否定,而语法翻译法与交际法的融合式教学方法可以视为语法翻译法的改良版,可以避开语法翻译法过于注重词汇语法学习从而引导学生主动使用语言。从学生的角度看,语法翻译法可以帮助学生在显性教学环境下获取词汇语法知识,语法翻译法与交际法的融合更能提高学生的语言综合水平。
[Abstract]:By comparing the teaching effectiveness of the traditional grammar translation method and the method of grammatical translation and communicative approach, this study aims to investigate which of the two teaching methods can improve the reading level of junior high school students. Answer three research questions: 1) which is more effective in improving the reading ability of junior high school students by the methods of grammar translation or the combination of grammar translation and communicative approach? 2) what is the difference between the two teaching methods in improving students' reading proficiency? 3) in what aspects does the two teaching methods play an important role in improving the reading level of junior high school students? This study is an experimental study, followed up after the experiment, the whole experiment lasted for three months. The subjects of the experiment were two natural classes in a middle school, control class and experimental class. There were 30 students in each class. There was no significant difference in reading level between the two classes. The control class received grammar translation teaching training. The experimental class was trained in the combination of grammar translation and communicative approach. The reading teaching in both classes was carried out by the researcher himself. To test the changes of reading level before and after the two classes' experiment; The main findings of the data analysis are as follows: independent sample T test shows that the independent sample T test shows the difference between the two classes. There is a significant difference between the reading level of the experimental class and the control class, and the experimental class is obviously better than the control class. It is interesting that the control class performs better in task-based reading comprehension. The results show that the effectiveness of the two methods is different. Through the analysis of paired sample T-test, the reading level of the two classes has changed before and after the experiment, which shows that the two teaching methods can improve the students' reading comprehension. It is only different in degree, and it also shows that the traditional grammar translation method has its own rationality, which is especially obvious for beginners. The results of the interview show that the traditional grammar translation method has its own rationality. The experimental class has a strong preference for a combination of grammar translation and communicative approach, especially for the diversity of classroom activities, such as free conversation, picture-looking speaking, role-playing, group or paired discussion. This shows that communicative approach is more attractive to young learners. The interview results also show that the fusion teaching of grammar translation and communicative approach is conducive to students' active thinking. The results of this study have some instructive significance: from the teacher's point of view, grammatical translation helps beginners master basic language knowledge and should not be completely denied. The fusion teaching method of grammatical translation and communicative approach can be regarded as an improved version of grammatical translation. From the perspective of students, grammatical translation can help students acquire lexical and grammatical knowledge in explicit teaching environment. The integration of grammatical translation and communicative approach can improve students' comprehensive language proficiency.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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