高中英语语法教学中情境设置研究

发布时间：2018-01-15 17:23

本文关键词：高中英语语法教学中情境设置研究　出处：《四川外国语大学》2015年硕士论文　论文类型：学位论文

【摘要】：从开始外语教学起,语法教学即是一个极具争议的话题。在语言研究和教学的发展过程中,人们愈发意识到语言的意义、形式和功能是相互统一的,而语言的这三个方面具有同样的重要意义和实践意义。现在,在外语教学上的争论已经从语法教育的必要性演变为如何进行语法教学。再者,同时具有扎实语言基本能力和语言运用能力的高素质复合型外语人才,也是全球经济一体化、科学技术大发展和频繁国际交流的应有之义。因此,在外语教学中,语言的形式、使用和意义是同等重要的。众所周知,中国外语教育的基础是在高中阶段,而其中语法教学更是重中之重。但是,在现在的语法教学实践中,语言的实际运用却常常被忽略。英语教师常单从语法本身出发,孤立地教授语法。正因为如此,使得学生在实际的交流中,即使能够使用正确的语法句式,却不能准确表达自身所想。随着对于提高学生在实际交流中语言的准确性、流畅性和适当性的需求越来越高,英语语法教学需要从传统的、孤立的教学方式中挣脱开来,去寻找一种新的情境教学方式。本论文从理论和实践出发,分析目前高中英语语法教学的现状及问题,在情境的理论基础上,借鉴前人运用情境进行英语语法教学的研究成果,探索通过情境设置进行英语语法教学的原则、方法及其教学效果。本研究要探讨的是以下两个问题:一、通过情境设置进行高中英语语法教学,学生的语法准确性和适度性有否提高?二、通过情境设置进行高中英语语法教学,学生的语法实际应用能力是否提高?针对以上两个研究问题,作者进行了为时一个学期(16周)的教学实验,本实验的对象是作者所教的十八中高一年级两个常规教学班129人,分别为控制班(63人)和实验班(66人)。在实验班,每个单元的语法课运用情境设置进行教学,而另一个班的语法课仍采用机械操练方法。用含有填空、选择、合并句子的试题检查语法知识的准确性,用高考英语中的基础写作题型来检查语法知识的应用,两个班同时进行前后测,收集并整理数据,使用SPSS16.0工具,独立样本t检验的统计方法进行数据对比分析。总的来说,本研究不但探索了英语语法教学中如何处理情境与语法关系的问题,同时对如何提高学生的语法准确性和运用的恰当性也进行了初步的研究,对英语教师的情境化语法教学有一定的参考和借鉴作用。
[Abstract]:Since the beginning of foreign language teaching, grammar teaching has been a controversial topic. In the course of language research and teaching, people have become increasingly aware of the meaning, form and function of language. These three aspects of language have the same significance and practical significance. Now, the debate in foreign language teaching has evolved from the necessity of grammar education to how to carry out grammar teaching. At the same time, the high quality foreign language talents with solid language basic ability and language use ability are also the meaning of the global economic integration, the great development of science and technology and the frequent international exchange. In foreign language teaching, the form, use and meaning of language are equally important. As we all know, the foundation of Chinese foreign language education is in the senior middle school, and grammar teaching is the most important one. In the present grammar teaching practice, the practical use of language is often neglected. English teachers often teach grammar in isolation from the grammar itself. Even if you can use the correct grammatical sentence structure, you can not express your own thoughts accurately. With the increasing demand for improving the accuracy, fluency and appropriateness of the students' language in practical communication. English grammar teaching needs to break away from the traditional and isolated teaching methods to find a new way of situational teaching. This paper analyzes the present situation and problems of English grammar teaching in senior high school, and draws lessons from the research results of using situation in English grammar teaching on the basis of situational theory. This study explores the principles, methods and teaching effects of English grammar teaching through situational setting. This study aims to explore the following two issues: first, to carry out English grammar teaching in senior high schools through situational setting. Are students' grammatical accuracy and appropriateness improved? Second, whether the students' practical application ability of grammar can be improved by setting the situation in English grammar teaching in senior high school? In view of the above two research questions, the author conducted a teaching experiment for one semester to 16 weeks. The subjects of this experiment were 129 students in two regular classes of grade one in 18 middle school and high school taught by the author. In the experimental class, the grammar class of each unit was taught by situational setting, while the grammar class in the other class still used mechanical training method. Select, combine sentence questions to check the accuracy of grammatical knowledge, use the basic writing questions in the college entrance examination English to check the application of grammar knowledge, two classes at the same time before and after the test, collect and collate the data. This study not only explores how to deal with the relationship between context and grammar in English grammar teaching, but also makes a comparative analysis with the statistical method of independent sample t-test using SPSS16.0 tool. At the same time, it also makes a preliminary study on how to improve the students' grammatical accuracy and appropriateness, which can be used as a reference for English teachers in situational grammar teaching.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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