农村初中英语语法教学现状的调查研究

发布时间：2018-05-05 05:12

本文选题：语法 + 中学语法教学　；参考：《赣南师范学院》2015年硕士论文

【摘要】：随着贯穿交际法教学思想的新教材的使用,中学英语中出现了淡化语法甚至不教语法教学的倾向。然而中学英语教学毕竟是外语学习,学生缺乏自然习得的条件而依靠课堂教学这一正规途径来学习,向学生传授包括语法知识在内的语言规则是语法教学的客观需要。在之前的语法研究中,有关农村初中英语的语法教学极少涉猎。正基于此,笔者尝试通过在自己所任教的农村中学发放问卷调查及访谈,以期了解现在农村初中英语语法教学的现状并对中学英语教学有所启示。本论文基于建构主义理论,“习得”与“学习”假说以及输入假说理论,旨在回答以下四个问题。1)农村中学英语语法教学的地位和作用;2)教师如何教语法以及学生如何学习语法,看方法是否有所改善;3)农村中学英语语法教学效果如何;4)教师如何评价学生的语法学习及自己的教学。本研究采用问卷调查和半结构访谈方法了解现在农村初中英语语法教学的现状。首先,为收集真实的信息,作者向285位学生和75位农村教师发放了调查问卷,除1份教师问卷外其他问卷全部收回。为收集定性信息,对10位老师进行了面对面访谈。问卷调查和访谈数据分别采用采用数据处理软件包(spss17.0)和内容分析法进行分析.经过对研究结果的认真分析,发下如下问题:1)教师和学生对语法教学目的不明确,学生缺乏自主学习能力;2)语法教学中讲解多,运用少,是造成学生运用能力低的主要原因;3)脱离语境的教学时造成学生学习语法困难的主要原因;4)学生的归纳与总结能力差,难以掌握系统的语法知识。第五部分,基于存在的问题,本研究为今后农村中学英语语法教学提出了一些建议:1)将显性语法教学与隐性语法教学相结合;2)在语境、语篇中教学语法;3)过程型语法教学;4)任务型语法教学;5)互动反馈语法教学。
[Abstract]:With the use of the new teaching material which runs through the communicative approach, there is a tendency to downplay grammar or even not teach grammar in middle school English. However, English teaching in middle schools is after all foreign language learning. Students lack the conditions of natural acquisition and rely on classroom teaching as a formal way to learn. It is an objective need for grammar teaching to impart language rules including grammar knowledge to students. In the previous grammar studies, grammar teaching in rural junior middle schools was rarely involved. Based on this, the author attempts to give out questionnaires and interviews in rural middle schools, in order to understand the present situation of English grammar teaching in rural junior high schools and enlighten English teaching in middle schools. This thesis is based on constructivism theory, "acquisition" and "learning" hypothesis and input hypothesis theory. The purpose of this paper is to answer the following four questions: (1) the status and role of English grammar teaching in rural middle schools 2) how teachers teach grammar and how students learn grammar. (4) how teachers evaluate students' grammar learning and their own teaching. The present study investigates the present situation of English grammar teaching in rural junior high schools by means of questionnaires and semi-structured interviews. Firstly, in order to collect the true information, the author sent out a questionnaire to 285 students and 75 rural teachers, all of which were collected except one teacher questionnaire. In order to collect qualitative information, 10 teachers were interviewed face to face. The questionnaire and interview data were analyzed by using data processing software package SPSS 17.0 and content analysis method. After careful analysis of the results of the study, the following questions were sent out: (1) the purpose of grammar teaching is not clear among teachers and students, and the students lack the ability to learn independently. It is the main reason for students' low ability to use language (3) the main reason for students' difficulty in learning grammar when they are out of context teaching (4) the poor ability of induction and summary of students makes it difficult to master systematic knowledge of grammar. In the fifth part, based on the existing problems, this study puts forward some suggestions for English grammar teaching in rural middle schools: 1) combining explicit grammar teaching with implicit grammar teaching in context. In discourse Teaching Grammar 3) process Grammar Teaching 4) Task-based Grammar Teaching 5) Interactive feedback Grammar Teaching.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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