外显与内隐语法教学在高中虚拟语气中的整合教学

发布时间：2018-06-17 18:02

本文选题：英语语法 + 显隐语法教学　；参考：《四川外国语大学》2015年硕士论文

【摘要】：在把英语做为一门外语的学习过程中,有关其应该被有意识的学习还是无意识的习得的争论一直不休。这两种对立的观点逐渐地被涉及到了实际教学实践中,由此也产生出显性语法教学与隐性语法教学。语法,占据着英语学习的重要位置。然而,我们在课堂上能见到的大部分都是传统的直接解说式语法教学(显性),或是新兴的放任自主式教学(隐性)。但任何一方都不能达到令人满意的效果。前者是太过呆板,使得课堂乏味学生失去兴趣,而后者则是令学生陷入迷茫,无法理解目标知识。目前,国内外很多学者在这方面进行了研究,这些研究多是将两种语法教学法单一的进行比较,其结果皆显示为显性的语法教学在知识结构方面优于隐性语法教学,而在能力表达层面上则是弱于后者。另外,虚拟语气作为英语语法学习中非常重要的一个语法点,其本身不仅含有较易理解的部分也包含有特别复杂的方面,在各类英语考试中都是英语学习者的一大障碍。考虑到现目前在高中阶段虚拟语气的重要性及其教学现状,本研究试图将较为直接的显性语法教学与间接的隐性教学相结合来进行实验,以期能验证这种整合教学的适用性。本研究基于Krashen,Ellis等的相关理论,通过比较整合的显性与隐性语法教学与传统的单一显性教学在虚拟语气中所产生的不同效果,以此来探究经过整合的语法教学从整体上来说是否优于单纯的语法规则讲解。本文中的受试选自于四川省绵阳市一所中学的高一学生,共50人,其中25人组成实验组采取整合教学,另外25人组成对照组采取直接的显性教学,即直接学习目标知识。两组分别进行虚拟语气的学习,实验组首先通过接受音乐、图片、故事等来感受目标语法,自己总结规则,再由教师进一步详细解释,最后再以翻译、口头造句及对话等来巩固。而对照组则按原有的教学程序不变。实验一共持续五周,不含正式实验前的问卷调查以及对受试原有知识的前测。实验结束后进行了统一后测与最后一次问卷调查。根据实验数据分析,本次研究得出了以下结论:(1)通过整合的显隐性教学法,学生在虚拟语气上得到了激发同时其后续学习也得以推动。(2)整合的显隐语法教学比单一的直接显性教学更能有效提高学生的虚拟语气学习水平。论文最后,本研究指出了其暗含的启示以及不足之处,并为将来这方面可能的研究提出了建议。
[Abstract]:In the process of learning English as a foreign language, there has been a constant debate about whether it should be learned consciously or unconsciously. These two opposing views have been gradually involved in the practical teaching practice, which has also resulted in explicit grammar teaching and implicit grammar teaching. Grammar occupies an important position in English learning. However, most of what we can see in the classroom is the traditional direct explanatory grammar teaching (explicit grammar teaching) or the emerging laissez-faire autonomous teaching (recessive teaching). But neither side can achieve satisfactory results. The former is too rigid to make the boring students lose interest, while the latter makes the students confused and unable to understand the target knowledge. At present, many scholars at home and abroad have carried on the research in this aspect, most of these studies are to compare the two grammatical teaching methods. The results show that the explicit grammar teaching is superior to the tacit grammar teaching in the aspect of knowledge structure. At the level of ability expression, it is weaker than the latter. In addition, as a very important grammatical point in English grammar learning, subjunctive mood is not only easy to understand but also contains some complicated aspects. It is a big obstacle for English learners in all kinds of English tests. Considering the importance of subjunctive mood in senior high school and its present teaching situation, this study attempts to combine direct explicit grammar teaching with indirect implicit teaching in order to verify the applicability of this integrated teaching. Based on the relevant theories of Krashenn Ellis et al, this study compares the different effects of integrated explicit and implicit grammar teaching and traditional single explicit teaching in subjunctive mood. This is to explore whether the integrated grammar teaching is better than the simple grammar rules explanation on the whole. In this paper, 50 students were selected from a middle school in Mianyang City, Sichuan Province. Among them, 25 students in the experimental group took integrated teaching, the other 25 students in the control group took direct explicit teaching, that is, direct learning objective knowledge. The experimental group first receives music, pictures, stories and so on to feel the target grammar, sums up the rules by themselves, and then explains the rules further in detail by the teacher, and finally by translation. Oral construction and dialogue to consolidate. The control group did not change according to the original teaching procedure. The experiment lasted for five weeks and did not include the questionnaire survey before the formal experiment and the pre-test of the subjects' original knowledge. At the end of the experiment, a unified post-test and a final questionnaire survey were carried out. Based on the analysis of experimental data, this study draws the following conclusion: 1) through the integration of explicit and implicit teaching methods, Students' subjunctive mood has been stimulated and their subsequent learning has been promoted. (2) the explicit and implicit grammar teaching, which is integrated, can effectively improve the students' subjunctive mood learning level compared with the single direct explicit teaching. At the end of this paper, the implications and shortcomings of this study are pointed out, and some suggestions for future research are proposed.
【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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