语能与教学显性度对中学生英语难易结构学习的影响研究

发布时间：2021-06-12 05:09

　　第二语言习得领域中,语法教学一直是研究者关注的一个焦点。他们讨论的中心问题是:什么使得学习语法结构变得复杂?前期研究发现,导致语法结构学习变得困难的原因是多方面的,不仅源于学习者自身在认知方面的语言能力,还来自于语法教学方法以及语法结构自身的复杂度。到目前为止,虽然很多研究已经探讨了上述因素是如何相互作用共同决定了二语语法结构学习的复杂性,但仍然在研究结果上没有达到共识。因此,在总结前人研究的基础上,本文试图探究学习者的语言能力以及显性和隐性教学对学习者学习简单结构和复杂结构的作用和影响。因此,本文所探讨的研究问题如下:1.学习者的语能在学习简单结构和复杂结构中起到了什么作用?2.英语教学的显性度（显性教学和隐性教学）在学习简单结构和复杂结构中起到了什么作用?两个自然班60名来自甘肃省梅川中学的学生参与了本研究。根据实验设计,两个自然班分别被分为显性组和隐性组,每个班分别30人。此次实验有三个研究工具,分别是语言能力测试,语法判断任务和口语产出任务。语言能力测试是用来测试学习者的语言学习能力,学习者的显性知识由语法判断任务来测试,而隐性知识则由口语产出任务来完成。根据Hulstijn和... 

【文章来源】：西北师范大学甘肃省

【文章页数】：87 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 The Purpose and Significance of the Research
    1.3 The Layout of the Thesis
Chapter Two Literature Review
    2.1 The Definition of language complexity in the SLA
        2.1.1 From the Developmental Perspective
        2.1.2 From the Psycholinguistic or Cognitive Perspective
        2.1.3 From the Linguistic Perspective
        2.1.4 From the Pedagogical Perspective
    2.2 Previous Studies on the Influence of Language Aptitude upon Grammar Learning
        2.2.1 The Definition of Language Aptitude
        2.2.2 The Language Aptitude Tests
    2.3 Previous Studies on the Interaction between Explicit & Implicit Instruction and Grammatical Complexity
        2.3.1 The Definition of Explicit and Implicit Instruction
        2.3.2 The Previous Study of Explicit & Implicit Instruction and Grammatical Complexity
    2.4 The Previous Studies on Relationship between Aptitude, Instruction and Grammatical Complexity
        2.4.1 The Previous Studies Abroad
        2.4.2 The Previous Studies at Home
    2.5 Summary
Chapter Three Theoretical Framework
    3.1 Skehan’s Model of Aptitude
    3.2 Schmidt’s noticing Hypothesis
    3.3 Krashen’s Acquisition-Learning and Input Hypothesis
    3.4 Summary
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Target Language Structures
    4.4 Instruments
        4.4.1 Language Aptitude Test
        4.4.2 Grammatical Judgment Tasks
        4.4.3 Oral Production Tasks
    4.5 Research Procedure
        4.5.1 Pre-Test
        4.5.2 Instructional Treatment
        4.5.3 Post-Test
    4.6 Data Collection and Analysis
        4.6.1 The Data of Language Aptitude Test
        4.6.2 The Data of Oral Production Task
        4.6.3 The Data of Grammatical Judgment Task
Chapter Five Results and Discussion
    5.1 The Results for the Effect of Language Aptitude
        5.1.1 The Results of the Complex Structure: The Passive GJT and OPT
        5.1.2 The Results of Simple Structure: The Past Progressive GJT and OPT
    5.2 The Results for the Effect of the Explicitness and Implicitness of Language Teaching
        5.2.1 The Results of the learning of complex Structure in Explicit and Implicit Instruction
        5.2.2 The Results of the learning of Past progressive in Explicit and Implicit Instruction
    5.3 General Discussion
        5.3.1 The Discussion on the Effect of Language Aptitude
        5.3.2 The Discussion on Effect of Explicitness of Language Teaching
    5.4 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Future Research
References
Appendixs
    Appendix I Past Progressive GJT
    Appendix II The Passive GJT
    Appendix III The Past Progressive OPT
    Appendix IV The Passive OPT
    Appendix V Teaching Plan for Explicit Class
    Appendix VI Teaching Plan for Implicit Class
Acknowledgements


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