基于ESA理论的中国大学英语专业语法教学模式研究

发布时间：2024-03-21 03:40

　　目前，在语言教学研究中，对学生听、说、读、写等基本技能的研究较多，但是对语法学习及语法教学方面的研究相对较少，尤其是对大学英语专业语法教学的研究更是寥寥无几。在中国知网上以“英语教学”为关键字进行搜索，共有70056篇文章；以“语法教学”为关键字进行搜索，共有2189篇文章；而以“英语专业语法教学”为关键字进行搜索，其文章数只有241篇，占总数的0.34%。然而，“无疑语法知识对于掌握一门语言具有至关重要的作用：你无法在了解从词到句的规则前就开始使用单词。”(Penny Ur,2009)语法被边缘化的现象背后，语法教学模式陈旧而导致学生失去学习兴趣是一个不可忽视的因素。本文以杰里米·哈默的ESA (engage, study, activate)理论为依据，旨在探索大学英语专业语法教学中，运用该理论找到提高学生英语语法学习兴趣及成绩的方法和途径。因此，将ESA理论应用到英语专业语法教学中，对转变语法教学模式、增强学生学习语法兴趣、改善语法学习效果具有重要的理论意义及实践价值。 为了使本研究具有可靠性、可行性和推广性，作者将ESA理论在语法教学中的应用，提高英语专业学生语法学习效果的研究...

【文章页数】：87 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Contents
List of Figures and Tables
Chapter One Introduction
    1.1 Background of the Study
        1.1.1 The Importance of Grammar Teaching
        1.1.2 The Current Situation of Grammar Teaching for English Majors
    1.2 Significance of the Research
    1.3 Purpose of the Research
    1.4 An Overview of the Thesis
Chapter Two Literature Reviews
    2.1 Relevant Researches Abroad
    2.2 Relevant Researches at Home
    2.3 The New Perspective of the Research
Chapter Three The Theoretical Framework
    3.1 ESA Theory
        3.1.1 The Features of Natural Language Acquisition
        3.1.2 The Elements Necessary for Successful Language Learning
        3.1.3 Three Sequences of ESA Theory
        3.1.4 The Significant Characteristics of ESA Theory
    3.2 Constructivism
        3.2.1 The Main Concept of Constructivism
        3.2.2 Characteristics of Constructivist Teaching
        3.2.3 The Benefits of Constructivism
    3.3 Communicative Language Teaching (CLT)
        3.3.1 Communicative Competence
        3.3.2 Characteristics of CLT
        3.3.3 The Principles of CLT
Chapter Four Research Design
    4.1 Hypothesis
    4.2 Subjects
    4.3 Instruments
        4.3.1 Questionnaires
        4.3.2 Tests
    4.4 Research Procedures
        4.4.1 Pre-questionnaire
        4.4.2 Pre-test
        4.4.3 Training Stage
            4.4.3.1 Traditional Grammar Teaching Approach in Control Group
            4.4.3.2 ESA Grammar Teaching Approach in Experimental Group
        4.4.4 Post-test
        4.4.5 Post-questionnaire
    4.5 Results and Data Discussion
        4.5.1 The Analysis on the Questionnaires
        4.5.2 The Analysis on the Tests
        4.5.3 Result Analysis
Chapter Five Conclusion
    5.1 Major Findings of the Thesis
    5.2 Limitation of the Research
    5.3 Suggestions for Future Researches
References
Appendix A: Pre-questionnaire
Appendix B: Post-questionnaire
Appendix C: Pre-test
Appendix D: Post-test
Appendix E: Teaching plan for traditional teaching mode
Appendix F: Teaching plan for ESA mode
Acknowledgements



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