习得—学得理论指导下的小学英语语法教学实证研究

发布时间：2018-09-03 18:57

【摘要】：英语语法是小学英语教学中不可缺少的内容,教育部颁布的《义务教育英语课程标准》(2011)明确将小学阶段要掌握的语法知识在附录中逐条列举出来。随着《义务教育英语课程标准》(2011)的出版,教师对小学生应该掌握的英语语法知识有了总体的把握,如何帮助学生们掌握《义务教育英语课程标准》(2011)中规定的语法知识也成为了小学英语教师深思的问题。在小学阶段,老师们主要采用隐性教学,通过创设情境让学生体验语言,在语言的实际运用中去发现语言规则,在教学中避免直接谈论所学的语言规则,强调学生单方面的作用。结果很多学生领会不到语法规则,在语言输出过程中产出了大量的语法错误。鉴于小学英语语法教学现状以及学生对语法知识掌握的实际情况,我们主要基于Krashen的习得—学得假说和Schimdt的注意假说,建议将显性语法教学方式融入到实际教学,与小学英语教学中经常使用的隐性语法教学方式相结合,并对以下问题进行了研究：(1)隐性教学在小学英语语法教学中效果如何?(2)隐性与显性相结合的教学方式在小学英语语法教学中的效果如何?为了证明这种结合的语法教学方式比小学阶段常用的语法教学方式更有效,研究者在长沙市某校授课的六年级两个班级进行对比教学实验。两个班级为平行班,我们在实验班进行显性和隐性相结合的教学,在对照班进行常用的隐性教学。实验从2014年9月始至11月底结束,持续三个月。实验开始前,我们对这两个班进行了前测,并通过使用SPSS Statistics 21软件对他们所得分数进行分析,证明两个班的英语水平无明显差异。实验结束后,我们分别对这两个班进行后测和问卷调查,并通过使用SPSS Statistics 21软件对学生们所得的分数进行比较分析,发现实验班的平均分数在后测中比对照班高,且有着非常显著的差异。问卷调查的结果表明：通过实验后,实验班学生语法学习的兴趣、自信心、综合运用语言的能力都有所提高。这与实验前的假设一致：在小学英语语法教学中,采用显性与隐性相结合的教学方式取得的教学效果优于常用的隐性教学所取得的教学效果。我们希望通过本研究帮助广大小学英语教师更新语法教学观念,优化教学方法,合理把握语法教学的“度”与“量”。
[Abstract]:English grammar is an indispensable part of English teaching in primary schools. The English Curriculum Standard for compulsory Education (2011) issued by the Ministry of Education (2011) clearly lists the grammatical knowledge in the appendix. With the publication of the compulsory Education English Curriculum Standard (2011), teachers have a general grasp of the English grammar knowledge that pupils should master. How to help students master the grammar knowledge stipulated in English Curriculum Standard for compulsory Education (2011) has also become a serious problem for English teachers in primary schools. In primary school, teachers mainly use recessive teaching, by creating situations for students to experience language, in the actual use of language to find language rules, in the teaching to avoid talking directly about the language rules. Emphasize the unilateral role of students. As a result, many students fail to grasp grammar rules and produce a large number of grammatical errors in the process of language output. In view of the present situation of English grammar teaching in primary schools and the actual situation of students' mastery of grammar knowledge, we mainly propose to integrate explicit grammar teaching into actual teaching based on Krashen's acquisition-learning hypothesis and Schimdt's attention hypothesis. Combined with the implicit grammar teaching method that is often used in English teaching in primary schools, The following questions are studied: (1) what is the effect of implicit teaching in primary English grammar teaching? (2) what is the effect of the combination of recessive and explicit teaching methods in primary English grammar teaching? In order to prove that the combined grammar teaching method is more effective than the grammar teaching method commonly used in primary school, the researcher conducted a comparative teaching experiment in two classes of sixth grade in a school in Changsha. The two classes are parallel classes. We combine explicit and recessive teaching in the experimental class and recessive teaching in the control class. The experiment lasted for three months from September 2014 to the end of November 2014. Before the beginning of the experiment, we conducted a pre-test on the two classes and analyzed their scores by using SPSS Statistics 21 software, which proved that there was no significant difference in English proficiency between the two classes. At the end of the experiment, we conducted a post-test and a questionnaire survey on the two classes, and by using SPSS Statistics 21 software to compare the scores of the students, we found that the average score of the experimental class was higher than that of the control class in the post-test. And there are very significant differences. The results of the questionnaire survey show that after the experiment, the students' interest in grammar learning, their self-confidence and their ability to use the language in a comprehensive way have been improved. This is consistent with the hypothesis before the experiment: in primary English grammar teaching, the teaching effect obtained by the combination of explicit and implicit teaching method is better than that obtained by the commonly used implicit teaching method. Through this study, we hope to help English teachers in primary schools to renew their grammar teaching concepts, optimize teaching methods, and reasonably grasp the "degree" and "quantity" of grammar teaching.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

【相似文献】