重铸在高职英语语法教学中的应用
发布时间：2019-05-17 16:06
【摘要】：英语语法是大学英语专业的必修课。由于英语语法本身偏向理论性,如果采用传统的语法翻译法,课堂氛围显然比较沉闷。高职学生由于自身的基础比较薄弱,且又缺乏学习自主性和积极性,易产生对英语语法学习的厌倦情绪,不利于英语语法的教授与知识的传播。以互动理论为基础的重铸有利于在师生互动时,教师对学生的语法错误进行修正性反馈。这种反馈方式既不打断交际的正常进行又可以使学生注意到自己的语法错误并予以改正。本研究以Michael Long的互动理论为理论基础,构建重铸教学模式。笔者通过该模式的“语法项目学习”和“语法项目课堂教学”这两个步骤对“数的一致”、“虚拟语气”、“倒装”、“名词性从句”和“定语从句”这五个语法项目进行教学。笔者拟探讨“基于互动假说的重铸能否提高高职学生的英语语法成绩?”和“高职学生对重铸的态度是否存在差别?如果存在差别,高职学生对重铸的态度与语法成绩是否相关?”这两个问题。于是,笔者将其任教的两个英语水平相当的班级划分为实验班和控制班,在教学互动中采用重铸式反馈,如通过字词替换,语义补充,词语添加等方式,对学生的语法错误给予部分或完全重铸纠正。而控制班则仍旧沿用传统的语法翻译法,以教师讲授为主。该实验主要借助测试卷(分为前测试卷,后测试卷,延后测试卷),问卷等工具,收集数据。最后通过SPSS21.0将所收集数据进行分析。结果显示,在经过一段时间学习之后,实验班比控制班学生成绩进步更显著,而且“数的一致”,“虚拟语气”和“倒装”这几个语法项目比“名词性从句”和“定语从句”成绩提高幅度更大。而中断学习两周之后,实验班和控制班在成绩的保持上并无显著差异,两个班学生成绩均出现不同程度的下滑的现象。同时,笔者通过教学及学生课堂反应发现,重铸在语法项目课堂教学上的运用比在语法项目学习中使用更有效。问卷调查结果显示学生对重铸的态度是存在差别的,但学生对重铸的态度与语法成绩并无相关。笔者进一步对实验结果及发现进行原因分析与讨论。笔者在此实验研究结果的基础上,结合重铸教学模式的应用情况,提出针对高职英语语法教学的建议和教学启示,为今后的语法教学提供参考。本文旨在通过实验研究来探讨重铸运用于高职英语语法课堂的有效性,从而提高学生的语法能力。
[Abstract]:English grammar is a compulsory course for college English majors. Because English grammar itself tends to be theoretical, if the traditional grammar translation method is adopted, the classroom atmosphere is obviously boring. Because of their weak foundation, lack of learning autonomy and enthusiasm, higher vocational students are prone to boredom in English grammar learning, which is not conducive to the teaching of English grammar and the dissemination of knowledge. The reconstruction based on interaction theory is beneficial for teachers to correct students' grammatical errors when teachers and students interact. This feedback not only does not interrupt the normal progress of communication, but also enables students to pay attention to their grammatical errors and correct them. Based on the interaction theory of Michael Long, this study constructs the recasting teaching model. Through the two steps of "grammar project learning" and "grammar project classroom teaching" of this model, the author analyzes the "consistency of numbers", "subjunctive mood" and "inversion". The five grammar items of nominal clause and attributive clause are taught. The author intends to explore whether recasting based on interactive hypothesis can improve the English grammar performance of higher vocational students. Is there a difference in the attitude of higher vocational students towards recasting? If there is a difference, is the attitude of higher vocational students towards recasting related to grammar scores? " These two questions. Therefore, the author divides the two classes with the same English proficiency into experimental class and control class, and adopts recasting feedback in teaching interaction, such as word replacement, semantic supplement, word addition and so on. Correct the students' grammatical errors partly or completely. However, the control class still uses the traditional grammar translation method, which is mainly taught by teachers. The experiment mainly uses test papers (divided into pre-test papers, post-test papers, delayed test papers), questionnaires and other tools to collect data. Finally, the collected data are analyzed by SPSS21.0. The results show that after a period of study, the results of the experimental class are more significant than those of the control class, and the number is consistent. The grammatical items of "subjunctive mood" and "inversion" are higher than those of "nominal clause" and "attributive clause". However, after two weeks of suspension of study, there was no significant difference in the retention of scores between the experimental class and the control class, and the scores of the students in the two classes declined to varying degrees. At the same time, through teaching and students' classroom reaction, the author finds that the application of recasting in grammar project classroom teaching is more effective than that in grammar project learning. The results of questionnaire survey show that there are differences in students' attitude towards recasting, but there is no correlation between students' attitude towards recasting and grammar scores. The author further analyzes and discusses the reasons for the experimental results and findings. On the basis of the results of this experimental study and the application of the recasting teaching model, the author puts forward some suggestions and implications for English grammar teaching in higher vocational colleges, so as to provide reference for grammar teaching in the future. The purpose of this paper is to explore the effectiveness of recasting in English grammar classroom of higher vocational colleges through experimental research, so as to improve students' grammatical ability.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.35
本文编号：2479227
[Abstract]:English grammar is a compulsory course for college English majors. Because English grammar itself tends to be theoretical, if the traditional grammar translation method is adopted, the classroom atmosphere is obviously boring. Because of their weak foundation, lack of learning autonomy and enthusiasm, higher vocational students are prone to boredom in English grammar learning, which is not conducive to the teaching of English grammar and the dissemination of knowledge. The reconstruction based on interaction theory is beneficial for teachers to correct students' grammatical errors when teachers and students interact. This feedback not only does not interrupt the normal progress of communication, but also enables students to pay attention to their grammatical errors and correct them. Based on the interaction theory of Michael Long, this study constructs the recasting teaching model. Through the two steps of "grammar project learning" and "grammar project classroom teaching" of this model, the author analyzes the "consistency of numbers", "subjunctive mood" and "inversion". The five grammar items of nominal clause and attributive clause are taught. The author intends to explore whether recasting based on interactive hypothesis can improve the English grammar performance of higher vocational students. Is there a difference in the attitude of higher vocational students towards recasting? If there is a difference, is the attitude of higher vocational students towards recasting related to grammar scores? " These two questions. Therefore, the author divides the two classes with the same English proficiency into experimental class and control class, and adopts recasting feedback in teaching interaction, such as word replacement, semantic supplement, word addition and so on. Correct the students' grammatical errors partly or completely. However, the control class still uses the traditional grammar translation method, which is mainly taught by teachers. The experiment mainly uses test papers (divided into pre-test papers, post-test papers, delayed test papers), questionnaires and other tools to collect data. Finally, the collected data are analyzed by SPSS21.0. The results show that after a period of study, the results of the experimental class are more significant than those of the control class, and the number is consistent. The grammatical items of "subjunctive mood" and "inversion" are higher than those of "nominal clause" and "attributive clause". However, after two weeks of suspension of study, there was no significant difference in the retention of scores between the experimental class and the control class, and the scores of the students in the two classes declined to varying degrees. At the same time, through teaching and students' classroom reaction, the author finds that the application of recasting in grammar project classroom teaching is more effective than that in grammar project learning. The results of questionnaire survey show that there are differences in students' attitude towards recasting, but there is no correlation between students' attitude towards recasting and grammar scores. The author further analyzes and discusses the reasons for the experimental results and findings. On the basis of the results of this experimental study and the application of the recasting teaching model, the author puts forward some suggestions and implications for English grammar teaching in higher vocational colleges, so as to provide reference for grammar teaching in the future. The purpose of this paper is to explore the effectiveness of recasting in English grammar classroom of higher vocational colleges through experimental research, so as to improve students' grammatical ability.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.35
【参考文献】
相关期刊论文 前10条
1 马依努尔·艾则孜;;论高职英语语法教学[J];新西部(理论版);2016年23期
2 刘燕妮;田忠山;;英语专业语法课堂教学的有效性研究[J];内蒙古农业大学学报(社会科学版);2016年01期
3 李会平;唐忠顺;;“互动假说”与外语教学[J];当代教育理论与实践;2015年09期
4 赵秀红;聂建中;;英语语法教学研究理论发展阶段以及国内语法教学研究近20年回顾[J];课程教育研究;2015年18期
5 董宁函;;浅议高职英语语法教学策略[J];吉林省经济管理干部学院学报;2015年03期
6 丁玉春;;重铸对小学生英语一般现在时语法纠错的效果研究[J];教师;2015年12期
7 杨承松;胡光伟;张军;;二语重铸研究:基于近期争论的述评[J];Chinese Journal of Applied Linguistics;2014年04期
8 郭双全;;重铸在外语教学中的有效性研究——以课堂中学生对过去式的使用为例[J];教育观察(上旬刊);2014年04期
9 刘雅玲;;新课程标准下的高中英语语法教学探索[J];考试周刊;2014年19期
10 赵薇;王俊菊;;国外重铸反馈研究[J];中国海洋大学学报(社会科学版);2013年06期
，本文编号：2479227
本文链接：https://www.wllwen.com/shoufeilunwen/zaizhiboshi/2479227.html
教材专著
