高职高专学校英语虚拟语气教学行动研究

发布时间：2018-03-19 10:39

本文选题：高职高专英语教学　切入点：虚拟语气　出处：《长江大学》2017年硕士论文　论文类型：学位论文

【摘要】：虚拟语气一直是英语语法中的一个难点。笔者在教学过程中发现,高职高专学生在运用虚拟语气时经常出错。国内外的专家对语法教学做过大量的研究,但运用行动研究来进行英语虚拟语气教学的研究为数不多。另外,英汉差异以及各语法书上对虚拟语气的不同论述不利于学生们的理解和掌握,因此很有必要寻求更合理的解释并找到有效的教学方式,给高职高专学生习得虚拟语气带来一些帮助。本研究首先在所任教的湖北中医药高等专科学校中随机选择了一个班的学生作为研究对象,通过前测对其虚拟语气的习得情况进行了调查,发现他们虚拟语气习得难点主要是:在进行翻译等书面表达时,不知道使用虚拟语气或是使用了虚拟语气但错误很多,主要是语法形式上的错误。并在其后的访谈中了解到,这主要是因为学生对虚拟语气句中的动词时态变化规则不理解,只是死记硬背住了其基本形式但不知道该如何运用,所以掌握不牢,经常出错。同时,对该校的英语教师进行了问卷调查,发现了在英语虚拟语气教学中存在的一些问题:虚拟语气语法规则的呈现方式太陈旧,缺乏新颖;练习的形式太过单一;练习讲解的方式太传统。而且,这些都不利于激发学生的学习兴趣和增强师生间的互动。然后,根据Larsen-Freeman的三维语法框架,按照从形式到意义再到运用,注重学生语法能力培养的原则,制定了三个阶段的教学计划并开展了一系列行动。为了帮助学生理解,采用了心理距离理论从认知和语用的角度来讲解;并把虚拟语气教学融入到听说读写的各项训练当中去,多方位的加强虚拟语气的运用;综合运用了小组讨论、转写、角色扮演、分数奖励、自制习题集等教学活动,以活跃课堂氛围,提高学习积极性。在整个行动研究过程中,通过课堂观察、教师日志、课后反馈分别从观察者、教师和学生三方角度来不断反思评价教学效果,不断做出调整改善教学。接着,通过对三次测试结果和两次访谈内容的分析,发现学生们的测试成绩整体上得到了提高,高分与低分的差距缩小了,激发了学生学习虚拟语气的兴趣,学生对课堂教学的满意度也得到了大大的提升。最后,通过本次研究发现行动研究有利于解决实际课堂教学中的具体问题,并且可操作性强,也有利于教师自身能力的提高。同时,针对虚拟语气教学中知识呈现方式、学习方式的改变,教师教学理念及教学方式的转变给出了相应的建议。然而,本研究还存在一些不足:样本数量偏少,三个月的时间有些仓促,对学生学习动机、学习经历缺少详细的分析和讨论,有待进一步研究。
[Abstract]:Subjunctive mood has always been a difficult point in English grammar. In the process of teaching, the author finds that students in higher vocational colleges often make mistakes in the use of subjunctive mood. Experts at home and abroad have done a lot of research on grammar teaching. In addition, the differences between English and Chinese and the different expositions of subjunctive mood in various grammar books are not conducive to the students' understanding and mastery. Therefore, it is necessary to seek more reasonable explanations and to find effective teaching methods. This study firstly selected a class of students in Hubei College of traditional Chinese Medicine as the research object. Through the investigation of their subjunctive mood acquisition by pre-test, it is found that the difficulties of their subjunctive mood acquisition are: they do not know how to use subjunctive mood or use subjunctive mood, but many mistakes are made in the process of translating written expressions such as subjunctive mood. It was mainly grammatical errors, and it was learned in subsequent interviews that this was mainly because the students did not understand the rules of verb tenses in subjunctive mood sentences, but simply memorized their basic forms but did not know how to use them. At the same time, a questionnaire survey was conducted among the English teachers in the school, and some problems in the teaching of English subjunctive mood were found: the presentation of the rules of subjunctive mood grammar was too old and lacking of novelty; The form of practice is too single; the way of practice and explanation is too traditional. Moreover, these are not conducive to stimulating students' interest in learning and enhancing interaction between teachers and students. Then, according to Larsen-Freeman 's three-dimensional grammatical framework, from form to meaning to use, Pay attention to the principle of cultivating students' grammar ability, draw up a three-stage teaching plan and carry out a series of actions. In order to help students understand, the theory of psychological distance is used to explain from the perspective of cognition and pragmatics; The teaching of subjunctive mood has been integrated into the training of listening, speaking, reading and writing, and the use of multi-directional reinforcement of subjunctive mood has been strengthened. The teaching activities such as group discussion, transliteration, role-playing, score rewards, self-made problem sets, etc., have been comprehensively utilized. In the whole course of action research, through classroom observation, teacher log and after-class feedback, we constantly reflect and evaluate the teaching effect from the perspective of observer, teacher and student. Then, through the analysis of the results of three tests and two interviews, we found that the test scores of the students as a whole were improved, and the gap between the high score and the low score was narrowed. It has stimulated students' interest in learning subjunctive mood, and the students' satisfaction with classroom teaching has been greatly improved. Finally, through this study, it is found that the action research is conducive to solving the specific problems in practical classroom teaching, and has strong maneuverability. At the same time, the author puts forward some suggestions for the change of knowledge presentation, learning style, teachers' teaching idea and teaching method in the teaching of subjunctive mood. There are still some shortcomings in this study: the number of samples is small, the time of three months is a little short of time, and there is a lack of detailed analysis and discussion on the students' learning motivation and learning experience, which needs further study.
【学位授予单位】：长江大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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