输出假说中的注意功能在初中英语语法教学中的应用研究

发布时间：2018-04-01 01:22

本文选题：输出假说　切入点：注意功能　出处：《渤海大学》2017年硕士论文

【摘要】：英语语法教学一直是外语教学一个重要部分,也是初中英语教学重点和难点。调查显示,很多中学生把英语没学好的主要原因归咎于语法较差。他们常常抱怨虽然利用大量时间和精力去学习语法但结果却不尽如人意。因此,探索与研究有效的教学方法是非常必要的。Swain(1995)在输出假说理论基础上提出三种功能,即:注意功能,检验假设功能和元语言功能。注意功能是指目标语的输出能促进学习者意识到他们的语言问题,注意到中介语与目的语的差距,从而促进语言形式的习得。因此本研究尝试将注意功能应用于初中英语语法教学,探讨以下三个研究问题:(1)注意功能是否能提高学生的语法学习动机?(2)注意功能是否能提高学生的语法成绩?(3)注意功能是否能增强学生对语法的记忆?本研究进行了四个月,采用对照班的形式。初中二年级的74名学生参与了教学实验。实验班37人接受以Swain的输出假说中的注意功能为基础的教学模式;控制班37人接受传统的语法教学模式。研究结果表明,教学实验后,实验班的学生学习动机有明显提高。在内部动机、外部动机和动机强度三个方面都较控制班有明显变化。实验后,实验班与控制班的后测成绩存在显著差异,实验班成绩有明显提升。同时对两个班即时成绩和延时成绩的分析表明,注意功能增强了学生对英语语法知识的记忆。上述研究发现证实了输出假说中的注意功能应用于初中语法教学的有效性,希望可以为英语语法教学提供一些实践方面的参考。
[Abstract]:English grammar teaching has always been an important part of foreign language teaching, as well as a key and difficult point in junior high school English teaching. Many middle school students blame poor grammar for not learning English well. They often complain that although they spend a lot of time and energy learning grammar, the results are not satisfactory. It is very necessary to explore and study effective teaching methods. Swain 1995) puts forward three functions on the basis of the theory of output hypothesis, that is, attention function. Attention function means that the output of the target language can promote learners' awareness of their language problems and notice the gap between the interlanguage and the target language. In order to promote the acquisition of language form, this study attempts to apply attention function to grammar teaching in junior high school, and discusses the following three research questions: 1) whether attention function can improve students' grammar learning motivation? Can attention function improve students' grammar achievement? Can attention function enhance students' memory of grammar? This study was conducted for four months in the form of a control class. 74 junior middle school students in grade two participated in the teaching experiment. 37 students in the experimental class accepted the teaching model based on the attention function of Swain's output hypothesis. 37 students in the control class accepted the traditional grammar teaching model. The results showed that the students' learning motivation in the experimental class was significantly improved after the teaching experiment. The external motivation and motivation intensity were significantly different from those of the control class, and there were significant differences in the post-test scores between the experimental class and the control class after the experiment. The results of the experimental classes improved significantly. Meanwhile, the analysis of the instant results and the delayed results of the two classes showed that, Attention function enhances students' memory of English grammar knowledge. The findings of the study confirm the validity of the application of attention function in grammar teaching in junior high school. It is hoped that it can provide some practical reference for English grammar teaching.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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