高中英语语法显性隐性整合式教学研究
发布时间：2019-04-28 17:39
【摘要】：高中英语教学中语法教学一直是个难点。显性语法教学方法已经成为一种常态。张海英(2014)认为,外语语法教学要想取得最佳效果,就要把显性和隐性两种机制有机结合。目前大部分关于整合显性语法教学和隐性语法教学的研究仍停留在理论层面,实证方面的研究相对较少。本研究尝试将显性隐性整合式语法教学应用于高中英语教学之中,并通过实证分析其效果。研究中主要采用了实验研究法对如下三个问题进行探究:1)显性隐性整合式语法教学对高中英语语法的教学效果是否优于显性语法教学?2)显性隐性整合式语法教学对不同英语水平的学生产生什么效果?3)显性隐性整合式语法教学怎样影响学生学习语法的兴趣和自信心?实验在广东省某国家级示范性高中高一的两个平行班开展。通过随机安排,一个班为实验班,另一个班为控制班,各班学生人数为63人。实验班接受显性隐性整合式语法教学,控制班接受显性语法教学。整个实验在2016年10月中、下旬完成。实验前后,对两个班的学生进行语法测试(实验前测、实验后测),测试结果用于比较两种教学方法的教学效果是否存在显著差异,以及它们对不同英语水平组学生的教学效果是否显著。此外,对两个班中不同英语水平组的部分学生进行实验前访谈,目的是了解初中英语语法教学的基本情况以及学生学习语法的态度如何;对实验班中不同英语水平组的部分学生进行实验后访谈,目的是调查显性隐性整合式语法教学对学生学习语法的态度是否有积极影响。语法测试结果显示:显性隐性整合式语法教学的教学效果显著优于显性语法教学;显性隐性整合式语法教学对不同英语水平组学生的教学效果具有显著性。实验前的访谈结果表明,传统语法教学法在初中英语语法教学中被广泛使用;学生学习语法的兴趣和信心处于相对较低水平。实验后的访谈结果表明,显性隐性整合式语法教学能够有效提高学生对语法学习的兴趣和信心。根据以上实证研究结果和发现,本文提出了一些关于如何在国内大班制教学中实施显性隐性整合式语法教学的具体、可行的建议。
[Abstract]:The grammar teaching in high school English teaching has been a difficult problem. The dominant grammar teaching method has become a normal. In the view of Zhang Haiying (2014), foreign language grammar teaching is to get the best effect, and it is necessary to organically combine the dominant and recessive mechanisms. At present, most of the research on the teaching of the whole and the implicit grammar is still at the theoretical level, and the empirical research is relatively small. This study attempts to apply the explicit and implicit full-form grammar teaching to the high school English teaching, and the effect is analyzed by the empirical analysis. The main part of this study is to explore the following three questions:1) whether the teaching effect of explicit and implicit whole-type grammar teaching is superior to the dominant grammar teaching? 2) What is the effect of explicit and explicit grammar teaching on students of different English? 3) How to influence the interest and self-confidence of the students' learning grammar? The experiment is carried out in two parallel classes of a high-level high school in a state-level high school in Guangdong province. Through the random arrangement, one class is the experimental class, the other is the control class, and the number of students in each class is 63. The experimental class accepts the explicit and implicit whole-type grammar teaching, and the control class accepts the explicit grammar teaching. The whole experiment was completed in late October 2016. Before and after the experiment, the students of the two classes were tested for grammar (pre-test and post-test). The test results are used to compare the teaching effect of the two teaching methods, and whether they have a significant effect on the teaching effect of the students in different English groups. In addition, a pre-experiment interview was conducted to some of the students in different English-speaking groups in the two classes, in order to understand the basic situation of the English grammar teaching in junior high school and how the attitude of the students to learn the grammar; to conduct the post-experiment interview to some of the students in different English-speaking groups in the experimental class, The purpose of this study is to investigate the positive effect of explicit and explicit grammar teaching on the students' learning grammar. The results of the grammar test show that the teaching effect of the explicit and implicit whole-type grammar teaching is better than that of the dominant grammar teaching, and the teaching effect of the explicit and implicit whole-type grammar teaching is significant to the teaching effect of the students of different levels of English. The results of the interview before the experiment show that the traditional grammar teaching method is widely used in the teaching of junior high school English grammar, and the interest and confidence of the students' learning grammar are at a relatively low level. The results of the interview show that the explicit and explicit grammar teaching can effectively improve the students' interest and confidence in the study of grammar. Based on the above results and findings, this paper puts forward some concrete and feasible suggestions on how to implement explicit and explicit grammar teaching in the domestic large-class teaching.
【学位授予单位】：五邑大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2467830
[Abstract]:The grammar teaching in high school English teaching has been a difficult problem. The dominant grammar teaching method has become a normal. In the view of Zhang Haiying (2014), foreign language grammar teaching is to get the best effect, and it is necessary to organically combine the dominant and recessive mechanisms. At present, most of the research on the teaching of the whole and the implicit grammar is still at the theoretical level, and the empirical research is relatively small. This study attempts to apply the explicit and implicit full-form grammar teaching to the high school English teaching, and the effect is analyzed by the empirical analysis. The main part of this study is to explore the following three questions:1) whether the teaching effect of explicit and implicit whole-type grammar teaching is superior to the dominant grammar teaching? 2) What is the effect of explicit and explicit grammar teaching on students of different English? 3) How to influence the interest and self-confidence of the students' learning grammar? The experiment is carried out in two parallel classes of a high-level high school in a state-level high school in Guangdong province. Through the random arrangement, one class is the experimental class, the other is the control class, and the number of students in each class is 63. The experimental class accepts the explicit and implicit whole-type grammar teaching, and the control class accepts the explicit grammar teaching. The whole experiment was completed in late October 2016. Before and after the experiment, the students of the two classes were tested for grammar (pre-test and post-test). The test results are used to compare the teaching effect of the two teaching methods, and whether they have a significant effect on the teaching effect of the students in different English groups. In addition, a pre-experiment interview was conducted to some of the students in different English-speaking groups in the two classes, in order to understand the basic situation of the English grammar teaching in junior high school and how the attitude of the students to learn the grammar; to conduct the post-experiment interview to some of the students in different English-speaking groups in the experimental class, The purpose of this study is to investigate the positive effect of explicit and explicit grammar teaching on the students' learning grammar. The results of the grammar test show that the teaching effect of the explicit and implicit whole-type grammar teaching is better than that of the dominant grammar teaching, and the teaching effect of the explicit and implicit whole-type grammar teaching is significant to the teaching effect of the students of different levels of English. The results of the interview before the experiment show that the traditional grammar teaching method is widely used in the teaching of junior high school English grammar, and the interest and confidence of the students' learning grammar are at a relatively low level. The results of the interview show that the explicit and explicit grammar teaching can effectively improve the students' interest and confidence in the study of grammar. Based on the above results and findings, this paper puts forward some concrete and feasible suggestions on how to implement explicit and explicit grammar teaching in the domestic large-class teaching.
【学位授予单位】：五邑大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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