三维语法框架下的初中英语语法教学实验研究

发布时间：2018-05-04 10:49

本文选题：英语语法教学 + 三维语法框架　；参考：《山西师范大学》2017年硕士论文

【摘要】：语法是英语学习的重要一环。作为语言知识必不可少的一部分,语法的学习对于提高英语学习者的综合语言运用能力具有重要作用,因此语法教学是英语教学中的一个重点。然而,语法教学历来是一个备受争议的问题。如今,关于语法教学的探讨,已经不再是该不该教授语法的问题,而是要思考语法学习在语言学习中的地位与价值以及如何有效地教授语法。在英语教学中,语法教学长期以来存在两个普遍问题。一是效果欠佳。教师教了学生语法也做了练习以后却未必能够保证他们在交际和写作中不出错,学生课上学的知识课下依然不会用。语法教学的另一个问题是,学生普遍觉得语法和语法教学枯燥,缺乏对语法学习的兴趣,学习效率大打折扣,同样不利于英语的学习。我国的英语语法教学仍然处在不断探索和改革尝试的阶段。在初中英语教学中,由于英语教师对课程标准的理解和语法观念的不同,初中语法教学走向了两个极端:一是继续传统的语法教学,以讲解孤立的语法规则为主;二是弱化甚至忽视系统的语法教学。在这种教学中,学生体会不到学习的乐趣,也激发不了学生学习英语语法的兴趣。除此之外,大多数学生在英语学习中不能恰当、准确、灵活地运用其所学的语法规则进行交际和写作,语法教学效果并不理想。针对这两个问题,本研究尝试将Larsen-Freeman的三维语法框架应用于初中英语语法教学中,从形式、意义和使用三个维度来提高语法教学的有效性;同时结合Penny Ur的语法课堂活动教学模式,通过生动多样的教学活动来增加语法教学的趣味性。因此,本文期望通过实验研究来检验三维语法活动教学模式在初中英语语法教学中的有效性。具体研究问题如下:1.三维语法活动教学模式是否能激发学生英语语法学习的兴趣和课堂参与度?2.三维语法活动教学模式是否能有效提高学生语法学习成效和英语综合水平?笔者以山西省新绛县北张中学初三年级两个平行班共98名同学为研究对象,分别设立实验班和控制班进行为期两个月(2016.9.12-2016.11.11)的教学实验。实验班采用三维语法活动教学模式教授语法,控制班运用原有的教学模式教授语法,两个班的语法教学内容相同。通过语法前后测试、调查问卷、课堂观察和访谈四种研究工具,综合运用定性和定量的分析方法来检验实验的结果。并以实验前一学期和本学期的期末英语成绩作为参考,来检验学生整体英语水平的前后差异。实验获得的数据主要通过SPSS17.0进行分析。研究结果表明,三维语法活动教学模式对于学生语法成绩和英语成绩的提高都有显著成效。同时它可以激发学生语法学习的兴趣和动机,积极参与课堂教学。由此可见,三维语法活动教学模式的确有助于初中生英语语法的学习和运用。在新模式教学优势的背后,本研究仍然存在许多不足之处,也让教师的教和学生的学面临着极大挑战。但无论怎样,运用三维语法框架并以活动为主要形式设计课堂的模式为初中英语语法教学和研究提供了一个新的视角和有益参考。
[Abstract]:Grammar is an important part of English learning. As an essential part of language knowledge, grammar learning plays an important role in improving the ability of English learners to use their comprehensive language ability. So grammar teaching is a key point in English teaching. However, grammar teaching has always been a controversial issue. The discussion of learning is no longer the question of teaching grammar, but to think about the position and value of grammar learning in language learning and how to teach grammar effectively. In English teaching, there are two common problems in grammar teaching for a long time. One is that the effect is not good. It can ensure that they do not make mistakes in communication and writing. The other problem of grammar teaching is that students generally feel that the teaching of grammar and grammar is boring, the interest in grammar learning is lack, the efficiency of learning is discounted, and English learning is also disadvantageous. In the stage of continuous exploration and reform attempt, in junior high school English teaching, because of English teachers' understanding of curriculum standards and different grammatical concepts, junior middle school grammar teaching has gone to the two extremes: one is to continue the traditional grammar teaching to explain the isolated grammar rules; and the two is to weaken or even ignore the system of grammar teaching. In teaching, students can not learn the fun of learning, but also can not stimulate students' interest in learning English grammar. In addition, most students can not properly, accurately and flexibly use their grammar rules to communicate and write in English learning, and the effect of grammar teaching is not ideal. For these two problems, this study attempts to Larsen-F Reeman's three-dimensional grammatical framework is applied to the teaching of grammar in junior middle school. It improves the validity of grammar teaching from three dimensions, form, meaning and use. At the same time, it combines the grammatical classroom teaching mode of Penny Ur to increase the interest of grammar teaching through vivid and diverse teaching activities. The validity of the three dimensional grammatical activity teaching model in junior high school English grammar teaching. The following questions are as follows: 1. can the three-dimensional grammatical activity teaching model stimulate the interest of students' English grammar learning and the degree of classroom participation? (2.) can the model of three-dimensional grammatical activity teaching effectively raise the students' grammar learning effectiveness and the English comprehensive level? The author takes two parallel classes of 98 students in the third grade of northern middle school in Xinjiang county, Shanxi. The experiment class and control class are set up for two months (2016.9.12-2016.11.11). The experimental class uses the three dimensional grammar teaching model to teach grammar, and the control class uses the original teaching mode to teach grammar, two The grammar teaching content of the class is the same. Through the grammar test, the questionnaire, the classroom observation and the interview four research tools, the qualitative and quantitative analysis methods are used to test the results of the experiment, and the previous term of the experiment and the final English performance of the term are used as a reference to test the difference of the students' overall English level. The data obtained by the experiment are mainly analyzed by SPSS17.0. The results show that the teaching model of three-dimensional grammatical activity has significant effect on students' grammatical performance and the improvement of English performance. At the same time, it can stimulate students' interest and motivation in grammar learning and actively participate in classroom teaching. Thus, the teaching model of three-dimensional grammatical activities can be seen. There are still many shortcomings in this study, and there are many challenges for teachers' teaching and students' learning. However, the use of three-dimensional grammatical framework and the design of classroom activities as the main form of activities for junior high school English grammar teaching and The research provides a new perspective and useful reference.

【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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