输出假设中的注意功能对高中英语主谓一致习得的影响研究

发布时间：2018-05-07 22:35

本文选题：输出假设 + 注意功能　；参考：《中北大学》2017年硕士论文

【摘要】：语法作为英语学习的重要组成部分,一直是英语学习者的难点。高中生常常抱怨尽管投入很多时间和精力但收效甚微。其中,被学习者频繁使用的主谓一致的学习一直是英语语法教学中的瓶颈。因此,研究有效的教学方法来解决这一问题非常必要。Swain(1998)的输出假设提出输出的四种功能,即:注意功能,检验假设功能,元语言功能和流利功能。其中注意功能是指通过目标语的输出能促使学习者意识到他们的语言问题,并注意到中介语与目的语的差距,从而促进语言形式的习得。本文依据上述理论,通过定性和定量的方法来研究注意功能是否能促进高中生对语言形式的习得。本研究探讨了三个问题:1)注意程度和主谓一致的习得是否具有相关性?2)如果有,输出的注意功能是否能促进学生对主谓一致的习得?3)注意功能是否能提高学生对语法学习的积极性?本研究的受试者来自于山西省长子一中高二年级的学生,90个受试者均来自笔者所教的两个自然班,共分为两组:一个实验组(45人),一个对照组(45人)。其中实验班接受以Swain的输出假设中的注意功能为基础的教学模式;控制班接受传统语法教学。本研究历时一个学期,通过调查问卷、前测、后测和访谈等研究方法收集数据,采用SPSS 17.0软件对所获数据进行分析。实验结果表明:1)问卷和相关性分析表明,注意程度和主谓一致的习得具有显著的相关性;学生对主谓一致的注意程度大幅提高。2)前后测成绩对比表明,输出的注意功能能促进学生对主谓一致的习得。通过使用以Swain的输出假中的注意功能为基础的教学模式,实验班的语法能力得到了很大提高。3)访谈的结果表明,实验班的学生在接受输出任务的训练后学习英语的兴趣更强,这说明注意功能够帮助增强学生英语语法的学习积极性。本研究的意义证实了输出假设中的注意功能应用于高中主谓一致的可行性和有效性,并对将来的研究提供了一些建议:在输出的过程中,鼓励高中生根据自身的需要,注意语言形式来促进语言的习得。
[Abstract]:Grammar, as an important part of English learning, has always been a difficult point for English learners. High school students often complain that despite spending a lot of time and energy, there has been little success. Among them, subject-predicate consistent learning, which is frequently used by learners, has always been a bottleneck in English grammar teaching. Therefore, it is very necessary to study effective teaching methods to solve this problem. The output hypothesis of Swainn 1998 puts forward four functions: attention function, test hypothesis function, meta-language function and fluency function. Attention function means that the learners can be aware of their language problems through the output of the target language, and notice the gap between the target language and the interlanguage, thus promoting the acquisition of language forms. Based on the above theory, this paper studies whether attention function can promote high school students' acquisition of language form through qualitative and quantitative methods. This study explores three questions: 1) whether there is a correlation between the acquisition of the degree of attention and the consistency of the subject and predicate. (2) if so, Can output attention function promote students' acquisition of subject-predicate consistency? can attention function increase students' enthusiasm for grammar learning? The subjects in this study were students from Grade two of Shanxi first Senior Middle School. All 90 subjects were from two natural classes taught by the author. They were divided into two groups: an experimental group of 45 students and a control group of 45 students. The experimental class accepts the teaching model based on the attention function in the output hypothesis of Swain and the control class accepts the traditional grammar teaching. This study lasted for one semester. The data were collected by questionnaire, pre-test, post-test and interview. The data were analyzed by SPSS 17.0 software. The results of the experiment show that there is a significant correlation between the degree of attention and the acquisition of subject-predicate consistency, and that the students' attention to subject-predicate consistency is greatly improved by using the questionnaire and correlation analysis. The attention function of output can promote students' acquisition of subject-predicate consistency. By using a teaching model based on the attention function in the output vacation of Swain, the grammar ability of the experimental class has been greatly improved. The results of the interview show that the students in the experimental class are more interested in learning English after receiving the training of the output task. This shows that attention can help enhance students' English grammar learning enthusiasm. The significance of this study confirms the feasibility and effectiveness of applying the attention function of the output hypothesis to the consistency of subject and predicate in senior high school, and provides some suggestions for future research: in the process of output, high school students are encouraged to meet their needs. Pay attention to the form of language to promote language acquisition.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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