高中英语教师语法教学信念与学生语法信念的对比研究

发布时间：2018-10-05 09:29

【摘要】：语法是“管理句子中的单词的常规安排和关系的规则系统”(Brown,1994),其可以促进外语的习得并且有利于培养综合语言能力。大多数的英语教师把语法视为英语学习的框架。教师持有的语法教学信念能够影响他们在课堂上的实际教学行为,从而导致不同的教学效果。教师信念是指教师关于教育教学过程、任务、计划、策略等方面的想法。教师的教学信念对其实际的教学行为起着指导作用。但是,现有的研究大多数是将外语教师的教学信念作为一个整体来研究,很少有专门地、深入地对外语教师的语法教学或者词汇教学的信念进行研究。因此,本文试图以语法教学信念为切入点,对江西省目前高中英语教师的语法教学信念和学生的语法信念进行调查和对比研究。本研究采用定量研究和定性研究相结合的方法,围绕以下几个问题展开调查:(1)高中英语教师的语法教学信念和学生语法信念的总体现状;(2)高中英语教师的语法教学信念和学生语法信念的异同;(3)高中英语教师的实际语法教学行为与其语法教学信念的匹配程度。该研究中被试是从江西省瑞昌市第二中学高一高二年级挑选出来的400位学生和35位教师,其中学生有效问卷384份,教师有效问卷34份。本研究的三份问卷以Andrew(2003)关于语法信念的框架结构和济南大学高强教授(2008)关于中国大学英语教师语法教学信念的的调查问卷为基础,适当改编和调整后适用我国高中英语语法教学现状的问卷。问卷之后又抽取了4位教师进行访谈,进一步了解教师的语法教学信念和行为。本文采用统计软件SPSS17.0将所收集的数据进行分析处理。研究结果表明:1)教师的语法教学信念和学生的语法教学信念总体上呈现不同的特征。教师的语法教学信念有着交际教学的倾向,而学生的语法信念表现出交际教学和传统教学相融合的特征。2)教师的语法教学信念和学生的语法教学信念既存在相同点也存在着差别。一方面,教师的语法教学信念和学生的语法信念在语言形式、交际意义和演绎教学这三个维度上存在显著差异,与教师相比,学生更偏好语言形式和演绎教学,并且不像老师那么重视交际意义。然而,另一方面,教师的语法教学信念与学生的语法信念在归纳教学、操作演练和语法术语上并无显著差异。3)就教师的实际语法教学行为与其语法教学信念的匹配度而言,教师的实际语法教学行为在语言形式,交际意义,归纳教学和语法术语上,能够基本与他们的语法教学信念保持一致。而在演绎教学和操作演练上,高中英语教师的语法教学行为与其信念存在差别。
[Abstract]:Grammar is a system of rules for managing the routine arrangement and relationship of words in sentences (Brown,1994), which can promote the acquisition of foreign languages and contribute to the development of comprehensive language competence. Most English teachers regard grammar as the framework of English learning. Teachers' belief in grammar teaching can affect their actual teaching behavior in class and lead to different teaching effects. Teacher belief refers to the teacher's ideas about the teaching process, task, plan, strategy, etc. Teachers' teaching belief plays a guiding role in their actual teaching behavior. However, most of the existing researches focus on the teaching beliefs of foreign language teachers as a whole, and few researches have been devoted to the grammar teaching or vocabulary teaching beliefs of foreign language teachers. Therefore, this paper attempts to investigate and contrast the grammar teaching beliefs of senior high school English teachers and students in Jiangxi Province by using grammar teaching beliefs as the starting point. In this study, a combination of quantitative and qualitative studies was used. The investigation focuses on the following questions: (1) the general situation of grammar teaching beliefs and students' grammar beliefs of senior high school English teachers; (2) the similarities and differences between grammar teaching beliefs and students' grammatical beliefs of senior high school English teachers; (3) the similarities and differences between high school English teachers' grammar teaching beliefs and students' grammar beliefs; The matching degree between the actual grammar teaching behavior and its grammar teaching belief. In this study, 400 students and 35 teachers were selected from Grade two of Grade one in the second Middle School of Ruichang City, Jiangxi Province, including 384 valid questionnaires for students and 34 valid questionnaires for teachers. The three questionnaires in this study are based on Andrew's (2003) framework on grammatical beliefs and Professor Gao Qiang (2008) of Jinan University on Chinese college English teachers' grammar teaching beliefs. Appropriate adaptation and adjustment of our country's senior English grammar teaching situation of the questionnaire. After the questionnaire, 4 teachers were interviewed to learn more about teachers' beliefs and behaviors in grammar teaching. This paper uses the statistical software SPSS17.0 to analyze and process the collected data. The results show that teachers' beliefs in grammar teaching and students' beliefs in grammar teaching are different in general. Teachers' beliefs in grammar teaching have the tendency of communicative teaching. However, students' grammatical beliefs are characterized by the fusion of communicative teaching and traditional teaching. 2) there are similarities and differences between teachers' beliefs in grammar teaching and students' beliefs in grammar teaching. On the one hand, there are significant differences between teachers' grammatical teaching beliefs and students' grammatical beliefs in the three dimensions of language form, communicative meaning and deductive teaching. Students prefer language form and deductive teaching to teachers. And not as much as teachers pay attention to the meaning of communication. However, on the other hand, there is no significant difference between teachers' grammatical teaching beliefs and students' grammatical beliefs in inductive teaching, operational exercises and grammatical terms. Teachers' actual grammatical teaching behaviors are basically consistent with their grammatical teaching beliefs in terms of language form, communicative significance, inductive teaching and grammatical terms. However, there are differences between English teachers' grammatical teaching behavior and their beliefs in deductive teaching and operational exercises.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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