形式聚焦教学法在初中英语语法教学中的实证研究

发布时间：2018-11-21 17:10

【摘要】：语法是英语学习的重要组成部分,学好语法有利于语言水平的提高,能够使学生更好地理解和运用语言。在经历了20世纪80年代的反语法运动之后,Long(1991)重新思考语言形式在外语教学中的作用,提出了形式聚焦教学法。它既肯定了语法在外语教学中的重要作用,又融合了交际—任务教学的原则,它把交际教学法和语法学习更好地结合在一起,为活化英语语法教学提供了借鉴。本研究探索形式聚焦教学法在初中英语语法教学中的可行性和有效性,并以互动假说、注意假说和建构主义为理论依据,在已有的研究基础上进行了为期四个月的实验,并提出了以下两个研究问题:1.形式聚焦教学法能否激发学生学习语法的兴趣,并帮助他们建立英语学习的兴趣?2.形式聚焦教学法能否帮助促进学生的语法学习?本实验选取山西运城市新绛县三泉中学初三年级的两个平行班,随机选取一个作为实验班,另一个作为对照班。实验过程中,对照班采取全形式教学法,而实验班采取形式聚焦教学法。本研究使用问卷调查和测试来收集数据。前后测试卷是为了检验学生的语法成绩是否得到提高和有无明显差异。为了防止练习效应,前后测试题难度相同,但是内容项目不同。此外,问卷前测是为了了解学生目前语法学习的情况;问卷后测是为了发现学生在接受形式聚焦教学法后的变化。实验数据通过SPSS20.0进行分析和讨论。测试结果表明,实验班学生英语语法成绩得到提高并高于对照班。问卷的结果说明,形式聚焦教学法更能激发学生的语法学习兴趣,并帮助他们建立英语学习的兴趣。此外,通过形式聚焦教学法的应用,发现了该方法不仅可以促使学生主动学习语法,而且还改善教师的教学方式和学生的学习效果,有利于提高整体语法学习的水平。由此可见,形式聚焦教学法用于初中英语语法课堂教学实践中是可行有效的。本文的研究有一定的局限性,为今后的进一步研究提出了一些建议。
[Abstract]:Grammar is an important part of English learning. After going through the anti-grammatical movement in the 1980s, Long (1991) reconsidered the role of language form in foreign language teaching, and put forward the form-focused teaching method. It not only affirms the important role of grammar in foreign language teaching, but also integrates the principle of communicative and task teaching. It combines communicative teaching and grammar learning better, and provides a reference for activating English grammar teaching. This study explores the feasibility and effectiveness of form-focused approach in junior high school English grammar teaching. Based on the interactive hypothesis, attention hypothesis and constructivism, this study conducted a four-month experiment on the basis of existing research. And put forward the following two research questions: 1. Can formal focus approach stimulate students' interest in grammar learning and help them build up their interest in English learning? 2. Can formal focus approach help students to learn grammar? This experiment selects two parallel classes in Grade 3 of Sanquan Middle School in Jiangxian, Yuncheng, Shanxi Province, and randomly selects one as the experimental class and the other as the control class. In the course of the experiment, the control class adopts the full-form teaching method, while the experimental class adopts the form-focused teaching method. This study uses questionnaires and tests to collect data. The purpose of the test paper is to test whether the students' grammar scores have been improved and whether there are significant differences. In order to prevent the effect of practice, the test before and after the same difficulty, but different content items. In addition, the pre-questionnaire test is to understand the current situation of students' grammar learning, and the post-questionnaire test is to find out the changes of students after accepting the form-focused teaching method. The experimental data are analyzed and discussed by SPSS20.0. The test results show that the English grammar scores of the experimental class are improved and higher than those of the control class. The results of the questionnaire show that the form-focused approach can stimulate students' interest in grammar learning and help them build up their interest in English learning. In addition, through the application of form-focused teaching method, it is found that this method can not only promote students to study grammar actively, but also improve teachers' teaching methods and students' learning effects, which is helpful to improve the level of overall grammar learning. Therefore, it is feasible and effective to apply the formal focusing method in junior middle school English grammar classroom teaching. The research in this paper has some limitations, and some suggestions for further study are put forward.
【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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