本文關(guān)鍵詞： 語(yǔ)境 語(yǔ)境論 語(yǔ)法教學(xué) 語(yǔ)法翻譯法 語(yǔ)境構(gòu)建　出處：《福建師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：語(yǔ)法教學(xué)是英語(yǔ)教學(xué)中不容忽視的一個(gè)重要部分。傳統(tǒng)的語(yǔ)法教學(xué)方法雖然屢遭質(zhì)疑,卻依舊在英語(yǔ)教學(xué)的課堂中被廣泛使用。學(xué)生靠死記硬背的方式掌握語(yǔ)法規(guī)則,這導(dǎo)致他們知其形式而不知其意義,在真實(shí)交際時(shí)不能正確使用甚至不會(huì)使用語(yǔ)法規(guī)則。此外,這樣的教學(xué)方法也令語(yǔ)法課堂枯燥乏味,難以喚起學(xué)生學(xué)習(xí)語(yǔ)法的興趣。語(yǔ)境作為語(yǔ)用學(xué)中的一個(gè)概念,是理解和運(yùn)用語(yǔ)言的重要因素之一,是語(yǔ)言交流的基石�；谡Z(yǔ)境的語(yǔ)法教學(xué),能實(shí)現(xiàn)語(yǔ)法形式、意義和用法的統(tǒng)一。學(xué)生在語(yǔ)境中學(xué)習(xí)語(yǔ)法，，可以在課堂上有更多的參與,可以告別以教師為中心的語(yǔ)法課堂。本研究試圖通過(guò)語(yǔ)境理論來(lái)指導(dǎo)初中英語(yǔ)語(yǔ)法教學(xué),改進(jìn)其教學(xué)效果,具有一定的創(chuàng)新意義和實(shí)踐價(jià)值。本文的研究基于語(yǔ)境理論,采用問(wèn)卷調(diào)查、課堂觀察以及實(shí)驗(yàn)對(duì)比研究等研究方法,旨在研究?jī)蓚�(gè)問(wèn)題：(1)在目前的初中英語(yǔ)語(yǔ)法教學(xué)中,語(yǔ)境的應(yīng)用情況如何?(2)相較于傳統(tǒng)的語(yǔ)法教學(xué)法,語(yǔ)境學(xué)視角下的語(yǔ)法教學(xué)法能否取得更顯著的教學(xué)效果?研究發(fā)現(xiàn),目前初中英語(yǔ)課堂教學(xué)中,大部分教師仍然傾向于使用傳統(tǒng)的語(yǔ)法教學(xué)法,即：語(yǔ)法翻譯法。教師很少會(huì)在自己的語(yǔ)法課堂中設(shè)置語(yǔ)境進(jìn)行教學(xué)。另外,為更好驗(yàn)證語(yǔ)境理論指導(dǎo)下的語(yǔ)法教學(xué)的教學(xué)效果,筆者開(kāi)展了為期三個(gè)月的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)選取兩個(gè)班作為實(shí)驗(yàn)對(duì)象,分別在實(shí)驗(yàn)前后進(jìn)行了前測(cè)和后測(cè)。實(shí)驗(yàn)過(guò)程中,實(shí)驗(yàn)班使用語(yǔ)境語(yǔ)法教學(xué)法,控制班則使用傳統(tǒng)的語(yǔ)法教學(xué)法。由實(shí)驗(yàn)數(shù)據(jù)可以看出,基于語(yǔ)境的語(yǔ)法教學(xué)比傳統(tǒng)英語(yǔ)語(yǔ)法教學(xué)取得了更好的教學(xué)效果。同時(shí),通過(guò)對(duì)調(diào)查問(wèn)卷的分析,語(yǔ)境構(gòu)建式的語(yǔ)法教學(xué)法更能激發(fā)學(xué)生的學(xué)習(xí)興趣。筆者希望通過(guò)本次的研究能夠?qū)Τ踔杏⒄Z(yǔ)語(yǔ)法教學(xué)起到拋磚引玉的作用,為今后運(yùn)用語(yǔ)境理論指導(dǎo)語(yǔ)法教學(xué)的研究起到一定的參考作用。
[Abstract]:Grammar teaching is an important part that can not be ignored in the teaching of English grammar teaching. Although traditional methods have been repeatedly questioned, but still in the English Teaching in the classroom. Students are widely used by rote to grasp the rules of grammar, which led them to know and do not know its meaning, can not correctly use will not even use the grammar rules in the real communication. In addition, this teaching method also makes grammar class is boring, it is difficult to arouse students' interest in learning grammar. Pragmatic context as a concept in science, is one of the important factors in understanding and using the language, is the basis of language communication. Grammar teaching based on context, to achieve the unity of meaning of grammatical forms. Students learn grammar and usage. In the context, can be more involved in the classroom, can say goodbye to teacher centered grammar class. This study attempts to pass the language Exit theory to guide the junior middle school English grammar teaching, improve the teaching effect, has certain innovation significance and practical value. This paper is based on the context theory, adopting the method of questionnaire, classroom observation and experimental research methods, aims to study two problems: (1) in the junior middle school English Grammar Teaching in the present, how to use context? (2) compared with the traditional grammar teaching method, grammar teaching method from the perspective of context under can get better teaching effect? The study found that the junior high school English classroom teaching, most teachers still tend to use the traditional grammar teaching method, namely: the grammar translation method. Teachers rarely in their own the grammar class set in the context of teaching. In addition, for grammar teaching under the guidance of better verify the theory of context teaching, the author carried out a teaching experiment for a period of three months. The selection of experiment Take two classes as subjects, were carried out before and after the test before and after the experiment. During the experiment, the experimental class use context grammar teaching method, the control group using the traditional grammar teaching method. The experimental data show that the grammar teaching in context has achieved better teaching effect than traditional English grammar teaching based on. At the same time, through the analysis of the questionnaire, the construction of context grammar teaching method can stimulate students' interest in learning. The author hopes that this study can make reference to the junior middle school English grammar teaching, for the future application of context theory in grammar teaching plays a certain reference role.

【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：1477718