本文選題：英語語法教學(xué) + 三維語法框架��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：語法是英語學(xué)習(xí)的重要一環(huán)。作為語言知識必不可少的一部分,語法的學(xué)習(xí)對于提高英語學(xué)習(xí)者的綜合語言運(yùn)用能力具有重要作用,因此語法教學(xué)是英語教學(xué)中的一個(gè)重點(diǎn)。然而,語法教學(xué)歷來是一個(gè)備受爭議的問題。如今,關(guān)于語法教學(xué)的探討,已經(jīng)不再是該不該教授語法的問題,而是要思考語法學(xué)習(xí)在語言學(xué)習(xí)中的地位與價(jià)值以及如何有效地教授語法。在英語教學(xué)中,語法教學(xué)長期以來存在兩個(gè)普遍問題。一是效果欠佳。教師教了學(xué)生語法也做了練習(xí)以后卻未必能夠保證他們在交際和寫作中不出錯(cuò),學(xué)生課上學(xué)的知識課下依然不會用。語法教學(xué)的另一個(gè)問題是,學(xué)生普遍覺得語法和語法教學(xué)枯燥,缺乏對語法學(xué)習(xí)的興趣,學(xué)習(xí)效率大打折扣,同樣不利于英語的學(xué)習(xí)。我國的英語語法教學(xué)仍然處在不斷探索和改革嘗試的階段。在初中英語教學(xué)中,由于英語教師對課程標(biāo)準(zhǔn)的理解和語法觀念的不同,初中語法教學(xué)走向了兩個(gè)極端:一是繼續(xù)傳統(tǒng)的語法教學(xué),以講解孤立的語法規(guī)則為主;二是弱化甚至忽視系統(tǒng)的語法教學(xué)。在這種教學(xué)中,學(xué)生體會不到學(xué)習(xí)的樂趣,也激發(fā)不了學(xué)生學(xué)習(xí)英語語法的興趣。除此之外,大多數(shù)學(xué)生在英語學(xué)習(xí)中不能恰當(dāng)、準(zhǔn)確、靈活地運(yùn)用其所學(xué)的語法規(guī)則進(jìn)行交際和寫作,語法教學(xué)效果并不理想。針對這兩個(gè)問題,本研究嘗試將Larsen-Freeman的三維語法框架應(yīng)用于初中英語語法教學(xué)中,從形式、意義和使用三個(gè)維度來提高語法教學(xué)的有效性;同時(shí)結(jié)合Penny Ur的語法課堂活動教學(xué)模式,通過生動多樣的教學(xué)活動來增加語法教學(xué)的趣味性。因此,本文期望通過實(shí)驗(yàn)研究來檢驗(yàn)三維語法活動教學(xué)模式在初中英語語法教學(xué)中的有效性。具體研究問題如下:1.三維語法活動教學(xué)模式是否能激發(fā)學(xué)生英語語法學(xué)習(xí)的興趣和課堂參與度?2.三維語法活動教學(xué)模式是否能有效提高學(xué)生語法學(xué)習(xí)成效和英語綜合水平?筆者以山西省新絳縣北張中學(xué)初三年級兩個(gè)平行班共98名同學(xué)為研究對象,分別設(shè)立實(shí)驗(yàn)班和控制班進(jìn)行為期兩個(gè)月(2016.9.12-2016.11.11)的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)班采用三維語法活動教學(xué)模式教授語法,控制班運(yùn)用原有的教學(xué)模式教授語法,兩個(gè)班的語法教學(xué)內(nèi)容相同。通過語法前后測試、調(diào)查問卷、課堂觀察和訪談四種研究工具,綜合運(yùn)用定性和定量的分析方法來檢驗(yàn)實(shí)驗(yàn)的結(jié)果。并以實(shí)驗(yàn)前一學(xué)期和本學(xué)期的期末英語成績作為參考,來檢驗(yàn)學(xué)生整體英語水平的前后差異。實(shí)驗(yàn)獲得的數(shù)據(jù)主要通過SPSS17.0進(jìn)行分析。研究結(jié)果表明,三維語法活動教學(xué)模式對于學(xué)生語法成績和英語成績的提高都有顯著成效。同時(shí)它可以激發(fā)學(xué)生語法學(xué)習(xí)的興趣和動機(jī),積極參與課堂教學(xué)。由此可見,三維語法活動教學(xué)模式的確有助于初中生英語語法的學(xué)習(xí)和運(yùn)用。在新模式教學(xué)優(yōu)勢的背后,本研究仍然存在許多不足之處,也讓教師的教和學(xué)生的學(xué)面臨著極大挑戰(zhàn)。但無論怎樣,運(yùn)用三維語法框架并以活動為主要形式設(shè)計(jì)課堂的模式為初中英語語法教學(xué)和研究提供了一個(gè)新的視角和有益參考。
[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.

【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 張華新;;三維語法模式在初中英語語法教學(xué)中的應(yīng)用探討[J];瘋狂英語(教學(xué)版);2016年03期

2 錢靜;;高中英語形義用三維語法教學(xué)例談[J];長春教育學(xué)院學(xué)報(bào);2013年15期

3 侯姝琛;;三維語法視角下的高中英語語法教學(xué)[J];英語教師;2013年05期

4 王云華;;英語語法的“三維”特征及“三維”語法教學(xué)[J];山東師范大學(xué)外國語學(xué)院學(xué)報(bào)(基礎(chǔ)英語教育);2012年05期

5 蘇雪梅;;語言形式聚焦中強(qiáng)化語境的三維語法教學(xué)[J];長春理工大學(xué)學(xué)報(bào)(社會科學(xué)版);2012年03期

6 劉煒;;語言學(xué)與語言教學(xué)發(fā)展視域下的英語三維語法教學(xué)論[J];西安外國語大學(xué)學(xué)報(bào);2011年04期

7 劉偉英;;融形式、意義和用法一體于語法教學(xué)——英語三維語法的教學(xué)模式在職中語法教學(xué)的運(yùn)用[J];海外英語;2011年03期

8 劉忠政;李西;;近12年國內(nèi)英語語法教學(xué)研究綜述與前瞻[J];外國語文;2010年03期

9 蘇雪梅;;形式聚焦中三維語法教學(xué)的實(shí)驗(yàn)研究[J];山東師范大學(xué)外國語學(xué)院學(xué)報(bào)(基礎(chǔ)英語教育);2009年04期

10 朱曉燕;朱曉燕;;廣州市初中英語教師教學(xué)觀念調(diào)查與分析[J];中小學(xué)外語教學(xué)(中學(xué)篇);2006年10期

相關(guān)碩士學(xué)位論文 前3條

1 惠夢瑤;三維語法框架在任務(wù)型初中英語語法教學(xué)中的應(yīng)用研究[D];青海師范大學(xué);2016年

2 于潤箐;三維語法在高中英語語法教學(xué)中應(yīng)用的案例分析[D];天津師范大學(xué);2015年

3 趙煒懿;三維語法框架下的初中英語語法教學(xué)案例分析[D];南京師范大學(xué);2014年

，

本文編號：1842745