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单位代码 学 号 10445 2007030220 H319.3 分 类 号 教育硕士学位
论文 论文题目 Integration of Explicit and Implicit Grammar Instruction in EFL in Junior High Schools 初中英语显性与隐性语法教学的整合 学科专业名称学科教学·英语 申 请 人 姓 名 吕瑞洁 导 师 姓 名刘倩 副教授
论文提交时间2009 年 10 月 14 日
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论文作者签名 导师签字 签字日期200 年 月 日 签字日期200 年 月 日 山东师范大学硕士学位
论文 Contents Contents ???? i Abstract ???? i 摘要???? iii 摘要 Introduction ???? 1 0.1 Background of the study ???? 1 0.2 Purpose of the study ???? 2 0.3 Significance of the study ???? 2 0.4 Organization of this thesis???? 3 Chapter One Literature Review ???? 4 1.1 Historical review on grammar teaching ???? 4 1.1.1 Grammar teaching in different language teaching methods ???? 4 1.1.2 Grammar teaching in China ???? 8 1.1.3 Situation of grammar teaching in junior high schools ???? 10 1.1.4 Significance of grammar teaching in junior high schools ???? 11 1.2 Review on explicit/implicit instruction in SLA ???? 13 1.2.1 Explicit/implicit instruction ???? 13 1.2.2 Development of explicit/implicit instruction ???? 14 1.2.3 Debates on explicit/implicit grammar instruction???? 17 1.2.3.1 Views on explicit grammar instruction ???? 17 1.2.3.2 Views on implicit grammar instruction ???? 17 1.2.4 Summary ???? 18 1.3 Researches on implicit and explicit instruction of grammar ???? 19 1.3.1 Laboratory studies ???? 19 1.3.2 Classroom studies ???? 22 1.3.3 Studies on explicit / implicit instruction in China???? 23 1.3.4 Summary ???? 23 Chapter Two Theoretical Support ???? 25 i 山东师范大学硕士学位
论文 2.1 Related terms in explicit/implicit field ???? 25 2.2 Techniques of explicit/implicit instruction ???? 27 2.2.1 Techniques of explicit instruction ???? 27 2.2.2 Techniques of implicit instruction???? 27 2.2.3 Combination of the explicit and implicit teaching strategies???? 28 2.3 Related theories ???? 29 2.3.1 Krashen’s Acquisition-learning Hypothesis ???? 29 2.3.2 Schmidt’s Noticing Hypothesis???? 31 2.3.3 Summary ???? 32 Chapter Three Research Design ???? 33 3.1 Research purpose and research hypothesis ???? 33 3.1.1 Research purposes ???? 33 3.1.2 Research hypotheses ???? 34 3.2 Subjects ???? 35 3.3 Textbook???? 35 3.4 Instruments ???? 35 3.4.1 Tests ???? 36 3.4.2 Questionnaire ???? 36 3.5 Experimental procedures ???? 37 3.5.1 Pretest ???? 37 3.5.2 Experiment ???? 37 3.5.3 Post-test ???? 41 3.6 Data collection ???? 42 Chapter Four Results and Discussion ???? 43 4.1 Results and analyses of the tests ???? 43 4.1.1 Data from the tests ???? 43 4.1.2 Discussion ???? 46 4.2 Results and analyses of the questionnaire ???? 46 4.2.1 Data from the questionnaire ???? 46 4.2.2 Discussion ???? 48 ii 山东师范大学硕士学位
论文 Chapter Five Findings and Implications ???? 49 5.1 Major findings of the research ???? 49 5.2 Pedagogical implications ???? 50 5.3 Limitations of the research ???? 53 5.4 Suggestions for further research ???? 54 Conclusion ???? 56 References ???? 58 Acknowledgements ???? 63 Appendix I ???? 64 攻读教育硕士学位期间发表的学术
论文 ???? 79 iii 山东师范大学硕士学位
论文 iv 山东师范大学硕士学位
论文 Abstract English grammar teaching is part of English teaching in high schools. For a long period grammar teaching has been a controversial subject in high school English teaching in China. Should grammar be taught What is a more proper way of teaching grammar How can the communicative competence and language accuracy be balanced in English teaching of high schools As to grammar teaching there exist two main representative approaches: explicit grammar instruction and implicit grammar instruction. The two rival claims on grammar teaching stem from the opposed theories of Krashen and Schmidt on the role of explicit and implicit learning in SLA. Krashen 1981 1982 1985 1992 claims that second language development largely resulted from unconscious acquisition processes that are facilitated by a focus on meaning alone and that unconscious acquisition excels conscious learning. While Schmidt 1990 1994 1995 2001 claims that learning requires awareness at the level of noticing and that learning at the higher level of understanding seems crucial in most cases. Scholars of these two streams did many researches on this issue and studies indicated that both explicit and implicit approaches have advantages and disadvantages. Since the 1990s most scholars suggest that the best way in grammar teaching is to integrate these two methods. Whereas the practical situation of grammar teaching in junior high schools and the serious problems it caused this thesis is contriving to find out a more suitable way peculiar to them by integrating explicit and implicit grammar teaching effectively. And based on the theories of Krashen’s acquisition-learning hypothesis and Schmidt’s noticing hypothesis and the related revision mentioned in this thesis this study constructs an integrative grammar instruction method which will illustrate how explicit grammar teaching and implicit grammar teaching are integrated. In order to prove the higher efficiency the integrative grammar teaching method brings to Chinese junior high school students as compared to the current prevailing i 山东师范大学硕士学位
论文 grammar method i.e. the traditional grammar teaching method an experimental study was carried out. Two Grade Eight classes one is an experimental class the other is a control class from Zouping Daixi Middle School were chosen for this comparative teaching experiment. The study lasted nearly one semester. In the experiment the experimental class EC received the integrative grammar instruction and the control class CC was taught under the traditional condition. After the experiment the participants received a post-test and a questionnaire. The data of the tests were analyzed by the author with the SPSS 14.0 and the results indicated that the mean scores of the experimental class were much higher than those of the control class and there existed significant difference between the two classes. Also the results of the questionnaire showed that the experimental class students’ motivation interest and confidence in grammar learning were all increased and their ability of solving problem was enhanced. Therefore comparing with the current traditional grammar teaching method the integrative method of explicit and implicit grammar instruction can bring higher efficiency to junior high school students in their grammar learning. Being an experimental research on grammar teaching and learning the present study offers an experimental basis for improving junior high school grammar teaching and learning and also enlarges the application field of the two teaching dimensions namely explicit and implicit grammar instruction. It carries both practical and academic significances. Key words: grammar explicit grammar instruction implicit grammar instruction integration junior high schools ii 山东师范大学硕士学位
论文 摘要 英语语法是中学英语教学中不可缺少的一个部分。
长期以来中学英语教不 教语法、如何看待语法、怎样调和交际能力和准确性之间的矛盾是中学英语教学 界一直争论不休的话题。
在语法教学方法上一直以来就有两种代表性的观点显性语法教学和隐性 语法教学。
两种教学观的对立源于 Krashen 和 Schmidt 关于显性和隐性学习在二 语习得中的作用的对立理论。
Krashen 1981 1982 1985 1992认为二语习得主要 是无意识习得的结果无意识的习得优于有意识的学习。
而 Schmidt 1990 1994 1995 2001提出在注意层次上对语言形式具有的意识是二语学习所必需的并且 在语言规则意识层次上的意识极大有利于对语言的学习。
两支流派的学者进行的 多项研究表明显性语法教学和隐性语法教学各有优势和不足 进入 20 世纪 90 年 代后学者们发现最好的办法是综合两种观点。
鉴于初中英语语法教学现状以及学生语法知识的实际情况 本文论述了如何 将显性语法教学和隐性语法教学合理地整合 以找到适合中国学生更加有效的语 法教学方式。
作者根据 Krashen 的 acquisition-learning hypothesis 和 Schmidt 的 noticing hypothesis 和回顾中所提到的相关知识重新对显性语法教学和隐性语 法教学进行整合提出综合语法教学方法和阐述这种方法的具体实施步骤。
为了证明这种综合的语法教学方法比传统的语法教学方法在初中外语教学 中更有效 作者从邹平县黛溪中学八年级选定两个班作为实验班和控制班进行了 历时将近一学期的对比教学实验。
其中实验班采取显性语法教学和隐性语法教学 综合法而控制班则按照惯用的传统语法教学方法进行教学。
之后分别对受试 者进行了语法测试和问卷调查。
通过使用 SPSS14.0 软件对他们所得的分数进行 分析后得出实验班在后测中分数比控制班高并存在显著差异。
问卷调查的结 果表明实验班学生经过实验语法学习的动机兴趣和自信心都有所提高自 我解决问题的能力也有所增强。
因此本文提出的显性语法教学和隐性语法教学 整合的教学方法要优于传统的语法教学并且是一种有效的语法教学方式。
该教 学方法可以更有效的促进初中学生对语法学习、记忆和使用。
本研究是对语法教学进行的实证性研究 为以后的初中英语语法教学提供了 iii 山东师范大学硕士学位
论文 实证基础同时也扩大了显性语法教学和隐性语法教学的应用与研究具有一定 的研究价值和意义。
关键词 关键词语法显性语法教学隐性语法教学整合初中 分类号 分类号H319 iv 山东师范大学硕士学位
论文 Introduction 0.1 Background of the study Grammar is an indispensable aspect of language study. The teaching of grammar has played an important part in ELT and EFL. Over the past 30 years the role of grammar teaching has been of great interest to professional and numerous language teachers in the field of second language acquisition SLA. In recent years one of the key issues in grammar teaching in SLA is whether grammar should be taught explicitly or implicitly. Before the 1970s the mainstream of L2 teaching is traditional teaching which is mainly presented by the Grammar-Translation Method GTM. GTM pays more attention to language forms and it needs teachers to explain language rules deductively and then guide students to do related exercises. This kind of method is called explicit grammar teaching. In the late 1970s GTM was criticized for overemphasis on grammatical rules but paying no attention to language use in real communication. The emergence of the Direct Method in the early 1960s shook the traditional position of explicit teaching which was represented by GTM. Implicit teaching began to step onto the stage of language teaching. Implicit grammar teaching claims that learners should study grammar in a meaningful and natural environment. Researchers have done a lot of experimental study related these two methods of grammar teaching. Studies indicate that learners can benefit from either implicit or explicit instruction in learning some kinds of grammar items. But neither explicit instruction nor implicit instruction can simultaneously give attention to both accurate and fluent use of language and in teaching practice people always attend to one thing and lose another. In recent years further studies have been carried out. Many scholars propose that the new trend of grammar teaching is to integrate these two kinds of grammar teaching. The theoretical foundation is Larsen-Freeman’s 1991 explanation of the three dimensions of grammar and Ellis’ views on grammar 1990. These scholars think that the integration of explicit and implicit grammar teaching can provide 1 山东师范大学硕士学位
论文 learners with more opportunity that get learners to be exposed to a variety of language forms on the one hand and on the other hand get learners to use language in an actual context. 0.2 Purpose of the study In China where English is taught as a foreign language the teaching of grammar is also an area of some controversy and debate. Among the large quantity of works on grammar teaching there are many theoretical contends but little exchange in operational significance and there are many studies on university English majors but few on middle school English grammar teaching Quan2003 Zhuang amp Wei2003. Since English education is the basis of English learning in secondary schools and it is related to the extent of students’ mastery of English knowledge the teaching of English grammar is thus an indispensable aspect in FLT. This study will take Krashen’s acquisition-learning hypothesis and Schmidt’s noticing hypothesis as its supporting theories research the ways of the integration of implicit and explicit grammar instruction in junior high schools and thus explore the effect of the integration on learning grammar. The general research questions in the study include: 1 Can the integration instruction improve the level of English grammar more effectively than the current prevailing method 2 In what aspects can it affect students’ grammar learning 0.3 Significance of the study This study will help provide empirical evidence in teaching English grammar. Foreign language teachers often find themselves in a tricky situation when it comes to various teaching methods. In the context of China English grammar instruction has gone from one extreme to another. Explicit grammar-based instruction has been applied in foreign language teaching for decades. Grammar had always been taught explicitly before. Very often language rules isolated from meaningful contexts were explicitly presented and instructed by the teachers and passively studied by the students followed by a large quantity of exercises and practice. Currently English teaching in China however is mostly communication-oriented and inadequate emphasis has been laid on English grammar instruction. The effects of 2 山东师范大学硕士学位
论文 implicit instruction on grammar in the context of China are still under dispute and only a few studies explored the effects of the combination of implicit and explicit instruction on second language rules in China. Therefore the current study may give an insight into those questions. However this study is not trying to present a conclusive case but to start an inquiry. As language teaching is a theoretical and practical job a more efficient way within the Chinese educational environment needs to be explored further. 0.4 Organization of this thesis This thesis consists of 5 chapters. Chapter one is the literature review which contains three sections. The first section mainly reviews the previous grammar teaching at home and abroad. In the second section explicit and implicit grammar instruction is introduced including the development of explicit and implicit instruction and different views on explicit and implicit instruction. In the third section researches on explicit and implicit instruction of second/foreign language grammar are introduced and the problems of the previous researches are pointed out. Chapter two introduces the theories involved in this study which include the related definitions the techniques of explicit/implicit instruction and the acquisition-learning hypothesis and noticing hypothesis. Chapter three illustrates the whole procedure of the research. It covers the research purpose and hypothesis subjects instruments experimental procedures and data collection. Chapter four is about the results of the experiment which conclude the data analyses from the two tests: pretest and post-test and the data analyses from the post-treatment questionnaire. It also gives a brief discussion on the results. Chapter five focuses on the major findings of the research and the implications of the integrative instruction in English grammar teaching. The author also points out the limitations of the research as well as the su.
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