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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 B style=''color:black;background-color:#A0FFFF''>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 ContentsContents .........................................................................................................................iAbstract..........................................................................................................................i摘要.............................................................................................................................. iiiIntroduction..................................................................................................................10.1 Background of the study ..........................................................................................10.2 Purpose of the study.................................................................................................20.3 Significance of the study..........................................................................................20.4 Organization of this thesis........................................................................................3Chapter One Literature Review ..............................................................................41.1 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 .......................... 111.2 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 .....................................................................................................181.3 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 .....................................................................................................23Chapter 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 ..................................................................252.2 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......................282.3 Related theories......................................................................................................29 2.3.1 Krashen’s Acquisition-learning Hypothesis................................................29 2.3.2 Schmidt’s Noticing Hypothesis...................................................................31 2.3.3 Summary .....................................................................................................32Chapter Three Research Design ............................................................................333.1 Research purpose and research hypothesis ............................................................33 3.1.1 Research purposes.......................................................................................33 3.1.2 Research hypotheses ...................................................................................343.2 Subjects ..................................................................................................................353.3 Textbook.................................................................................................................353.4 Instruments.............................................................................................................35 3.4.1 Tests ............................................................................................................36 3.4.2 Questionnaire ..............................................................................................363.5 Experimental procedures .......................................................................................37 3.5.1 Pretest..........................................................................................................37 3.5.2 Experiment..................................................................................................37 3.5.3 Post-test.......................................................................................................413.6 Data collection .......................................................................................................42Chapter Four Results and Discussion ...................................................................434.1 Results and analyses of the tests ............................................................................43 4.1.1 Data from the tests ......................................................................................43 4.1.2 Discussion ...................................................................................................464.2 Results and analyses of the questionnaire..............................................................46 4.2.1 Data from the questionnaire........................................................................46 4.2.2 Discussion ...................................................................................................48ii 山东师范大学硕士学位
论文Chapter Five Findings and Implications ..............................................................495.1 Major findings of the research ...............................................................................495.2 Pedagogical implications .......................................................................................505.3 Limitations of the research.....................................................................................535.4 Suggestions for further research ............................................................................54Conclusion ..................................................................................................................56References ...................................................................................................................58Acknowledgements ....................................................................................................63Appendix 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 longperiod grammar teaching has been a controversial subject in high school Englishteaching in China. Should grammar be taught What is a more proper way of teachinggrammar How can the communicative competence and language accuracy bebalanced in English teaching of high schools As to grammar teaching there exist two main representative approaches: explicitgrammar instruction and implicit grammar instruction. The two rival claims ongrammar teaching stem from the opposed theories of Krashen and Schmidt on the roleof explicit and implicit learning in SLA. Krashen 1981 1982 1985 1992 claimsthat second language development largely resulted from unconscious acquisitionprocesses that are facilitated by a focus on meaning alone and that unconsciousacquisition excels conscious learning. While Schmidt 1990 1994 1995 2001claims that learning requires awareness at the level of noticing and that learning at thehigher level of understanding seems crucial in most cases. Scholars of these twostreams did many researches on this issue and studies indicated that both explicit andimplicit approaches have advantages and disadvantages. Since the 1990s mostscholars suggest that the best way in grammar teaching is to integrate these twomethods. Whereas the practical situation of grammar teaching in junior high schools andthe serious problems it caused this thesis is contriving to find out a more suitable waypeculiar to them by integrating explicit and implicit grammar teaching effectively.And based on the theories of Krashen’s acquisition-learning hypothesis and Schmidt’snoticing hypothesis and the related revision mentioned in this thesis this studyconstructs an integrative grammar instruction method which will illustrate howexplicit grammar teaching and implicit grammar teaching are integrated. In order to prove the higher efficiency the integrative grammar teaching methodbrings 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 experimentalstudy was carried out. Two Grade Eight classes one is an experimental class theother is a control class from Zouping Daixi Middle School were chosen for thiscomparative teaching experiment. The study lasted nearly one semester. In theexperiment the experimental class EC received the integrative grammar instructionand the control class CC was taught under the traditional condition. After theexperiment the participants received a post-test and a questionnaire. The data of thetests were analyzed by the author with the SPSS 14.0 and the results indicated that themean scores of the experimental class were much higher than those of the controlclass and there existed significant difference between the two classes. Also theresults of the questionnaire showed that the experimental class students’ motivationinterest and confidence in grammar learning were all increased and their ability ofsolving problem was enhanced. Therefore comparing with the current traditionalgrammar teaching method the integrative method of explicit and implicit grammarinstruction can bring higher efficiency to junior high school students in their grammarlearning. Being an experimental research on grammar teaching and learning the presentstudy offers an experimental basis for improving junior high school grammar teachingand learning and also enlarges the application field of the two teaching dimensionsnamely explicit and implicit grammar instruction. It carries both practical andacademic significances.Key words: grammar explicit grammar instruction implicit grammar instructionintegration junior high schoolsii 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 19941995 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:语法,显性语法教学,隐性语法教学,整合,初中分类号:H319iv 山东师范大学硕士学位
论文 Introduction0.1 Background of the study Grammar is an indispensable aspect of language study. The teaching of grammarhas played an important part in ELT and EFL. Over the past 30 years.