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语言分析的效应-大学英语精读课堂中词汇和语法的任务型教学

作　者: 王颖
导　师: 林文治
学　校: 西南大学
专　业: 外国语言学与应用语言学
关键词: 外语大学英语精读教学任务型教学语言分析
分类号: H319
类　型: 硕士论文
年　份: 2012年
下　载: 20次
引　用: 0次
阅　读: 论文下载

内容摘要

在外语教学领域中,任务型教学普遍被认为是一种重要的教学方式。尽管之前有学者在任务型教学的结构或者某个层面进行了研究,但是在某一具体环节对如何提高词汇和语法的应用领域缺乏深入的探讨。因此,本文旨在通过大学英语精读课堂中词汇和语法的任务型教学来探讨语言分析的效应。来自西南大学的三个自然班共98名大学一年级非英语专业学生参加了本次研究。三个班被随机定为三种不同的实验方法,其中一个班定为控制班,采用没有语言分析环节的任务型教学法,其余两个班为实验班1和实验班2,都采用了任务型教学法,只是在语言分析环节略有不同,即实验班1是由学生们自己组织讨论分析,实验班2则是由老师和学生共同讨论。从每个班中选取30名学生作为受试,基于他们在词汇和语法前测水平相当的前提下,其三个班分别构成了控制组、实验组1和实验组2。三个班的任课老师、授课时间和教材均相同。本实验持续了4周,对前测和后测的受试数据进行了相关样本T检验和对比实验分析。研究表明,与没有语言分析的任务型教学法相比,使用语言分析的任务型教学法显著提高了中国大学生词汇和语法的应用能力,且老师和学生共同分析的效果更加显著。本研究结果对中国大学英语精读教学有一定的启示意义。建议在大学英语任务型教学中,将语言分析作为一个关键的环节,以此来提高学习者的词汇和语法应用能力。

全文目录

Acknowledgements  5-9
List of Tables  9-10
Abstract  10-12
内容摘要  12-13
Chapter One Introduction  13-16
  1.1 Research orientation  13-14
  1.2 Research Rationale  14-16
Chapter Two Literature Review  16-28
  2.1 Theoretical studies on TBLT  16-25
    2.1.1 Definitions of task and TBLT  16-18
    2.1.2 Willis's framework of TBLT  18-21
      2.1.2.1 Pre-task  18
      2.1.2.2 Task cycle  18-19
      2.1.2.3 Language focus  19-20
      2.1.2.4 Willis's view on "Language analysis"  20-21
    2.1.3 Ellis's study on "planning"  21-22
      2.1.3.1 Pre-task planning  21
      2.1.3.2 Within-task planning  21-22
    2.1.4 Components and features of task  22-25
      2.1.4.1 Components of tasks  22-24
      2.1.4.2 Features of tasks  24-25
  2.2 Previous studies on TBLT  25-26
    2.2.1 Researches by non-Chinese scholars  25-26
    2.2.2 Researches by Chinese scholars  26
  2.3 Limitations of previous studies  26-28
Chapter Three Research Design  28-41
  3.1 Research question  28-29
  3.2 Hypothesis  29
  3.3 Method  29-41
    3.3.1 Subjects  29-33
      3.3.1.1 Contrast tests on vocabulary score differences among 3 groups in pretest  30-32
      3.3.1.2 Contrast tests on grammar score differences among 3 groups in pretest  32-33
      3.3.1.3 Contrast tests on total score differences among 3 groups in pretest  33
    3.3.2 Materials  33-34
      3.3.2.1 Teaching materials  33-34
      3.3.2.2 English vocabulary and grammar pre-test and post-test  34
    3.3.3 Procedure  34-39
      3.3.3.1 Pre-experiment interview on teachers' TBLT practice  34-35
      3.3.3.2 Pilot test on difficulty equivalence of pre-test and post-test  35-36
      3.3.3.3 Pre-test  36
      3.3.3.4 TBLT experiment  36-38
      3.3.3.5 Post-test  38-39
    3.3.4 Measures for data collection and analysis  39-41
      3.3.4.1 Data collection methods  39
      3.3.4.2 Data analysis methods  39-41
Chapter Four Results and Discussion  41-48
  4.1 Results  41-45
    4.1.1 Contrast tests on vocabulary score differences among 3 groups in posttest  42-43
    4.1.2 Contrast tests on grammar score differences among 3 groups in posttest  43-44
    4.1.3 Contrast tests on total score differences among 3 groups in posttest  44-45
  4.2 Discussion  45-48
    4.2.1 Posttest vocabulary performances related to 4 sub-questions  45-46
    4.2.2 Posttest grammar performances related to 4 sub-questions  46
    4.2.3 Posttest total performances related to 4 sub-questions  46-48
Chapter Five Conclusion  48-51
  5.1 Findings  48
  5.2 Implications  48-49
    5.2.1 Theoretical implications  49
    5.2.2 Practical implications  49
  5.3 Limitations  49-51
References  51-54
Appendix A Vocabulary and Grammar Pretest  54-59
Appendix B Vocabulary and Grammar Posttest  59-64
Appendix C Class Reading Tasks  64-67
Appendix D Unscrambling Tasks  67-70
Appendix E Lesson Plan for control group  70-72
Appendix F Lesson Plan for Experimental Group 1  72-74
Appendix G Lesson Plan for Experimental Group 2  74-76
Appendix H Data of Survey on Pre- and Post-tests' Difficulty  76-77
Appendix I Subjects" Performance Data in Pretest and Posttest  77-79

语言分析的效应-大学英语精读课堂中词汇和语法的任务型教学

内容摘要

全文目录

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