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“聚焦形式”教学法在中学英语语法课堂中的运用

作　者: 吴欣
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: 聚焦形式教学现在完成时冠词语言形式
分类号: G633.41
类　型: 硕士论文
年　份: 2011年
下　载: 105次
引　用: 0次
阅　读: 论文下载

内容摘要

国外有不少研究从理论和实践两个方面探讨了聚焦形式的外语教学法,但是国内相关研究较少,特别是对这一方法的两种类型(独立型和嵌入型)进行比较的研究更不多见。随着新的英语课程标准近年来在全国范围内的推广,各地也在纷纷尝试各种新教法以适应新课标。本研究旨在考察聚焦形式教学法是否能更有效地促进新课标下的外语教学,以及其两种类型中哪一种方法更显优势。本研究对重庆市两所平级中学,共4个自然教学班的239名学生进行实验教学。其中,出于缺勤、未按时交卷、答卷不合格等原因,14个学生没有被选作受试,最终选为受试的是225名学生。随机选取2个自然班为控制班(合并为一个控制组),各班学生人数分别为56、58人。其它两个班为实验班,分别接受独立型聚焦形式教学和嵌入型聚焦形式教学,各班学生分别为56、55人。两个实验班和控制组在学习动机、英语现在完成时和冠词习得起点水平、教材、教学时间、课后作业、任课教师个人素质等方而都相同。不同的是控制班的课堂教学采取教材规定和一般教学模式,而两个实验班分别采用的是两种不同类型的聚焦形式教学法。本研究使用问卷和测试两种方式来收集数据,运用SPSS 16.0进行数据分析。实验结果表明,两个实验组数据合并后在各方面的表现都强于控制组,如后测总分、各项被考查知识点得分,等。在延时后测中,数据合并的实验组的表现仍然明显强于控制组,其中几项被考查的语法项目的数据呈现极为显著的差异。同时,当把两个实验班的受试的数据分别开来,单独与合并的控制组的数据进行对比时,两个实验班各自都在后测和延时后测中呈现出了显著的优势。此外,使用独立型聚焦形式教学的实验班和使用嵌入型聚焦形式教学的实验班相比,不论是在及时后测还是延时后测中,在总的测试结果以及大部分语法项目上,都无显著差异。研究的结果对新课标下中国高中英语语法教学及研究具有一定的启示作用。为了使语法教学更加深入有效地进行,教师上课时,除了注重英语的交际功能,也应该注意其语言形式,以更好地帮助学生进行英语学习。

全文目录

Acknowledgements  5-9
List of Tables  9-11
List of Symbols  11-12
Abstract  12-14
内容摘要  14-16
Chapter One Introduction  16-19
  1.1 Research orientation  16-17
  1.2 Significance of the research  17-19
Chapter Two Literature Review  19-29
  2.1 Previous theoretical approaches to FonF  19-26
    2.1.1 Definitions of FonF  19-20
    2.1.2 Classifications of FonF  20-23
    2.1.3 Theories related to FonF  23-26
      2.1.3.1 The Noticing Hypothesis  24
      2.1.3.2 The Interaction Hypothesis  24-25
      2.1.3.3 Input Enhancement  25-26
      2.1.3.4 The Information Processing Theory  26
  2.2 Previous empirical studies on FonF  26-27
  2.3 Limitations of previous studies  27-29
Chapter Three Research Question,Hypothesis,and Method  29-41
  3.1 Research question  29-31
  3.2 Hypothesis  31-32
  3.3 Method  32-39
    3.3.1 Subjects  32-33
    3.3.2 Materials  33-38
      3.3.2.1 New Standard English  33-34
      3.3.2.2 Questionnaires of English learning motivations and instruction difficulty  34-35
      3.3.2.3 Pre-test,post-test,and follow-up post-test of English grammar  35-38
    3.3.3 Procedure  38-39
  3.4 Methods for data collection and analysis  39-41
    3.4.1 Data collection methods  39-40
    3.4.2 Data analysis methods  40-41
Chapter Four Results and Discussion  41-92
  4.1 Results  41-85
    4.1.1 Pre-test  41-59
      4.1.1.1 Results between ECs and CC  43-47
      4.1.1.2 Results between IsFonF class and CC  47-51
      4.1.1.3 Results between InFonF class and CC  51-55
      4.1.1.4 Results between IsFonF class and InFonF class  55-59
    4.1.2 Post-test  59-72
      4.1.2.1 Results between ECs and CC  60-63
      4.1.2.2 Results between IsFonF class and CC  63-66
      4.1.2.3 Results between InFonF class and CC  66-69
      4.1.2.4 Results between IsFonF class and InFonF class  69-72
    4.1.3 Follow-up post-test  72-85
      4.1.3.1 Results between ECs and CC  73-76
      4.1.3.2 Results between IsFonF class and CC  76-79
      4.1.3.3 Results between InFonF class and CC  79-82
      4.1.3.4 Results between IsFonF class and InFonF class  82-85
  4.2 Discussion  85-92
    4.2.1 For Specific Research Question 1  86-87
    4.2.2 For Specific Research Question 2  87
    4.2.3 For Specific Research Question 3  87-88
    4.2.4 For Specific Research Question 4  88
    4.2.5 For Specific Research Question 5  88-89
    4.2.6 For Specific Research Question 6  89
    4.2.7 For Specific Research Question 7  89-90
    4.2.8 For Specific Research Question 8  90
    4.2.9 For Concomitant Specific Question 1  90
    4.2.10 For Concomitant Specific Question 2  90-92
Chapter Five Conclusion  92-95
  5.1 Findings  92-93
  5.2 Implications  93-94
  5.3 Limitations  94-95
References  95-99
Appendix A A Questionnaire of Motivation for English Learning  99-101
Appendix B A Questionnaire of the Instruction Difficulty Degree for English Language Features in Senior High Schools  101-103
Appendix C Training for the Teacher of FonF Classes  103-105
Appendix D Lesson Plan for Controlled Class  105-109
Appendix E Lesson Plan for IsFonF Class  109-114
Appendix F Lesson Plan for InFonF Class  114-119
Appendix G English Grammar Pre-test  119-122
Appendix H English Grammar Post-test  122-126
Appendix I English Grammar Follow-up Post-test  126-129
Appendix J Training Judges for English Translation Test  129-130
Appendix K Raw Data of the Subjects' Motivation Questionnaire  130-135
Appendix L Subjects' Row Data of Pre-test  135-141
Appendix M Subjects' Row Data of Post-test  141-147
Appendix N Subjects' Row Data of Follow-up Post-test  147-153
Appendix O Subjects' Raw Scores by 3 Raters for Translation  153-159
Appendix P Teachers' Row Data of Instruction Difficulty Questionnaire  159

“聚焦形式”教学法在中学英语语法课堂中的运用

内容摘要

全文目录

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