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交际教学法与传统语法教学课堂效应之对比研究

作　者: 林黄雯
导　师: 刘亚猛
学　校: 福建师范大学
专　业: 学科教学
关键词: 交际法传统教学法沟通式游戏一般过去式
分类号: H319
类　型: 硕士论文
年　份: 2009年
下　载: 286次
引　用: 0次
阅　读: 论文下载

内容摘要

语法教学在我国中等学校的英语课堂中仍然扮演相当重要的角色。我们传统的语法教学(Traditional Grammar Approach简称TGA)都是以输出式练习为导向,这种教学法的问题就在于忽略学生的沟通能力在语言习得过程中的重要性。基于传统教学法出现的弊端,运用交际法(Communicative Approach简称CA)进行语法教学应运而生,此教学法强调培养学生的沟通能力,并在语法学习过程当中帮助学生创造有意义的语言。本文旨在通过课堂效应比较,研究两种教学法对英语一般过去时习得产生的不同效果,并探讨交际法用于语法教学的潜力与可能性。受试者是经过前测两班程度相当的初中一年级学生,一班为对照组,接受TGA语法教学；另一班为实验组,接受CA语法教学(把沟通式游戏融入语法教学当中)。他们在教学结束后立即接受第一次后测,一个月后接受第二次后测考试。两次考试皆包含理解及填充造句测验来评量这两种教学法在理解力及输出能力上的效应。实验所得数据用SPSS进行Pair-Samples T Test分析,结果显示应用交际法进行语法教学对提高理解力有较好的效果。两次后测成绩表明,实验组较之控制组有明显进步,但输出能力则视题型的难易度而定。总之上述研究表明应用交际法进行语法教学的知识传授成效至少可以与「传统教学法」并驾齐驱,而且应用交际法进行语法教学更有助于学习者内化其语法系统以利输出。故本研究建议英语教师在语法教学中结合新旧两种教学法,让学生在主动学习中积极建构自己的知识,而不再是死背语法规则。对于应用交际法进行语法教学成效的完整了解则有赖于后续更深入的教学研究。

全文目录

中文摘要  2-3
Abstract  3-4
详细摘要  4-14
Chapter 1:Introduction  14-18
  1.1 Research Background and Motivation  14-15
  1.2 Purpose of the Study  15-16
  1.3 Significance of the Study  16
  1.4 Research Questions  16-18
Chapter 2:Literature Review  18-31
  2.1 A review of grammar teaching  18-22
    2.1.1 Grammar-Translation Method  18
    2.1.2 Audio-lingual Method  18-19
    2.1.3 An eclectic method:FonF  19
    2.1.4 Teaching young learners grammar with games  19-21
    2.1.5 Traditional Grammar Approach  21-22
  2.2 Communicative Approach to Grammar Teaching  22-26
    2.2.1 The necessity of using the Communicative Approach  22-23
    2.2.2 Focusing on Communicating competence  23-24
    2.2.3 Using inductive method to teach grammar  24-25
    2.2.4 The roles of students and teachers  25
    2.2.5 The communicative activities' principle of Communicative Approach  25-26
  2.3 Communicative Games  26-29
    2.3.1 Overview  26
    2.3.2 Game in EFL Teaching and Learning  26-28
    2.3.3 Categories of games  28-29
      (ⅰ). Functional play  28
      (ⅱ) Productive play  28
      (ⅲ) Symbolic play  28
      (ⅳ) Games-with-Rule play  28-29
  2.4 Target of instruction:English Past Tense  29-31
Chapter 3:Methodology  31-42
  3.1 Overview  31
  3.2 Explicit instruction  31
  3.3 Subjects  31-32
  3.4 Instructional Packets  32-39
    3.4.1 The Traditional Grammar Approach  33-34
    3.4.2 The Communicative Approach  34-39
      (ⅰ) Game 1:20 Questions  34-35
      (ⅱ) Game 2:Detective game  35-37
      (ⅲ) Game 3:Gossip king  37-39
  3.5 Instructional Procedures  39-40
  3.6 Posttests  40-41
  3.7 Scoring Procedures and Data Collection  41-42
Chapter 4:Results and Discussion  42-53
  4.1 Results  42-46
    4.1.1 The Comprehension Task  42-44
    4.1.2 The Production Tasks  44-46
  4.2 Discussion  46-51
    4.2.1 The Comprehension Task  46-47
    4.2.2 The Production Task  47-50
    4.2.3 The Goal of Grammar Instruction  50-51
  4.3 Summary of the Findings  51-53
Chapter 5:Conclusion  53-56
  5.1 Overview  53-54
  5.2 Directions for Future Research  54-55
    5.2.1 Research method  54
    5.2.2 Research variables  54
    5.2.3 Research subjects  54-55
  5.3 Pedagogical Implications  55-56
Bibliography  56-59
Appendices  59-80
  Appendix A:A Teaching Plan for the Control Group  59-60
  Appendix B:A Teaching Plan for the Experimental Group  60-61
  Appendix C:Explicit instruction  61-62
  Appendix D:Sample Exercises for the Control Group  62-64
  Appendix E:Sample communicative games for the Experimental Group  64-71
  Appendix F:Samples of the Posttests  71-73
  Appendix G:Raw Scores in Two Posttests for TRA Group  73-74
  Appendix H:Raw Scores in Two Posttests for CA Group  74-75
  Appendix I:Paired Samples Statistics,Correlations and Test(Ⅰ)  75-77
  Appendix J:Paired Samples Statistics,Correlations and Test(Ⅱ)  77-80
Acknowledgements  80

交际教学法与传统语法教学课堂效应之对比研究

内容摘要

全文目录

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