發(fā)布時(shí)間：2019-05-17 16:06

【摘要】：英語(yǔ)語(yǔ)法是大學(xué)英語(yǔ)專業(yè)的必修課。由于英語(yǔ)語(yǔ)法本身偏向理論性,如果采用傳統(tǒng)的語(yǔ)法翻譯法,課堂氛圍顯然比較沉悶。高職學(xué)生由于自身的基礎(chǔ)比較薄弱,且又缺乏學(xué)習(xí)自主性和積極性,易產(chǎn)生對(duì)英語(yǔ)語(yǔ)法學(xué)習(xí)的厭倦情緒,不利于英語(yǔ)語(yǔ)法的教授與知識(shí)的傳播。以互動(dòng)理論為基礎(chǔ)的重鑄有利于在師生互動(dòng)時(shí),教師對(duì)學(xué)生的語(yǔ)法錯(cuò)誤進(jìn)行修正性反饋。這種反饋方式既不打斷交際的正常進(jìn)行又可以使學(xué)生注意到自己的語(yǔ)法錯(cuò)誤并予以改正。本研究以Michael Long的互動(dòng)理論為理論基礎(chǔ),構(gòu)建重鑄教學(xué)模式。筆者通過(guò)該模式的“語(yǔ)法項(xiàng)目學(xué)習(xí)”和“語(yǔ)法項(xiàng)目課堂教學(xué)”這兩個(gè)步驟對(duì)“數(shù)的一致”、“虛擬語(yǔ)氣”、“倒裝”、“名詞性從句”和“定語(yǔ)從句”這五個(gè)語(yǔ)法項(xiàng)目進(jìn)行教學(xué)。筆者擬探討“基于互動(dòng)假說(shuō)的重鑄能否提高高職學(xué)生的英語(yǔ)語(yǔ)法成績(jī)?”和“高職學(xué)生對(duì)重鑄的態(tài)度是否存在差別?如果存在差別,高職學(xué)生對(duì)重鑄的態(tài)度與語(yǔ)法成績(jī)是否相關(guān)?”這兩個(gè)問(wèn)題。于是,筆者將其任教的兩個(gè)英語(yǔ)水平相當(dāng)?shù)陌嗉?jí)劃分為實(shí)驗(yàn)班和控制班,在教學(xué)互動(dòng)中采用重鑄式反饋,如通過(guò)字詞替換,語(yǔ)義補(bǔ)充,詞語(yǔ)添加等方式,對(duì)學(xué)生的語(yǔ)法錯(cuò)誤給予部分或完全重鑄糾正。而控制班則仍舊沿用傳統(tǒng)的語(yǔ)法翻譯法,以教師講授為主。該實(shí)驗(yàn)主要借助測(cè)試卷(分為前測(cè)試卷,后測(cè)試卷,延后測(cè)試卷),問(wèn)卷等工具,收集數(shù)據(jù)。最后通過(guò)SPSS21.0將所收集數(shù)據(jù)進(jìn)行分析。結(jié)果顯示,在經(jīng)過(guò)一段時(shí)間學(xué)習(xí)之后,實(shí)驗(yàn)班比控制班學(xué)生成績(jī)進(jìn)步更顯著,而且“數(shù)的一致”,“虛擬語(yǔ)氣”和“倒裝”這幾個(gè)語(yǔ)法項(xiàng)目比“名詞性從句”和“定語(yǔ)從句”成績(jī)提高幅度更大。而中斷學(xué)習(xí)兩周之后,實(shí)驗(yàn)班和控制班在成績(jī)的保持上并無(wú)顯著差異,兩個(gè)班學(xué)生成績(jī)均出現(xiàn)不同程度的下滑的現(xiàn)象。同時(shí),筆者通過(guò)教學(xué)及學(xué)生課堂反應(yīng)發(fā)現(xiàn),重鑄在語(yǔ)法項(xiàng)目課堂教學(xué)上的運(yùn)用比在語(yǔ)法項(xiàng)目學(xué)習(xí)中使用更有效。問(wèn)卷調(diào)查結(jié)果顯示學(xué)生對(duì)重鑄的態(tài)度是存在差別的,但學(xué)生對(duì)重鑄的態(tài)度與語(yǔ)法成績(jī)并無(wú)相關(guān)。筆者進(jìn)一步對(duì)實(shí)驗(yàn)結(jié)果及發(fā)現(xiàn)進(jìn)行原因分析與討論。筆者在此實(shí)驗(yàn)研究結(jié)果的基礎(chǔ)上,結(jié)合重鑄教學(xué)模式的應(yīng)用情況,提出針對(duì)高職英語(yǔ)語(yǔ)法教學(xué)的建議和教學(xué)啟示,為今后的語(yǔ)法教學(xué)提供參考。本文旨在通過(guò)實(shí)驗(yàn)研究來(lái)探討重鑄運(yùn)用于高職英語(yǔ)語(yǔ)法課堂的有效性,從而提高學(xué)生的語(yǔ)法能力。
[Abstract]:English grammar is a compulsory course for college English majors. Because English grammar itself tends to be theoretical, if the traditional grammar translation method is adopted, the classroom atmosphere is obviously boring. Because of their weak foundation, lack of learning autonomy and enthusiasm, higher vocational students are prone to boredom in English grammar learning, which is not conducive to the teaching of English grammar and the dissemination of knowledge. The reconstruction based on interaction theory is beneficial for teachers to correct students' grammatical errors when teachers and students interact. This feedback not only does not interrupt the normal progress of communication, but also enables students to pay attention to their grammatical errors and correct them. Based on the interaction theory of Michael Long, this study constructs the recasting teaching model. Through the two steps of "grammar project learning" and "grammar project classroom teaching" of this model, the author analyzes the "consistency of numbers", "subjunctive mood" and "inversion". The five grammar items of nominal clause and attributive clause are taught. The author intends to explore whether recasting based on interactive hypothesis can improve the English grammar performance of higher vocational students. Is there a difference in the attitude of higher vocational students towards recasting? If there is a difference, is the attitude of higher vocational students towards recasting related to grammar scores? " These two questions. Therefore, the author divides the two classes with the same English proficiency into experimental class and control class, and adopts recasting feedback in teaching interaction, such as word replacement, semantic supplement, word addition and so on. Correct the students' grammatical errors partly or completely. However, the control class still uses the traditional grammar translation method, which is mainly taught by teachers. The experiment mainly uses test papers (divided into pre-test papers, post-test papers, delayed test papers), questionnaires and other tools to collect data. Finally, the collected data are analyzed by SPSS21.0. The results show that after a period of study, the results of the experimental class are more significant than those of the control class, and the number is consistent. The grammatical items of "subjunctive mood" and "inversion" are higher than those of "nominal clause" and "attributive clause". However, after two weeks of suspension of study, there was no significant difference in the retention of scores between the experimental class and the control class, and the scores of the students in the two classes declined to varying degrees. At the same time, through teaching and students' classroom reaction, the author finds that the application of recasting in grammar project classroom teaching is more effective than that in grammar project learning. The results of questionnaire survey show that there are differences in students' attitude towards recasting, but there is no correlation between students' attitude towards recasting and grammar scores. The author further analyzes and discusses the reasons for the experimental results and findings. On the basis of the results of this experimental study and the application of the recasting teaching model, the author puts forward some suggestions and implications for English grammar teaching in higher vocational colleges, so as to provide reference for grammar teaching in the future. The purpose of this paper is to explore the effectiveness of recasting in English grammar classroom of higher vocational colleges through experimental research, so as to improve students' grammatical ability.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.35

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