教育硕士毕业论文初中英语显性与隐性语法教学的整合.docx

教育硕士毕业论文初中英语显性与隐性语法教学的整合.docx

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教育硕士毕业论文初中英语显性与隐性语法教学的整合

教育硕士学位论文

论文题目IntegrationofExplicitandImplicitGrammarInstructioninEFLinJuniorHighSchools

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：

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导师姓名：

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论文提交时间：

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论文提交时间：

2008年4月10日

Contents

Contentsi

Abstracti

摘要iii

Introduction1

0.1Backgroundofthestudy1

0.2Purposeofthestudy2

0.3Significanceofthestudy2

0.4Organizationofthisthesis3

ChapterOneLiteratureReview4

1.1Historicalreviewongrammarteaching4

1.1.1Grammarteachingindifferentlanguageteachingmethods4

1.1.2GrammarteachinginChina8

1.1.3Situationofgrammarteachinginjuniorhighschools10

1.1.4Significanceofgrammarteachinginjuniorhighschools11

1.2Reviewonexplicit/implicitinstructioninSLA13

1.2.1Explicit/implicitinstruction13

1.2.2Developmentofexplicit/implicitinstruction14

1.2.3Debatesonexplicit/implicitgrammarinstruction17

1.2.3.1Viewsonexplicitgrammarinstruction17

1.2.3.2Viewsonimplicitgrammarinstruction17

1.2.4Summary18

1.3Researchesonimplicitandexplicitinstructionofgrammar19

1.3.1Laboratorystudies19

1.3.2Classroomstudies22

1.3.3Studiesonexplicit/implicitinstructioninChina23

1.3.4Summary23

ChapterTwoTheoreticalSupport25

2.1Relatedtermsinexplicit/implicitfield25

2.2Techniquesofexplicit/implicitinstruction27

2.2.1Techniquesofexplicitinstruction27

2.2.2Techniquesofimplicitinstruction27

2.2.3Combinationoftheexplicitandimplicitteachingstrategies28

2.3Relatedtheories29

2.3.1Krashen’sAcquisition-learningHypothesis29

2.3.2Schmidt’sNoticingHypothesis31

2.3.3Summary32

ChapterThreeResearchDesign33

3.1Researchpurposeandresearchhypothesis33

3.1.1Researchpurposes33

3.1.2Researchhypotheses34

3.2Subjects35

3.3Textbook35

3.4Instruments35

3.4.1Tests36

3.4.2Questionnaire36

3.5Experimentalprocedures37

3.5.1Pretest37

3.5.2Experiment37

3.5.3Post-test41

3.6Datacollection42

ChapterFourResultsandDiscussion43

4.1Resultsandanalysesofthetests43

4.1.1Datafromthetests43

4.1.2Discussion46

4.2Resultsandanalysesofthequestionnaire46

4.2.1Datafromthequestionnaire46

4.2.2Discussion48

ChapterFiveFindingsandImplications49

5.1Majorfindingsoftheresearch49

5.2Pedagogicalimplications50

5.3Limitationsoftheresearch53

5.4Suggestionsforfurtherresearch54

Conclusion56

References58

Acknowledgements63

AppendixI64

攻读教育硕士学位期间发表的学术论文79

Abstract

EnglishgrammarteachingispartofEnglishteachinginhighschools.Foralongperiod,grammarteachinghasbeenacontroversialsubjectinhighschoolEnglishteachinginChina.Shouldgrammarbetaught?

Whatisamoreproperwayofteachinggrammar?

HowcanthecommunicativecompetenceandlanguageaccuracybebalancedinEnglishteachingofhighschools?

Astogrammarteaching,thereexisttwomainrepresentativeapproaches:

explicitgrammarinstructionandimplicitgrammarinstruction.ThetworivalclaimsongrammarteachingstemfromtheopposedtheoriesofKrashenandSchmidtontheroleofexplicitandimplicitlearninginSLA.Krashen（1981,1982,1985,1992）claimsthatsecondlanguagedevelopmentlargelyresultedfromunconsciousacquisitionprocessesthatarefacilitatedbyafocusonmeaningaloneandthatunconsciousacquisitionexcelsconsciouslearning.WhileSchmidt（1990,1994,1995,2001）claimsthatlearningrequiresawarenessatthelevelofnoticing,andthatlearningatthehigherlevelofunderstandingseemscrucialinmostcases.Scholarsofthesetwostreamsdidmanyresearchesonthisissueandstudiesindicatedthatbothexplicitandimplicitapproacheshaveadvantagesanddisadvantages.Sincethe1990s,mostscholarssuggestthatthebestwayingrammarteachingistointegratethesetwomethods.

Whereasthepracticalsituationofgrammarteachinginjuniorhighschoolsandtheseriousproblemsitcaused,thisthesisiscontrivingtofindoutamoresuitablewaypeculiartothembyintegratingexplicitandimplicitgrammarteachingeffectively.AndbasedonthetheoriesofKrashen’sacquisition-learninghypothesisandSchmidt’snoticinghypothesis,andtherelatedrevisionmentionedinthisthesis,thisstudyconstructsanintegrativegrammarinstructionmethodwhichwillillustratehowexplicitgrammarteachingandimplicitgrammarteachingareintegrated.

InordertoprovethehigherefficiencytheintegrativegrammarteachingmethodbringstoChinesejuniorhighschoolstudentsascomparedtothecurrentprevailinggrammarmethod（i.e.thetraditionalgrammarteachingmethod）,anexperimentalstudywascarriedout.TwoGradeEightclasses（oneisanexperimentalclass,theotherisacontrolclass）fromZoupingDaixiMiddleSchoolwerechosenforthiscomparativeteachingexperiment.Thestudylastednearlyonesemester.Intheexperiment,theexperimentalclass（EC）receivedtheintegrativegrammarinstructionandthecontrolclass（CC）wastaughtunderthetraditionalcondition.Aftertheexperiment,theparticipantsreceivedapost-testandaquestionnaire.ThedataofthetestswereanalyzedbytheauthorwiththeSPSS14.0andtheresultsindicatedthatthemeanscoresoftheexperimentalclassweremuchhigherthanthoseofthecontrolclass,andthereexistedsignificantdifferencebetweenthetwoclasses.Also,theresultsofthequestionnaireshowedthattheexperimentalclassstudents’motivation,interestandconfidenceingrammarlearningwereallincreased,andtheirabilityofsolvingproblemwasenhanced.Therefore,comparingwiththecurrenttraditionalgrammarteachingmethod,theintegrativemethodofexplicitandimplicitgrammarinstructioncanbringhigherefficiencytojuniorhighschoolstudentsintheirgrammarlearning.

Beinganexperimentalresearchongrammarteachingandlearning,thepresentstudyoffersanexperimentalbasisforimprovingjuniorhighschoolgrammarteachingandlearningandalsoenlargestheapplicationfieldofthetwoteachingdimensions,namelyexplicitandimplicitgrammarinstruction.Itcarriesbothpracticalandacademicsignificances.

Keywords:

grammar;explicitgrammarinstruction;implicitgrammarinstruction;integration;juniorhighschools

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（1990,1994,1995,2001）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-learninghypothesis和Schmidt的noticinghypothesis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：

H319

Introduction

0.1Backgroundofthestudy

Grammarisanindispensableaspectoflanguagestudy.TheteachingofgrammarhasplayedanimportantpartinELTandEFL.Overthepast30years,theroleofgrammarteachinghasbeenofgreatinteresttoprofessionalandnumerouslanguageteachersinthefieldofsecondlanguageacquisition（SLA）.Inrecentyears,oneofthekeyissuesingrammarteachinginSLAiswhethergrammarshouldbetaughtexplicitlyorimplicitly.Beforethe1970s,themainstreamofL2teachingistraditionalteachingwhichismainlypresentedbytheGrammar-TranslationMethod（GTM）.GTMpaysmoreattentiontolanguageforms,anditneedsteacherstoexplainlanguagerulesdeductivelyandthenguidestudentstodorelatedexercises.Thiskindofmethodiscalledexplicitgrammarteaching.Inthelate1970s,GTMwascriticizedforoveremphasisongrammaticalrulesbutpayingnoattentiontolanguageuseinrealcommunication.TheemergenceoftheDirectMethodintheearly1960sshookthetraditionalpositionofexplicitteachingwhichwasrepresentedbyGTM.Implicitteachingbegantostepontothestageoflanguageteaching.Implicitgrammarteachingclaimsthatlearnersshouldstudygrammarinameaningfulandnaturalenvironment.Researchershavedonealotofexperimentalstudyrelatedthesetwomethodsofgrammarteaching.Studiesindicatethatlearnerscanbenefitfromeitherimplicitorexplicitinstructioninlearningsomekindsofgrammaritems.Butneitherexplicitinstructionnorimplicitinstructioncansimultaneouslygiveattentiontobothaccurateandfluentuseoflanguage,andinteachingpracticepeoplealwaysattendtoonethingandloseanother.

Inrecentyears,furtherstudieshavebeencarriedout.Manyscholarsproposethatthenewtrendofgrammarteachingistointegratethesetwokindsofgrammarteaching.ThetheoreticalfoundationisLarsen-Freeman’s（1991）explanationofthethreedimensionsofgrammarandEllis’viewsongrammar（1990）.Thesescholarsthinkthattheintegrationofexplicitandimplicitgrammarteachingcanprovidelearnerswithmoreopportunitythatgetlearnerstobeexposedtoavarietyoflanguageformsontheonehand,andontheotherhandgetlearnerstouselanguageinanactualcontext.

0.2Purposeofthestudy

InChina,whereEnglishistaughtasaforeignlanguage,theteachingofgrammarisalsoanareaofsomecontroversyanddebate.Amongthelargequantityofworksongrammarteaching,there