反思性语法教学在大学英语课堂中的尝试性研究

反思性语法教学在大学英语课堂中的尝试性研究

论文摘要

从20世纪80年代以来,反思性教学在西方国家的师范教育领域里迅速发展,并成为了一种重要的思潮或运动。近年来,我国教育学术界也开始对反思性教学或反思性教师教育展开了理论方面和实证方面的探讨和研究。反思性教学是指教学主体借助行动研究探索来解决教学主体在教学过程中作出的种种决策以及由此产生的结果,以促进教学能力的提高。目前在大学英语教学中,语法教学还没有得到应有的重视,学生在语言的实际运用中(如写,说),语法错误仍占有相当大的比例。作者在综合地评述了反思性教学的起源和定义,及语法教学的定义和争议后,试图提出一种试探性的解决问题的办法,即把反思性教学与大学英语教学中的语法教学结合起来。本研究的目的是探索反思性语法教学是否有可能提高外语学习者的语法能力,特别是写作中的语法精确性和句法复杂性。本研究历时一个学期,研究者通过学生作文,教师日志,问卷调查及学生访谈等形式,进行数据收集和分析,并在实践过程中不断发现问题,寻求解决方法,指定新的行动方案,对行动结果进行反思。形成反思,计划,行动,收集数据,分析数据,评价结果的教学反思循环。研究结果以三次作文测试和问卷调查的形式进行分析和论证。通过三次作文测试和学生的问卷发现,反思性语法教学与学生写作中的语法准确性的提高有显著相关性,而与句法复杂性的提高只有一般相关性。通过三次作文测试中不同变量的对比发现,学生的作文在语法精确性方面有显著的提高,而在句法复杂性方面只有小幅度的提高。从学生的三次问卷调查中的结果显示学生对反思性语法教学持肯定态度,并且从统计分析软件获得的数据显示是由于教师的反思性教学提高了学生的学习语法的动机和兴趣。因此,反思性教学能够应用于大学英语教学中。本研究试图探索如何在实践中理解反思,希望对我国教师教育,尤其是当前教师中各式各样反思培养,以及外语教学提供一种新思路。但由于实验时间和条件所限,本文结果有一定局限性,有些方面也被忽视了。期望在这方面做更大规模更长时间的研究。

论文目录

  • 摘要
  • Abstract
  • Chapter 1 Introduction
  • 1.1 Research Background
  • 1.2 The Aims of the Research
  • 1.3 Outline of the Thesis
  • Chapter 2 Literature Review
  • 2.1 Research on Reflective Teaching
  • 2.1.1 Origin of Reflective Teaching
  • 2.1.2 Definition of Reflective Teaching
  • 2.1.3 Levels of Reflection
  • 2.1.4 Reflective Teaching and Action Research
  • 2.1.5 Empirical Work on Reflective Teaching
  • 2.2 Research on Grammar Teaching
  • 2.2.1 Definition of Grammar Teaching
  • 2.2.2 Debates on Grammar Teaching
  • 2.2.3 Current Approaches to Grammar Teaching
  • 2.3 Reflective Grammar Teaching and its Rationale
  • 2.3.1 Present Grammar Teaching Situation in Chinese College English
  • 2.3.2 Rationale for Basing Grammar Work on Students’Error
  • 2.3.3 Rationale for Reflective Grammar Teaching in College English
  • 2.4 Summary
  • Chapter 3 Research Design and Methodology
  • 3.1 Research Questions and Hypotheses
  • 3.2 Participants
  • 3.3 Teaching Materials
  • 3.4 Instruments
  • 3.4.1 Data Collection Instruments
  • 3.4.2 Assessment Instruments
  • 3.5 Procedures
  • 3.6 Data Collection
  • 3.7 Summary
  • Chapter 4 Data Analysis
  • 4.1 The Relationship among Reflective Grammar Teaching,Grammar Accuracy and Syntactic Complexity
  • 4.2 The Effect of Reflective Grammar Teaching on Grammar Accuracy and Syntactic Complexity
  • 4.2.1 Significant Improvement in Grammar Accuracy
  • 4.2.2 Minor Improvement in Syntactic Complexity
  • 4.3 Students’Attitude towards Reflective Grammar Teaching
  • 4.3.1 Positive Attitudes towards Reflective Grammar Teaching
  • 4.3.2 Influences on Attitudes toward Grammar Learning
  • Chapter 5 Conclusion
  • 5.1 Summary of Major Findings
  • 5.2 Implications
  • 5.3 Limitations
  • References
  • Appendix A
  • Appendix 1: Sample Passage for Nouns and Articles
  • Appendix 2: Proverbs about Love
  • Appendix 3: Noun Clauses
  • Appendix 4: Guidelines for T-units, Clauses, and Errors
  • Appendix 5: Questionnaires on Reflective Grammar Teaching and Students’ Grammar Learning Belief
  • Appendix 6: A Sample of Teacher’s Journal
  • Appendix 7:Action Plan
  • Appendix 8:Topics of Each Writing Task
  • Appendix 9:Student A’s compositions in each task
  • Appendix B 详细中文摘要
  • Acknowledgements
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    反思性语法教学在大学英语课堂中的尝试性研究
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