交际教学法在高中英语语法教学中应用情况的调查与研究

论文摘要

随着经济和全球化的发展,培养和提高学生的英语语言交际能力就显得非常迫切。基于英语在中国是外语,缺乏真实的语言环境,中国学生英语语言的获得更多靠的是“学习”而不是“习得”,所以语法仍然是中国学生学习英语所必须的工具。然而传统的教学法已不能适应现在的社会需求。70年代末,交际教学法被介绍到中国,中国一些教育工作者开始探索如何在语法教学中引入交际教学法,为中国英语语法教学提供了一定的理论和实践启示。但是交际法在我国实施多年以来,中学教师是否真正将交际教学法应用到了语法教学的实践中?应用情况到底如何?笔者深入教学一线,以天津新华中学、第一中学、实验中学、南开大学附属中学、天津大学附属中学、育红中学和第二十五中学的高中师生为调查对象,通过问卷、课堂观察、访谈的方式对高中英语语法教学中交际教学法的应用情况进行研究,着重分析在交际语法教学中出现的问题,并从评价体系、中国教学环境、教师、学生等方面进行反思,并提出了可行性建议,希望能够开拓出一条适合中国学生的交际语法教学的道路,丰富和充实外语教学理论,提高高中英语语法教学水平和教学效果,提高学生的交际能力。

论文目录

• Abstract
• 摘要
• Acknowledgements
• Chapter 1 Introduction
• 1.1 Research Background
• 1.2 Purpose of the Research
• 1.3 Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Communicative Language Teaching
• 2.1.1 Communicative Competence
• 2.1.2 The Historical Background and Development of Communicative Language Teaching
• 2.1.3 Two Versions of Communicative Language Teaching
• 2.1.4 Principles and Characteristics of Communicative Language Teaching
• 2.2 Grammar and Grammar Teaching
• 2.2.1 The Definition of Grammar
• 2.2.2 Grammar Teaching
• 2.3 Integrating Grammar Teaching with Communicative Language Teaching
• 2.3.1 The Theoretical Bases
• 2.3.2 Studies on Integrating Grammar Teaching with Communicative Language Teaching
• 2.3.3 Models of Grammar Teaching Based on Communicative Language Teaching
• Chapter 3 Research Design
• 3.1 Subjects
• 3.2 Experimental Instrument
• 3.2.1 Questionnaire
• 3.2.2 Classroom Observation
• 3.2.3 Interview
• 3.3 Procedures of the Study
• 3.3.1 The Data Collection of Questionnaires
• 3.3.2 The Data Collection of Classroom Observation
• 3.3.3 The Data Collection of Interview
• Chapter 4 Data Analysis
• 4.1 Analysis of the Questionnaires
• 4.1.1 Analysis of the Teachers' Questionnaires
• 4.1.2 Analysis of the Students' Questionnaires
• 4.1.3 Summary of the Analysis of the Questionnaires
• 4.2 Analysis of the Classroom Observation
• 4.2.1 Sample 1:the Present Simple Tense and the Present Continuous Tense
• 4.2.2 Sample 2:Non-finite Verb（Participles,Gerund,Infinitives）
• 4.2.3 Sample 3:Five Basic Sentence Structures and Modal Verbs
• 4.2.4 Sample 4:the Revision Grammar Lessons
• 4.2.5 Sample 5:the Treatment of Grammar in Listening,Speaking,Reading and Writing
• 4.2.6 Summary of the Analysis of the Classroom Observation
• 4.3 Analysis of the Interview
• 4.3.1 Analysis of the Interview with the Teachers
• 4.3.2 Analysis of the Interview with the Students
• 4.3.3 Summary of the Analysis of the Interview
• Chapter 5 Findings and Suggestions
• 5.1 Findings in the Investigation
• 5.1.1 Main Findings
• 5.1.2 Factors Affecting the Application of Communicative Language Teaching in Grammar Teaching
• 5.2 Suggestions
• 5.2.1 Developing an Effective Assessing System
• 5.2.2 Improving the Teaching Condition in China
• 5.2.3 Improving Teachers' Overall Ability
• 5.2.4 Changing Teachers' Teaching Methodology
• 5.2.5 Balancing Communicative Language Teaching with Traditional Teaching Methods
• 5.2.6 Three Models with the Application of CLT in Grammar Teaching
• Chapter 6 Conclusions
• 6.1 Conclusions
• 6.2 Limitations
• References
• Appendix Ⅰ Questionnaires for Teachers
• Appendix Ⅱ Questionnaires for Students
• Appendix Ⅲ Extracts
• Appendix Ⅳ Interview