基于产出性任务的初中英语语法教学研究 8页

　　基于产出性任务的初中英语语法教学研究----初中英语教学论文-->ChapterOneIntroduction1.1ResearchBackgroundGrammarplaysanimportantroleinEnglishlanguageteachingandlearning.IntheprocessofEnglishgrammarteaching,manyteachersjustfocusontherulesorformsofgrammarsothattheyneglectthemunicativefunctionoflanguage.Althoughstudentshavemasteredagreatdealofgrammaticalknoostofthemstillhaveproblemsinoralproductionandplepasttenseasanexample,studentslearnedthegrammarinjuniorhighschoolbutstillmakemistakesintheiroutput.Krashen’sprehensibleInputHypothesisisoneofthemostinfluentialtheoriesinsecondlanguageacquisition.Manyresearchershaveappliedittosecondorforeignlanguageteaching.Krashenclaimsthathumanacquireslanguageonlybyreceiving‘prehensibleinput’andalsoheinsiststhat speakingandethodsandapproaches,inoreattentiontotheinputoflanguagerulesthanthestudents’outputandproductionoflanguage.Hosthatlearnerscannotformanative-likelanguageonlybyprehensibleinput.Besides,itclaimstheactofproducinglanguage,likespeakingorstances,partoftheprocessofsecondlanguagelearning.Sprovetheirproficiencyofpasttenselearningandenhancetheirgrammaticalpetenceinlearningthepasttense.Andforteachers,productivetaskscanbeusedasakindofteachingmethodsinclasstogetbetterteachingqualityandefficiency........1.2ResearchSignificanceGrammarisalLarsen-Freeman’spointofviemarisaskilloradynamicprocess,maring.Besides,therearethreedimensionsinlanguage,namely,form,meaning,anduse,butthemethodsoflanguageteachingmonlyemphasizeoneortensions.Forexample,formisemphasized,butuseisoftenneglectedingrammarteaching.plepasttense, teachersoftenfocusontheformofthetense,regularandirregularverbs,sostudentsjustmemorizetheformsandirregularverbs.Eventhoughstudentshavemasteredthegrammaticalknothattheymakelotsofmistakesintheir-->production.Accordingtotheresearchesofgrammarteachingathome,LiuZhongzhengLiXi(2010)studiedonmethodsandcontentsofgrammarteachingresearch.Thestudyshopirical,eansresearchesaboutgrammarteachinglackempiricalstudiesinChina.Asforresearchsubjects,mostofstudiesarefornon-Englishmajorcollegestudentsandonly6%ofresearchesareformiddleschoolstudents.MaFukang(1998)isoneoftherarecasesinChinatostudygrammarteachinginmiddleschool.Heexplainedpleshomarthroughsituationalteachingandgroupdiscussion.DaioreempiricalstudiesareneededtoexploreandimprovethequalityofEnglishgrammarteaching.Scholarsabroad,likeRutherford(1987),statesthat,“grammarisanecessaryponentofanylanguageteachingprogram,that’sportant roleinlanguageteaching”.Hoergenceofdifferentlearningtheories,grammarteachingischallengedanyteachingmethods.InKrashen’sMonitorHypothesis(1981),hebelievestherearedifferencesbetallearning.Therefore,grammarteachingisconsideredastheprocessofdevelopingdeclarativeknomaticalstructure.Itcannotimprovetheaccuracyofproceduralknoentofmunicativelanguageteachingapproach,traditionalgrammarteachinghasbeeoverlooked.Somescholarsevenpointedoutgrammarteachingp;Fotos2004).........2.2TheoreticalBasesofEnglishGrammarTeachingThispartmainlyreviean’sDynamicGrammarTheoryandSanchallengedthetraditionalconceptsofgrammarandproposedhertheoryofdyna-->micgrammarmar.ThispartintroducesDynamicGrammarTheoryincludinganintroduction,three-dimensionmodelandthemarandgrammaring.Grammarmayberoughlydefinedastheanipulatesandbines longerunitsofmeaning(Ur1988).Grammaristheselvesandgrouptogethertomakesentences.Thegrammarofalanguageisakequestionsorjointakeonesentence(Harmer1987).Accordingtothesedefinitions,itseemsthatgrammarismonlydefinedasasystemofrulesgoverningtheconventionalarrangementandrelationshipsofan(1991)putforthDynamicGrammarTheory(i.e.Grammaring),bysthatitmarasaskillordynamicprocessratherthanasastaticareaofknomarshouldbeavailableforlearnerstouseratherthanremainsasinertknomarasaskillordynamicprocess.........ChapterThreeResearchMethodology.......203.1ResearchQuestions....203.2ResearchSubjects.......203.3ResearchInstruments.......213.3.1Pre/Post-PastTenseGrammarTests.......213.3.2ProductiveTask:GuidedajorFindingsofthePresentStudy........40 5.2PedagogicalImplications.......415.3LimitationsoftheStudy.........435.4SuggestionsforFutureStudy.......44ChapterFourDataAnalysisandDiscussionThischaptershotheexperimentanddiscussestheresearchquestionsproposedinthestudy.Thedataconsistofthescoresfrompretestandposttest.ThequantitativedataofthestudyareanalyzedseparatelyplesTTestisusedinanalyzingthedataofthetprovetheaccuracyofthesubjects’Englishsimplepasttenseoutputandprovingtheproficiencyofsubjects’pasttenselearning,thedataarecollectedandanalyzedfromthetmaticalityjudgmentandent.Sothissectionisaboutreliabilityof-->thetpretestandposttestineachpart,theresultsandanalysisfromthepretestandposttest,reliabilityofthetestpapersshouldbeanalyzedatfirst,sreliability.Thecorrelationcoefficientbetentofreliabilityanalysisareanotherclassof Grade6inTianlinNo.3MiddleSchool,entalclass.Thecorrelationanalysisisusedhereainlyintroducetheresearchbackgroundofthethesis,thetheoreticalbasisofthestudy,describetheresearchmethodologyusedintheexperiment,andanalyzetheresultsoftheexperiment.Inthefinalchapter,themajorfindingsfromtheresultsoftheexperiment,theimplicationsandlimitationsofthepresentstudymarteachinginjuniorhighschoolinthecaseofsimplepasttense.Theguidedprovinglearners’proficiencyofEnglishsimplepasttenseoutput.Themajorfindingsofpresentstudyaresummarizedbeloentalresearchshoakesomeprogressinthetests.Studentsgothigherscoresineachpartofposttestthantheydidinpretestafterthetreatmentofproductivetask,plepasttenseoutputhasbeenimproved.Theproductivetaskisdesignedtofocusontheform,meaninganduseofpasttense,maticalpetenceofstudents.Theresultsconfirmtheproductivetaskiseffectiveinimprovingstudents’proficiencyofpasttenselearningsothatproductivetaskissuitabletobeappliedin Englishgrammarteachinginjuniorhighschool.............References(omitted)