整合语法教学与交际教学，促进学生交际能力的提高

论文摘要

随着语言学、心理学和教育学的发展,人们对外语教学有了新的认识,语法的定义也赋予了新的涵义。这种新的涵义实际上反映了一种新的语言观念。这种新观念并不把语言仅仅解释为一种知识体系或规则,而更加强调语言作为交际工具的本质意义。传统的注重语法教学的教学法虽然成就了不少优秀的语言学家,然而,其自身存在的不足令我们不得不对它重新思考。从历史的角度和语言习得的角度来看,语法教学的必要性是不容置疑的,只不过是它的作用从主导地位转为辅助地位。于是,我们面临的挑战不是是否教语法的问题,而是如何更有效的教语法。20世纪70年代出现的交际法作为流行于世界的外语教学理论,揭示了语言的社会功能和外语教学的本质与目标,始终把交际能力的培养作为外语教学的核心,从某种程度上弥补了传统教学方法的不足。本文分别分析语法教学的地位、原则,语法习得的过程和交际教学法的特点、原则、优缺点。以及如何既注重语言的形式和功能,以学生为课堂的中心,把语言形式的教学和语言功能的教学灵活有机的结合起来,让学生主动地愉快的参加有意义的语言交际活。.将交际教学方法与语法教学相整合,探索更加有效的语法教学途径。提升学生对语法规则的形式,意义与运用的意识.文中对比传统教学法与整合后的语法教学,结合教学实例,进一步说明整合的可行性,同时对实施过程中涉及的因素进行一番探讨。

论文目录

• Abstract
• 中文摘要
• Introduction
• Chapter one Literature Review
• 1.1 The Development of Language Teaching Approaches
• 1.2 The Emergence of Communicative Language teaching
• 1.2.1 Historical Background
• 1.2.2 Advent of CLT
• 1.3 The Development of Language Teaching Approaches in China
• Chapter Two Related Theories of Grammar Teaching and Communicative Language Teaching
• 2.1 Grammar
• 2.1.1 Definitions of Grammar
• 2.1.2 Grammatical Competence
• 2.2 Communicative Language Teaching
• 2.2.1 Communicative Competence and CLT
• 2.2.2 Advantages and disadvantages of CLT
• 2.3 The Necessity of Integration
• Chapter Three The Application of Communicative Approach in Teaching Grammar in Senior Middle Schools
• 3.1 Teaching Principles
• 3.2 The Learning Process
• 3.3 The Teaching Process
• 3.4 A Cognitive Model Using Communicative Grammar Instruction
• Chapter Four The Experiment
• 4.1 Purpose of the Experiment
• 4.2. Methodology
• 4.2.1 Subjects
• 4.2.2 Instruments and their design
• 4.2.3 Materials
• 4.2.4 Procedures
• 4.3 Results and Discussion
• 4.3.1 The comparison on the results of the post-test for EC and CC
• 4.3.1.1 Students’scores in Passive voice
• 4.3.1.2 Students’scores in Attributive Clause
• 4.3.2 The comparison between the pretest and post-test for EC and CC
• 4.4 Major findings derived from the experiment
• Chapter Five Implications for Integrated Teaching method
• 5.1. Activities and grammar items
• 5.2. Providing Feedback
• 5.3. Teacher's role
• 5.4. Students' roles
• 5.5 Teaching materials
• Conclusion
• Bibliography
• Appendixes
• Acknowledgements
• 攻读教育硕士学位期间发表的论文