语言分析的效应 ——大学英语精读课堂中词汇和语法的任务型教学

论文摘要

在外语教学领域中,任务型教学普遍被认为是一种重要的教学方式。尽管之前有学者在任务型教学的结构或者某个层面进行了研究,但是在某一具体环节对如何提高词汇和语法的应用领域缺乏深入的探讨。因此,本文旨在通过大学英语精读课堂中词汇和语法的任务型教学来探讨语言分析的效应。来自西南大学的三个自然班共98名大学一年级非英语专业学生参加了本次研究。三个班被随机定为三种不同的实验方法,其中一个班定为控制班,采用没有语言分析环节的任务型教学法,其余两个班为实验班1和实验班2,都采用了任务型教学法,只是在语言分析环节略有不同,即实验班1是由学生们自己组织讨论分析,实验班2则是由老师和学生共同讨论。从每个班中选取30名学生作为受试,基于他们在词汇和语法前测水平相当的前提下,其三个班分别构成了控制组、实验组1和实验组2。三个班的任课老师、授课时间和教材均相同。本实验持续了4周,对前测和后测的受试数据进行了相关样本T检验和对比实验分析。研究表明,与没有语言分析的任务型教学法相比,使用语言分析的任务型教学法显著提高了中国大学生词汇和语法的应用能力,且老师和学生共同分析的效果更加显著。本研究结果对中国大学英语精读教学有一定的启示意义。建议在大学英语任务型教学中,将语言分析作为一个关键的环节,以此来提高学习者的词汇和语法应用能力。

论文目录

• Acknowledgements
• List of Tables
• Abstract
• 内容摘要
• Chapter One Introduction
• 1.1 Research orientation
• 1.2 Research Rationale
• Chapter Two Literature Review
• 2.1 Theoretical studies on TBLT
• 2.1.1 Definitions of task and TBLT
• 2.1.2 Willis's framework of TBLT
• 2.1.2.1 Pre-task
• 2.1.2.2 Task cycle
• 2.1.2.3 Language focus
• 2.1.2.4 Willis's view on "Language analysis"
• 2.1.3 Ellis's study on "planning"
• 2.1.3.1 Pre-task planning
• 2.1.3.2 Within-task planning
• 2.1.4 Components and features of task
• 2.1.4.1 Components of tasks
• 2.1.4.2 Features of tasks
• 2.2 Previous studies on TBLT
• 2.2.1 Researches by non-Chinese scholars
• 2.2.2 Researches by Chinese scholars
• 2.3 Limitations of previous studies
• Chapter Three Research Design
• 3.1 Research question
• 3.2 Hypothesis
• 3.3 Method
• 3.3.1 Subjects
• 3.3.1.1 Contrast tests on vocabulary score differences among 3 groups in pretest
• 3.3.1.2 Contrast tests on grammar score differences among 3 groups in pretest
• 3.3.1.3 Contrast tests on total score differences among 3 groups in pretest
• 3.3.2 Materials
• 3.3.2.1 Teaching materials
• 3.3.2.2 English vocabulary and grammar pre-test and post-test
• 3.3.3 Procedure
• 3.3.3.1 Pre-experiment interview on teachers' TBLT practice
• 3.3.3.2 Pilot test on difficulty equivalence of pre-test and post-test
• 3.3.3.3 Pre-test
• 3.3.3.4 TBLT experiment
• 3.3.3.5 Post-test
• 3.3.4 Measures for data collection and analysis
• 3.3.4.1 Data collection methods
• 3.3.4.2 Data analysis methods
• Chapter Four Results and Discussion
• 4.1 Results
• 4.1.1 Contrast tests on vocabulary score differences among 3 groups in posttest
• 4.1.2 Contrast tests on grammar score differences among 3 groups in posttest
• 4.1.3 Contrast tests on total score differences among 3 groups in posttest
• 4.2 Discussion
• 4.2.1 Posttest vocabulary performances related to 4 sub-questions
• 4.2.2 Posttest grammar performances related to 4 sub-questions
• 4.2.3 Posttest total performances related to 4 sub-questions
• Chapter Five Conclusion
• 5.1 Findings
• 5.2 Implications
• 5.2.1 Theoretical implications
• 5.2.2 Practical implications
• 5.3 Limitations
• References
• Appendix A Vocabulary and Grammar Pretest
• Appendix B Vocabulary and Grammar Posttest
• Appendix C Class Reading Tasks
• Appendix D Unscrambling Tasks
• Appendix E Lesson Plan for control group
• Appendix F Lesson Plan for Experimental Group 1
• Appendix G Lesson Plan for Experimental Group 2
• Appendix H Data of Survey on Pre- and Post-tests' Difficulty
• Appendix I Subjects" Performance Data in Pretest and Posttest