输入处理教学法与传统语法教学课堂效应之对比研究 ——基于建构主义的视角

论文摘要

语法教学在我国中等学校的英语课堂中仍然扮演相当重要的角色。我们传统的语法教学（Traditional Instruction简称TI）都是以输出式练习为导向,这种教学法的问题就在于忽略了有意义的输入在语言习得过程中的重要性。Bill Vanpatten在建构主义教学观指导下创立了Processing Instruction（PI）,即经由教师教导学生策略性地处理输入,并以此成功习得某种语法结构。本文旨在研究这两种教学法对英语虚拟语气习得的课堂效应比较,并探讨实行PI的潜力与可能性。受试者是经过前测两班程度相当的中职校二年级学生,一班为对照组,接受TI语法教学;另一班为实验组,接受PI语法教学。他们在教学结束后立即接受第一次后测,一个月后接受第二次后测考试。两次考试皆包含理解及填充造句测验来评量这两种教学法在理解力及输出能力上的效应。实验所得数据用SPSS进行Palr-Sanples T Test分析,结果显示PI输入处理教学法对理解力有较好的效应,两次后测成绩之间PI组较之TI组有明显进步,但输出能力则是视题型的难易度而定。总之上述研究表明PI的教学成效至少可以与「传统教学法」并驾齐驱,而且PI更有助于学习者内化其语法系统以利输出。故本研究建议英语教师在语法教学中结合新旧两种教学法,让学生在主动学习中积极建构自己的知识,而不再是死背语法规则。对于「输入处理教学法」教学成效的完整了解则有赖于后续更深入的教学研究。

论文目录

• Abstract（Chinese）
• Abstract（English）
• Synopsis（Chinese）
• Synopsis（English）
• Abbreviations
• Chapter One Introduction
• 1.1 Research Background and Motivation
• 1.2 Purpose of the Study
• 1.3 Significance of the Study
• 1.4 Research Questions
• 1.5 Organization of the Thesis
• Chapter Two Literature Review
• 2.1 From Input to Acquisition---A Framework for SLA
• 2.1.1 A Framework for SLA
• 2.1.1.1 Apperceived Input
• 2.1.1.2 Comprehended Input
• 2.1.1.3 Intake
• 2.1.1.4 Integration
• 2.1.1.5 Output
• 2.1.2 Mediating Factors
• 2.1.2.1 From Input to Apperception
• 2.1.2.2 From Apperception to Comprehension
• 2.1.2.3 From Comprehended Input to Intake
• 2.1.2.4 Moving to Integration
• 2.1.2.5 Culminating in Output
• 2.1.3 Conclusion
• 2.2 Constructivism
• 2.2.1 Views on knowledge
• 2.2.2 Views on learners
• 2.2.3 Views on learning activity
• 2.2.4 Constructive Teaching Process
• 2.3 The Role of Formal Instruction in SLA
• 2.4 The Rationale of Traditional Instruction and Processing Instruction
• 2.4.1 Traditional Output-based Instruction
• 2.4.2 Processing Instruction
• 2.5 Studies on Processing Instruction
• 2.6 The English Subjunctive Mood
• Chapter Three Methodology
• 3.1 The Target Pattern
• 3.2 Subjects
• 3.3 Instructional Packets
• 3.3.1 The Traditional Output-based Instruction
• 3.3.2 The Input-based Processing Instruction
• 3.4 Instructional Procedures
• 3.5 Posttests
• 3.6 Scoring Procedures and Data Collection
• Chapter Four Results And Discussion
• 4.1 Results
• 4.1.1 The Comprehension Task
• 4.1.2 The Production Tasks
• 4.2 Discussion
• 4.2.1 The Comprehension Task
• 4.2.2 The Production Task
• 4.2.3 The Goal of Grammar Instruction
• 4.3 Summary of the Findings
• Chapter Five Conclusion And Teaching Implications
• 5.1 Conclusion
• 5.2 Pedagogical Implications
• 5.3 Suggestions for Future Research
• Bibliography
• Appendices
• Appendix A A Teaching Plan for the Traditional Instruction Group
• Appendix B A Teaching Plan for the Processing Instruction Group
• Appendix C Sample Exercises for the Processing Instruction Group
• Appendix D Sample Exercises for the Traditional Instruction Group
• Appendix E Samples of the Posttests
• Appendix F Raw Scores in Two Posttests for TI Group
• Appendix G Raw Scores in Two Posttests for PI Group
• Appendix H Paired Samples Statistics,Correlations and Test（Ⅰ）
• Appendix I Paired Samples Statistics,Correlations and Test（Ⅱ）
• Acknowledgements