对高中英语课堂上教学形式及其有效性的调查研究

论文摘要

在全国高中新课改全面实施的过程中,参加课改的英语教师接触了许多全新的理论、理念和教学方法。这些全新的事物让他们一时间不知所措。他们的教学更多的是模仿或追随时尚,没有明显的针对性。本论文回顾语言学理论、心理学理论、二语习得理论以及外语教学法等理论对英语作为外语教学的教学形式的影响,以及它们所提倡的最有效的语言或外语学习形式和教学形式。在此基础上,作者首先通过访谈设计了一份调查问卷,并通过数据分析了解现有不同的高中学校在英语教学的课堂上经常采用了哪些不同的教学形式;其次在上一个问卷的基础上再设计一个调查问卷,通过更为细致的数据分析对比,发现高中生及高中英语教师对英语教学中具体教学形式有效性的反应倾向和理解;作者又进一步联系所回顾的理论,就高中英语教学的各种教学形式在提高学生个体语言能力的有效性上逐一提出见解并提出建议。研究表明:任何教学理论或其提倡的教学形式都有局限性;针对特定的教师群体,特定的学生群体,特定的英语学习阶段,特定的培训目标,有效的教学形式并不完全相同;情感因素在很大程度上决定着教师和学生对有效教学形式的选择;如果英语教师坚守某种理论或教学形式,则教学中难有长效性。

论文目录

• 中文摘要
• English abstract
• 中文文摘
• Synopsis
• Chapter One:Introduction:
• Chapter Two:Literature review-theories and EFL teaching
• 2.1 Theories of linguistics and language teaching
• 2.1.1.Structuralism and its application to language teaching
• 2.1.2.Transformational-Generative Grammar and its application to language teaching
• 2.1.3.Functionalism and its application to language teaching
• 2.1.4.Theory of communicative competence and its application to language teaching
• 2.2 Theories of psychology and EFL teaching
• 2.2.1 Behaviourism and its application to EFL teaching
• 2.2.2 Cognitive psychology and its application to EFL teaching
• 2.2.3 Constructivism and its application to EFL teaching
• 2.3 Theories of second language acquisition（SLA）and EFL teaching
• 2.3.1.Language transfer theory and EFL teaching
• 2.3.2.The Monitor Model for EFL teaching
• 2.3.3.The Acculturation Model
• 2.4.The theories of EFL teaching method and their teaching forms in practice
• 2.4.1.The oldest or the traditional method---Grammar Translation
• 2.4.2.Direct Method
• 2.4.3.The Audio-lingual Method
• 2.4.4.The Audiovisual Method
• 2.4.5.The Contrastive Analysis
• 2.4.6.The Communicative Approach
• 2.4.7.The Community Language learning
• 2.4.8 The Cognitive Theory
• 2.4.9.English as a subject in the quality-oriented Education
• Chapter Three:The purpose of this research
• Chapter Four:The survey Study
• 4.1 Stage One:Survey one
• 4.1.1 Subjects
• 4.1.2 Questionnaire,methodology and procedures
• 4.1.3 Theoretical bases for the design of the items in the questionnaire
• 4.1.3 The result of the survey
• 4.2.Stage two:Survey Two
• 4.2.1.Subjects
• 4.2.2.Methodology and procedures
• 4.2.3.Data analysis and findings
• Chapter Five:Suggestions for EFL teaching
• 5.1.Motivation comes first concerning the effective input in the classroom
• 5.2.The applicability of the teaching form varies from student to student and is linked to their language levels and views on language learning
• 5.3.Old methods doesn't means nothing in the new teaching reform
• 5.4.Grammar is still an important part in learning a new language
• 5.5.The consciousness of theories and the teaching form that is actually carried out
• 5.6 Effectiveness of the teaching form and the purpose of the teaching
• 5.7.Students and EFL teachers and their ideas about language knowledge and knowledge teaching and learning
• Chapter Six:Concluding remarks:limitations of the survey and suggestions for further study
• Note
• Reference
• Appendix
• Acknowledgement