从写作分析语法教学与交际教学法的融合

论文摘要

语法教学在外语教学中有着悠久的传统,但也是长期困扰外语教学的难题之一。关于如何更有效地进行中小学语法教学则更是我国教育界人士所面临的一个崭新的课题。目前,中小学英语教学现实的英语课堂中存在两种明显的弊端: (一)以语法教学为主的课堂过分注重语法知识的讲解,语法规则的记忆,句型的反复练习,导致学生被动接受所学知识,对英语失去兴趣,没有交际能力;(二)以交际教学法为主的课堂在教学过程中创造真实情景,使学生获得交际能力,但又回避英语语法教学而忽视了语言的精确性和正确性。本文试图通过学生的写作探讨将语法教学和交际教学法融合的可取之处来优化中小学语法教学。本文首先通过分析目前中小学的外语教学现状和存在的问题,回顾和评述了语法教学及交际教学法的历史背景及特点,讨论了将语法教学和交际教学法结合的必要性,进而阐述了将其运用到中小学英语教学的必要性。语法是人们说话和写作时所依据的规则系统,语法能力最终应转化为交际能力,为现实的交际服务。作者进行了一项实验研究。研究的对象是一所中美合资中小学英语培训机构里的四个班级。根据其授课特点,作者将这四个班的学生划分为三种类型。第一种是参加以语法教学为主的新概念班的学生,第二种是参加以交际教学法为主的口语班的学生。第三种是前两种类型的班都参加了的学生,也就是以语法教学和交际教学法的融合为主的班级的学生。通过对比这三种班学生作文的评分,运用SPSS定量分析,得出结果Sig.<0.05,表明三种班型采用的教学法存在差异性。进而通过相关系数证明了语法教学和交际教学法融合的方法确实优于单纯的语法教学或交际教学法,并讨论了在这种融合的方法中,教师与学生所扮演的角色的关系,学生所掌握的知识与能力的关系及听力理解与口语、阅读理解及写作的关系。在此基础上,作者指出本研究对英语教学可能带来的启示和存在的不足,并就以后的研究方向提出了建议。

论文目录

• Abstract
• 摘要
• Acknowledgements
• CHAPTER ONE Introduction to the Study
• 1.1 Rationales of the study
• 1.2 Research questions
• 1.3 Organization of the thesis
• CHAPTER TWO Literature Review:Grammar Teaching and Communicative Approaches
• 2.1 Grammar teaching
• 2.1.1 The grammar-translation method
• 2.1.2 Evolution of grammar teaching in traditional language teaching
• 2.2 Communicative approaches
• 2.2.1 Historical background
• 2.2.2 Principles and characteristics of communicative approaches
• CHAPTER THREE Theoretical Framework of the Study:Integrating Grammar Teaching with Communicative Approaches
• 3.1 Communicative competence and grammatical competence
• 3.2 Necessity of Grammar Teaching in the communicative method
• 3.3 Necessity of employing communicative approaches in Grammar Teaching at the primary level of English Teaching
• 3.4 Summary of Integrating Grammar Teaching with Communicative Approaches
• CHAPTER FOUR Research Methodology
• 4.1 Introducing the 6+1 Trait of writing
• 4.2 Short definitions of the 6+1 Trait
• 4.3 Research literature supporting the 6+1 Trait approach in writing
• 4.4 Advantages of trait-based writing
• 4.5 Aim of the research
• 4.6 Subjects
• 4.7 Instrument
• 4.8 Tools of analysis
• 4.9 Procedures
• 4.9.1 Categories of classes divided
• 4.9.2 Data collection
• 4.9.2.1 Scoring sample students’ papers
• 4.9.2.2 Scoring all students’ papers
• CHAPTER FIVE Data Analysis and Discussion
• 5.1 Data analysis
• 5.1.1 Data analysis on mean difference of three types of classes
• 5.1.2 Data analysis on correlation of the three types of classes
• 5.2 Discussion
• 5.2.1 Discussion about research questions
• 5.2.2 Discussion about the relationships involved in Integrating of Grammar Teaching with Communicative Language Teaching
• 5.2.2.1 Relation between teachers and students
• 5.2.2.2 Relation between knowledge and ability
• 5.2.2.3 Relation among listening and understanding, understanding, speaking, reading and writing
• CHAPTER SIX Conclusion and Implications
• 6.1 Summary of main findings
• 6.2 Conclusions
• 6.3 Limitations
• 6.4 Implications
• 6.5 Suggestions for future research
• References
• Appendix I
• Appendix II
• Appendix III