输入加工教学法对初中生学习英语现在完成体的效果研究

发布时间：2018-03-11 05:23

本文选题：输入加工教学法　切入点：传统教学法　出处：《四川外国语大学》2015年硕士论文　论文类型：学位论文

【摘要】：语法教学一直是外语教师和二语、外语专家面对的棘手问题。随着应用语言学、认知心理学和外语教学等学科的不断交叉融合,基于输入加工理论而提出的输入加工教学法逐渐吸引了众多学者的注意力。输入加工教学法不同于其他语法教学之处在于它将重心放于信息加工过程的第一个阶段,目的是改变学习者错误的或者非最优的加工策略,从而促进语法的意义与形式的联结。基于输入的输入加工教学法包括对语法规则的解释,输入加工策略的展示,以及结构性的输入活动。而基于输出的传统语法教学法则以语法规则的解释和随后的输出练习为特征。自输入加工教学法出现以后,有关其效果的研究如雨后春笋般涌现,然而结果尚不统一。虽然多数相关实证研究都证实了输入加工教学法优于传统语法教学法,然而部分研究发现以输入为基础的输入加工教学法并不能超越传统的以输出为基础的语法教学方法。除此之外,本领域的大多数研究只采用了句子层面的测试材料,缺乏语篇层面的材料,而且多数研究都侧重教学的即时效应,忽略了延迟效应的研究。不仅如此,众多研究被试是罗曼语族的成人二语学习者,鲜有研究采用中国中学英语学习者为研究对象。另外需要指出的是,近30年来,输入加工教学法研究在国外迅猛发展,然而在国内却十分匮乏。为了弥补输入加工教学法研究领域的不足,本研究结合当下中国外语教学的现状,探究了输入加工教学法和传统教学法对初中二年级学生习得英语现在完成体的教学效果。本研究选取了两个自然班,并将其随机分为两组:输入加工教学法组和传统教学法组,分别接受输入加工教学和传统教学。为评估两种教学法的效果,本实验收集数据的方法采用了前测,即时后测和延时后测。三次测试的理解性任务和产出性任务的分数作为本试验的研究数据,并运用SPSS 16.0进行描述性统计分析和独立样本T检验及配对样本T检验。通过数据分析,本研究发现:1)输入加工教学法在促进二语学习者对英语现在完成体的理解上优于传统教学法;2)输入加工教学法与传统教学法在促进二语学习者对英语现在完成体的产出上均有显著效果;3)输入加工教学法对目标语法的理解和产出均有长期效果;4)传统教学法只有对目标语法的理解具有长期效果。本实验结果证实了输入加工教学法对初中生学习英语现在完成体的有效性,在一定程度上弥补了国内输入加工教学法研究的不足。
[Abstract]:Grammar teaching has always been a difficult problem for foreign language teachers, second language experts and foreign language experts. With the continuous integration of applied linguistics, cognitive psychology and foreign language teaching and other subjects, The input processing teaching method based on the input processing theory has gradually attracted the attention of many scholars. The difference between the input processing teaching and other grammar teaching is that it focuses on the first stage of the information processing process. The aim is to change the learners' wrong or non-optimal processing strategies, so as to promote the connection between the meaning and the form of grammar. The input-based input-processing teaching method includes the interpretation of grammar rules and the display of input-processing strategies. And structural input activities. Traditional grammar teaching rules based on output are characterized by interpretation of grammatical rules and subsequent output exercises. Since the emergence of the input-processing teaching method, studies on its effects have sprung up. However, the results are not uniform. Although most empirical studies have proved that the input processing method is superior to the traditional grammar teaching method, However, some studies have found that the input-based input-processing teaching method is not superior to the traditional output-based grammar teaching method. In addition, most of the research in this field only uses sentence-level test materials. There is a lack of textual material, and most of the studies focus on the immediate effects of teaching, ignoring the study of delayed effects. Moreover, many of the subjects are adult second language learners of the Roman language family. Few studies have used Chinese middle school English learners as research subjects. In addition, it should be pointed out that in the past 30 years, the research on the input-processing teaching method has developed rapidly in foreign countries. In order to make up for the deficiency in the field of input processing teaching, this study combines the current situation of foreign language teaching in China. This paper explores the effects of the input processing method and the traditional teaching method on the second grade students' acquisition of the present perfect aspect of English. Two natural classes were selected and randomly divided into two groups: the input processing method group and the traditional teaching method group. In order to evaluate the effect of the two teaching methods, the method of collecting data in this experiment adopts pre-test. The scores of comprehension task and output task of three tests were used as the data of this experiment. SPSS 16.0 is used for descriptive statistical analysis, independent sample T test and paired sample T test. The present study finds that the input-processing approach is superior to the traditional one in promoting L2 learners' understanding of the present perfect aspect of English.) the input-processing approach and the traditional approach in promoting L2 learners' understanding of the present perfect aspect of English are better than those of the traditional one. (4) the traditional teaching method only has a long-term effect on the understanding of target grammar. The result of this experiment proves that input processing has a long-term effect. The effectiveness of the teaching method for junior high school students in learning English present perfect aspect, To some extent, it makes up for the deficiency of the domestic input processing teaching method.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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