句子仿写对中学生带有情态动词被动语态学得的影响

发布时间：2018-01-13 20:20

本文关键词：句子仿写对中学生带有情态动词被动语态学得的影响　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：本研究探讨句子仿写对中学生学得带有情态动词被动语态的的影响。其理论基础是输入假说,输出假说,模因论,以及建构主义理论。本研究的意义在于探讨不同于显性教学的一种新的隐性语法教学形式;以有助于学生自主探索语法规律,掌握语法知识,增强学习兴趣,提高课堂效率。本研究探讨的研究问题如下:1、在即时测试中,哪种教学对带有情态动词被动语态学得更为有效,是句子仿写还是显性教学?2、在延时测试中,哪种教学对带有情态动词被动语态学得更为有效,是句子仿写还是显性教学?3、哪种教学对带有情态动词被动语态学得保持率更高,是句子仿写还是显性教学?本研究的研究对象为包头市一所中学初三的2个平行班共105名学生(其中一班52人,二班53人)。在实验之前,对两班进行了前测,发现两班没有显著差异。这两个平行班的英语课由同一名英语教师教授。实验处理包括仿例句将主动句改为被动句,及仿例句连词成句。研究工具是研究者自行设计的2个测试:即时测试及2周后的延时测。测试的形式相同,包括选择题、填空题、句子转换及翻译,总分为50分。数据收集工作由研究者和英语老师完成。由于排除了参加辅导班而已经学习了带有情态动词被动语态的学生;前测分数在34到46分之外的学生,以确保研究对象之间没有显著差异且没有极端分数;缺席即时测试或延时测试的学生;及延时测试分数高于即时测试分数的学生,有效研究对象实为49名学生。数据分析包含三步:评分,独立样本T检验,计算学得的保持率,来检验句子仿写对带有情态动词被动语态学得的影响。本研究有以下三点主要发现:第一,句子仿写班和显性教学班在即时测试中存在显著差异,前者的学得均值为37.47分,后者的学得均值为43.21分,其原因可能是显性教学班比句子仿写班在学得语法点时,所耗费的时间、精力及接受老师的指导更多。第二,句子仿写和显性教学都产生了带有情态动词被动语态学得的效果,这表明了语法学习不一定局限于教师教授,也可由教师引导,学生自主学习。这可能归功于可理解性输入和可理解性输出,唤起学生对语法规律的注意。第三,两个班级在延时测试中也有显著差异,显性教学班的表现仍优于句子仿写班;另外,显性教学班的保持率为96.23%,句子仿写班的保持率为94.53%。本研究有三点不足:第一,样本偏小,不能由此推及其他样本。第二,本研究局限于句子仿写对带有情态动词被动语态学得的影响。学得效果可能因学习形式不同而不同,将来的研究应涉及其他学习形式,如:听写和写概要等,或者针对不同的语法点如关系从句、冠词等。第三,本研究的整个实验在三个星期内完成,不能保证对带有情态动词被动语态该语法点学得的长期影响。更多跟踪性的调查该语法点学得的长期影响的研究仍有待继续。
[Abstract]:This study explores the influence of parody on the passive voice of modal verbs in middle school students, which is based on input hypothesis, output hypothesis and memetics. The significance of this study is to explore a new implicit grammar teaching form which is different from explicit teaching. In order to help students explore grammar rules, master grammar knowledge, enhance their interest in learning, and improve classroom efficiency. The research questions discussed in this study are as follows: 1, in the instant test. Which kind of teaching is more effective in passive voice learning with modal verbs, is it sentence copying or explicit teaching? 2. In the delay test, which kind of teaching is more effective in passive voice learning with modal verb, is it sentence copying or explicit teaching? 3, which kind of teaching has higher retention rate to passive voice with modal verb, is it sentence copying or explicit teaching? The subjects of this study are 105 students (52 in the first class and 53 in the second class) in two parallel classes in the third grade of a middle school in Baotou. Before the experiment, the two classes were pre-tested. It is found that there is no significant difference between the two classes. The English classes in the two parallel classes are taught by the same English teacher. The research tools are two tests designed by the researchers: instant test and delayed test after 2 weeks. The form of the test is the same, including multiple choice questions, blank-filling questions, sentence conversion and translation. The total score was 50. The data collection was completed by the researcher and the English teacher. Students with passive voice of modal verbs had been learned because they were excluded from the tutoring class. Students with pre-test scores of 34 to 46 to ensure that there were no significant differences and no extreme scores among the subjects; Students absent from immediate or delayed tests; The effective subjects were 49 students. Data analysis included three steps: score, T-test of independent sample, retention rate of calculation. To test the effect of sentence parody on passive voice learning with modal verbs. The main findings of this study are as follows: first, there are significant differences between sentence copying class and explicit teaching class in instant test. The average score of the former is 37.47, while the average of the latter is 43.21, which may be due to the time spent in learning grammar points in the explicit class than in the sentence copying class. Second, both parody and explicit teaching have the effect of passive voice learning with modal verbs, which indicates that grammar learning is not limited to teachers. It may be attributed to comprehensible input and comprehensible output to arouse students' attention to grammatical rules. Thirdly, there are significant differences between the two classes in the delay test. The performance of explicit teaching class is still better than that of sentence copying class; In addition, the retention rate of explicit teaching class is 96.23 and the retention rate of sentence copying class is 94.53. There are three shortcomings in this study: first, the sample is too small to be inferred from other samples. This study is limited to the influence of sentence parody on passive voice learning of modal verbs. The learning effect may vary with different learning forms. Future studies should involve other learning forms such as dictation and summary writing. Or for different grammatical points such as relational clauses, articles, etc. Third, the whole experiment of this study was completed in three weeks. There is no guarantee of the long-term effect of passive voice with modal verb on the learning of this grammatical point. More research on the long-term effect of this grammatical point is still to be carried out.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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