篇章强化对高中生定语从句习得的影响的实验研究

发布时间：2018-06-15 01:11

本文选题：篇章强化 + 定语从句　；参考：《广州大学》2017年硕士论文

【摘要】：篇章强化是一种比较隐性的方式,它通过使用大写、加粗、斜体、划线、或改变字体颜色、类型、大小等排印方式来突显某种语言形式。它的假设是,改变排印方式来突显嵌在有意义的阅读文本中的某种语言形式,可以将学习者的注意力吸引到这种被突显的语言形式上,从而触发以注意为首的认知过程的发生,最终促进学习者习得该语言形式。本研究通过实验探讨篇章强化对高中生定语从句习得的影响,具体将从理解和产出两个层面对习得效果进行研究和探索。研究问题如下:1)篇章强化对高中生理解定语从句有什么影响?2)篇章强化对高中生产出定语从句有什么影响?实验对象来自清远市英德中学高一年级的某个班,共46名学生参与了本次实验。这些学生被分为两个组:实验组(接受篇章强化)和对照组(没有接受篇章强化)。本次研究采用了三种工具,分别是:关于定语从句的语法测试、阅读理解测试以及调查注意效果的问卷。其中,在学生进行阅读理解测试的过程中,实验组所阅读的文章嵌有进行了强化处理的目标语法形式,而对照组所阅读的文章与实验组一致,只是所包含的目标语法形式没有进行强化处理。本文采用独立样本t检验、配对样本t检验以及频数分析的方法对所得数据进行统计分析,结果显示:(1)篇章强化对高中生习得定语从句有积极的影响;(2)这种影响并不持久,特别是在语言形式产出的方面。本研究一定程度上证明了Sharwood输入强化理论的有效性。此外,本研究给高中英语教师提供了一些有用的建议:1)挑选学生已经学过的语言形式进行篇章强化,或者将篇章强化与显性语法教学相结合;2)教师可以尝试采用不同的篇章强化方式来凸显目标语言形式;3)选择难度适合学生水平的阅读文本材料。
[Abstract]:Text enhancement is a more implicit way to highlight a language form by using uppercase, bold, italic, underlined, or typographic typography. The assumption is that changing typography to highlight some form of language embedded in meaningful reading text can draw learners' attention to this salient form of language, thus triggering a cognitive process led by attention. Ultimately, it promotes learners' acquisition of the language form. The present study explores the effects of text strengthening on the acquisition of attributive clauses in senior high school students by means of experiments. The research questions are as follows: (1) what is the effect of text strengthening on senior high school students' understanding of attributive clauses? (2) what effect does text strengthening have on the production of attributive clauses in senior high school? The subjects were 46 students from a first-year high school in Yingde Middle School of Qingyuan City. The students were divided into two groups: experimental group and control group. Three tools are used in this study: grammar test of attributive clause, reading comprehension test and questionnaire of attention effect. Among them, in the process of reading comprehension test, the experimental group read the article with the target grammatical form of intensive treatment, while the control group read the same article as the experimental group. Only the included target syntax is not reinforced. This paper uses independent sample t test, paired sample t test and frequency analysis to analyze the data. The results show that: 1) text strengthening has a positive effect on the acquisition of attributive clauses by high school students. Especially in the form of language output. To some extent, this study proves the validity of Sharwood input reinforcement theory. In addition, this study provides some useful advice to English teachers in senior high school. Or combining text enhancement with explicit grammar teaching, teachers can try to use different text strengthening methods to highlight the target language form.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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