基于Goldberg构式语法指导的高中英语双及物结构教学效果实证研究
发布时间:2024-10-30 08:01
由阿黛尔·高德伯格提出的构式语法已经发展成认知语言学领域里一个较为成熟的理论框架,具有坚实的认知基础和功能基础。构式语法强调构式是形式、意义的结合体,提出语法不仅具有语法结构,更包含了独立而完整的语义,且这种语义是有理据性的;此外,构式语法强调以体验(experience)和概括(generalization)为基础的构式习得观。不同于传统语法教学,构式语法理论加深了我们对语法属性的理解,为英语语法教学开拓了新的视阈。在英语语法知识体系中,双及物结构作为常见的句法结构之一,已受到国内外语言研究者的广泛关注。本研究调查了高中生对基于构式观的语法学习策略的使用情况并初步探讨对其开展基于构式语法理论指导的双及物结构教学的有效性以及学生对该教学法的态度。揭阳某一高中的165名高二学生参与了笔者所设计的采用莱克特量表的英语语法学习策略问卷调查。从中,笔者了解到高中生的语法学习策略的使用情况。通过使用SPSS 17.0对问卷所收集的数据进行分析,发现高中学生在语法学习过程中对于基于构式语法的语法学习策略的使用率不高,且对于各项语法学习策略的使用呈现不均衡现象。基于此,本文尝试性地采用构式语法观指导的...
【文章页数】:121 页
【学位级别】:硕士
【文章目录】:
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Purposes
1.3 Significance of the Research
1.4 Overview of the Thesis
Chapter Two Literature Review
2.1 Definition of DS
2.2 Conceptual Definition of DS Proficiency
2.3 Features of DS
2.3.1 DS as Prototype Category
2.3.2 Polysemy of DS
2.3.3 Metaphorical Extensions of DS
2.4 Previous Researches on DS in Theoretical Aspect
2.4.1 Structuralist Linguistics Approach to DS
2.4.2 Transformational Grammar Approach to DS
2.4.3 Functional Grammar Approach to DS
2.4.4 Cognitive Grammar Approach to DS
2.5 Previous Researches on DS in Applicational Aspect
2.5.1 Previous Researches on DS in Applicational Aspect Abroad
2.5.2 Previous Researches on DS in Applicational Aspect at Home
2.6 Comments on the Previous Researches
Chapter Three Theoretical Framework
3.1 Construction Grammar
3.1.1 Conception of Construction
3.1.2 The Integration of Verbs and Constructions
3.1.3 Semantics Properties of Arguments in DS
3.1.4 Features of Constructions
3.2 Prototype Theory
3.2.1 Prototype Theory
3.2.2 Family Resemblance
3.3 Memory Strategies Proposed by Oxford
Chapter Four Research Methodology
4.1 Research Questions
4.2 Operational Definition of DS Proficiency
4.3 Inventory of DS Network
4.4 The Micro Investigation
4.4.1 Participants
4.4.2 Instruments
4.4.3 Data Collection
4.4.4 Data Analysis
4.5 The Teaching Experiment
4.5.1 Participants
4.5.2 Instruments
4.5.2.1 Pre-test and Post-test
4.5.2.2 Interview
4.5.3 Research Procedures
4.5.4 Instructional Design
4.5.4.1 Instructional Prodecures on DS for CC
4.5.4.2 Instructional Procedures on DS for EC
4.5.5 Data Collection
4.5.6 Data Analysis
Chapter Five Results and Discussion
5.1 Results of the Research
5.1.1 Results of Deployment of Grammatical Learning Strategies
5.1.2 Results of the Effect of CG-based Intervention on English DS Proficiency
5.1.3 Results of Senior High School Students’Attitude towards CG-based Instruction
5.2 Discussion
5.2.1 Low Deployment of Grammatical Learning Strategies
5.2.2 The Effectiveness of CG-based Intervention in Improving DS Proficiency
5.2.3 Senior High School Students’ Positive Attitude towards CG-based Instruction
5.3 Summary
Chapter Six Conclusions
6.1 Main Findings of the Research
6.2 Pedagogical Implications
6.3 Limitations and Recommendations for Future Studies
References
Appendices
本文编号:4008499
【文章页数】:121 页
【学位级别】:硕士
【文章目录】:
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Purposes
1.3 Significance of the Research
1.4 Overview of the Thesis
Chapter Two Literature Review
2.1 Definition of DS
2.2 Conceptual Definition of DS Proficiency
2.3 Features of DS
2.3.1 DS as Prototype Category
2.3.2 Polysemy of DS
2.3.3 Metaphorical Extensions of DS
2.4 Previous Researches on DS in Theoretical Aspect
2.4.1 Structuralist Linguistics Approach to DS
2.4.2 Transformational Grammar Approach to DS
2.4.3 Functional Grammar Approach to DS
2.4.4 Cognitive Grammar Approach to DS
2.5 Previous Researches on DS in Applicational Aspect
2.5.1 Previous Researches on DS in Applicational Aspect Abroad
2.5.2 Previous Researches on DS in Applicational Aspect at Home
2.6 Comments on the Previous Researches
Chapter Three Theoretical Framework
3.1 Construction Grammar
3.1.1 Conception of Construction
3.1.2 The Integration of Verbs and Constructions
3.1.3 Semantics Properties of Arguments in DS
3.1.4 Features of Constructions
3.2 Prototype Theory
3.2.1 Prototype Theory
3.2.2 Family Resemblance
3.3 Memory Strategies Proposed by Oxford
Chapter Four Research Methodology
4.1 Research Questions
4.2 Operational Definition of DS Proficiency
4.3 Inventory of DS Network
4.4 The Micro Investigation
4.4.1 Participants
4.4.2 Instruments
4.4.3 Data Collection
4.4.4 Data Analysis
4.5 The Teaching Experiment
4.5.1 Participants
4.5.2 Instruments
4.5.2.1 Pre-test and Post-test
4.5.2.2 Interview
4.5.3 Research Procedures
4.5.4 Instructional Design
4.5.4.1 Instructional Prodecures on DS for CC
4.5.4.2 Instructional Procedures on DS for EC
4.5.5 Data Collection
4.5.6 Data Analysis
Chapter Five Results and Discussion
5.1 Results of the Research
5.1.1 Results of Deployment of Grammatical Learning Strategies
5.1.2 Results of the Effect of CG-based Intervention on English DS Proficiency
5.1.3 Results of Senior High School Students’Attitude towards CG-based Instruction
5.2 Discussion
5.2.1 Low Deployment of Grammatical Learning Strategies
5.2.2 The Effectiveness of CG-based Intervention in Improving DS Proficiency
5.2.3 Senior High School Students’ Positive Attitude towards CG-based Instruction
5.3 Summary
Chapter Six Conclusions
6.1 Main Findings of the Research
6.2 Pedagogical Implications
6.3 Limitations and Recommendations for Future Studies
References
Appendices
本文编号:4008499
本文链接:https://www.wllwen.com/zhongdengjiaoyulunwen/4008499.html