教育硕士毕业论文 - 初中英语显性与隐性语法教学的整合

山东师范大学硕士学位论文

摘要

英语语法是中学英语教学中不可缺少的一个部分。长期以来，中学英语教不教语法、如何看待语法、怎样调和交际能力和准确性之间的矛盾是中学英语教学界一直争论不休的话题。

在语法教学方法上，一直以来就有两种代表性的观点：显性语法教学和隐性语法教学。两种教学观的对立源于Krashen 和Schmidt关于显性和隐性学习在二语习得中的作用的对立理论。Krashen (1981, 1982, 1985, 1992)认为二语习得主要是无意识习得的结果，无意识的习得优于有意识的学习。而Schmidt (1990, 1994, 1995, 2001)提出在注意层次上对语言形式具有的意识是二语学习所必需的，并且在语言规则意识层次上的意识极大有利于对语言的学习。两支流派的学者进行的多项研究表明显性语法教学和隐性语法教学各有优势和不足，进入20世纪90年代后，学者们发现最好的办法是综合两种观点。

鉴于初中英语语法教学现状以及学生语法知识的实际情况，本文论述了如何将显性语法教学和隐性语法教学合理地整合，以找到适合中国学生更加有效的语法教学方式。作者根据Krashen的acquisition-learning hypothesis 和Schmidt的noticing hypothesis 和回顾中所提到的相关知识，重新对显性语法教学和隐性语法教学进行整合，提出综合语法教学方法和阐述这种方法的具体实施步骤。

为了证明这种综合的语法教学方法比传统的语法教学方法在初中外语教学中更有效，作者从邹平县黛溪中学八年级选定两个班作为实验班和控制班进行了历时将近一学期的对比教学实验。其中实验班采取显性语法教学和隐性语法教学综合法，而控制班则按照惯用的传统语法教学方法进行教学。之后，分别对受试者进行了语法测试和问卷调查。通过使用SPSS14.0 软件对他们所得的分数进行分析后，得出实验班在后测中分数比控制班高，并存在显著差异。问卷调查的结果表明，实验班学生经过实验，语法学习的动机，兴趣和自信心都有所提高，自我解决问题的能力也有所增强。因此，本文提出的显性语法教学和隐性语法教学整合的教学方法要优于传统的语法教学，并且是一种有效的语法教学方式。该教学方法可以更有效的促进初中学生对语法学习、记忆和使用。

本研究是对语法教学进行的实证性研究，为以后的初中英语语法教学提供了

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山东师范大学硕士学位论文

实证基础，同时也扩大了显性语法教学和隐性语法教学的应用与研究，具有一定的研究价值和意义。

关键词：语法，显性语法教学，隐性语法教学，整合，初中 分类号：H319

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山东师范大学硕士学位论文

Introduction

0.1 Background of the study

Grammar is an indispensable aspect of language study. The teaching of grammar has played an important part in ELT and EFL. Over the past 30 years, the role of grammar teaching has been of great interest to professional and numerous language teachers in the field of second language acquisition (SLA). In recent years, one of the key issues in grammar teaching in SLA is whether grammar should be taught explicitly or implicitly. Before the 1970s, the mainstream of L2 teaching is traditional teaching which is mainly presented by the Grammar-Translation Method (GTM). GTM pays more attention to language forms, and it needs teachers to explain language rules deductively and then guide students to do related exercises. This kind of method is called explicit grammar teaching. In the late 1970s, GTM was criticized for overemphasis on grammatical rules but paying no attention to language use in real communication. The emergence of the Direct Method in the early 1960s shook the traditional position of explicit teaching which was represented by GTM. Implicit teaching began to step onto the stage of language teaching. Implicit grammar teaching claims that learners should study grammar in a meaningful and natural environment. Researchers have done a lot of experimental study related these two methods of grammar teaching. Studies indicate that learners can benefit from either implicit or explicit instruction in learning some kinds of grammar items. But neither explicit instruction nor implicit instruction can simultaneously give attention to both accurate and fluent use of language, and in teaching practice people always attend to one thing and lose another.

In recent years, further studies have been carried out. Many scholars propose that the new trend of grammar teaching is to integrate these two kinds of grammar teaching. The theoretical foundation is Larsen-Freeman‘s (1991) explanation of the three dimensions of grammar and Ellis‘ views on grammar (1990). These scholars think that the integration of explicit and implicit grammar teaching can provide

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山东师范大学硕士学位论文

learners with more opportunity that get learners to be exposed to a variety of language forms on the one hand, and on the other hand get learners to use language in an actual context.

0.2 Purpose of the study

In China, where English is taught as a foreign language, the teaching of grammar is also an area of some controversy and debate. Among the large quantity of works on grammar teaching, there are many theoretical contends but little exchange in operational significance, and there are many studies on university English majors but few on middle school English grammar teaching (Quan，2003; Zhuang & Wei，2003). Since English education is the basis of English learning in secondary schools, and it is related to the extent of students‘ mastery of English knowledge, the teaching of English grammar is thus an indispensable aspect in FLT.

This study will take Krashen‘s acquisition-learning hypothesis and Schmidt‘s noticing hypothesis as its supporting theories, research the ways of the integration of implicit and explicit grammar instruction in junior high schools, and thus explore the effect of the integration on learning grammar. The general research questions in the study include: 1) Can the integration instruction improve the level of English grammar more effectively than the current prevailing method? 2) In what aspects can it affect students‘ grammar learning? 0.3 Significance of the study

This study will help provide empirical evidence in teaching English grammar. Foreign language teachers often find themselves in a tricky situation when it comes to various teaching methods. In the context of China, English grammar instruction has gone from one extreme to another. Explicit grammar-based instruction has been applied in foreign language teaching for decades. Grammar had always been taught explicitly before. Very often language rules isolated from meaningful contexts were explicitly presented and instructed by the teachers and passively studied by the students, followed by a large quantity of exercises and practice.

Currently English teaching in China, however, is mostly communication-oriented and inadequate emphasis has been laid on English grammar instruction. The effects of

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