【作者】 郭颖；

【导师】 刘孟兰；

【作者基本信息】 东北林业大学 ， 英语语言文学， 2007， 硕士

【摘要】 作为外语教学一个极为重要的组成部分，语法教学长期以来存在两个问题。一是效果欠佳。课堂上，教师似乎把语法规则都讲遍了，学生课后会话、写作文仍不免出错。另一个问题是，学生普遍认为语法和语法教学枯燥、乏味。笔者通过问卷调查和对学生语法试卷的分析，充分证实了以上两点。传统的语法课堂教学被教师的讲解与大量的练习所占据，学生处于一种消极被动的状态去接受老师灌输的语法知识，缺乏学习的积极性与主动性。为了激发学习的积极性并提高学习效率，学生应采用一种自主的学习模式，以大量真实、客观的语料为基础，在教师及时正确的引导下去探索、学习。这种归纳式的新式学习理念促成了“语料驱动学习法”的诞生。本篇论文试图将传统的语法概念扩展为动态语法，其内容涵盖词汇句法、语义、语篇三个层面，并就语料驱动学习法指导动态语法教学为研究课题。人们对于语法及语法教学长期以来就存在一些错误认识，诸如语法的构成仅包含构词法与句法，忽略了意义的语法及语用的语法。如果要让学生对整个语法体系有一个全面的把握与理解，必须要从词汇句法、语义、语篇这三个层面即动态语法来学习。各种教学法包括语法翻译法、直接法、听说法、交际法等都对语法教学法进行了大量的尝试。根据其自身的教学方式可将以上几种教学法分为结果法与过程法。结果法以教师的讲解为主导，忽视了学生的学习积极性；过程法鼓励学生自己探索知识，但缺乏教师的引导，学生可能对一些语言点形成错误的认知。语料驱动学习方法(data-driven learning简称DDL)是一种新的基于语料库数据的外语学习方法。它将过程法与结果法完美结合，取长补短。该方法由Tim Johns于1991年提出。他给DDL下的定义是，在教室中使用“语境共现”界面，使学生探索目标语的规律和模式，并在语境共现的基础上设计活动和练习。它的主要思想是指引学生基于大量的语料库数据观察、概括和归纳语言使用现象，自我发现语法规则、意义表达及语用特征。Johns将语料驱动学习法的过程分为三个阶段：提出问题(Identify)，材料分类(Classify)，和归纳总结(Generalize)。同传统外语教学相比语料驱动学习外语具有以下主要特征：1)以学生的自主学习为主要的过程特征；2)以真实语言为主要语言输入；3)强调探索和发现式的学习过程；4)主张自下而上、归纳式的学习。其理论依据可以从二语习得输入理论、意识提升法、社会建构主义学习理论等方面阐述。Schmidt认为语言学习者施加的注意越多，则学到的就越多。不过，学习者所能够施加注意的对象是受某些因素制约的。Schmidt讨论了6种影响注意的因素，它们是：1)频率，2)凸显性，3)学习者受到的指引，4)学习者的注意力资源，5)学习者当时所具有的中介语水平，以及6)学习任务的设计。语料驱动学习方法充分体现了这六大因素中的前两点。语境共现使语言的凸显得到了实现。建构主义学习理论认为，学习应以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构。社会建构主义理论在其基础上进一步发展，认为知识是由个人建构的，而不是由他人传递的。语料驱动学习方法充分体现了学生的学习自主性，让学生成为探索者，通过观察分析，自己总结规律，实现发现式学习。语料库可以帮助我们建立一个全新的自主语言学习模式。我们可以在对学习者个体特征的分析、个体学习者的语料库的基础上形成对学习者需求的分析，再根据这一分析，从学习材料语料库中选取适合这一学习者的语言学习材料，为这一学生设计出根据他本人的特点“定制”的语言学习模式，然后，让学生自主学习语言，最后对其学习效果进行评估。自主学习及评估的结果又可以及时地反馈到学习者特征组块及学习者语料库中，使得这一自主学习过程越来越精确地贴近学生的学习需求，体现了以学习者为中心的思想，帮助学生形成自主语言学习能力。此外，本文还讨论了运用DDL进行动态语法教学的实践方法、教学思路，并提供了一些实际的范例以供学习者借鉴与应用。通过使用语料驱动学习法，学生不仅实现了自主学习，而且掌握了地道的语言。对于语料驱动学习法的弊端与不足也在本文后半部分进行了讨论，并针对其不足提出了一些改进的意见与建议。笔者通过实践证明，学生在上语法课的时候应该根据学生的实际水平分成两个班。一个是中高水平班，另一个是低水平班。对于低水平班的学生要大力提倡动态语法的学习，让学生从不同层面掌握语法。在语法课堂教学中适当使用语料库中的语料。教师课前对语料做出筛选，将语料的难度尽量降低一些，篇幅要短一些，在任务要求方面也尽量降低难度，主要引导学生观察词汇的搭配及用法，以及一些简单的语法规则的归纳。如有可能还可给学生提供一些包含完整语句的篇章范例以供参考。对于中高水平班的学生仍以动态语法为讲授的对象，在运用语料驱动学习法时，教师除了从语料库中提取一些材料在课堂中使用之外，还可鼓励学生自己动手到语料库中去检索语料，发现问题。更多还原

【Abstract】 It is well acknowledged that grammar teaching, which has long been regarded as one ofthe most important aspects of EFLT, bears two serious problems. One is bad teaching effects.Although teachers explain nearly all the grammar points clearly, students still make some bigmistakes when using English. The other is students’ lack of interests in learning grammar. Ananalysis of the students’ TEM 4 Grammar & Vocabulary results and another questionnaireprove that both students and teachers regard grammar as a big headache.Traditionally grammar is seen as a static product that consists of forms that are rulegoverned, sentence-level, absolute, and constitute a closed system. However, grammar shouldbe regarded as a dynamic process in which forms have meanings and uses in a rational,discursive, flexible, interconnected, and open system. In order to master the whole grammarsystem, students need to view grammar as an integration of morphosyntax, semantics andpragmatics, which can be called "dynamic grammar". With such a new conception of grammar,a new approach to grammar teaching is needed. Only with such a new approach can learnersmaster the grammatical knowledge accurately, meaningfully, and appropriately. It is calledDDL (data-driven learning).To date back, pedagogical researchers have applied several approaches to grammarteaching. According to their different ways of teaching, the methods can be divided into twocategories, namely product approach and process approach. Product approaches are those thatcarefully present specific aspects of the language for the students such as Structuralistgrammars and GT. Process approaches encourage creativity and self-discovery by students asthey experiment with the language such as Task-Based and CLT approaches. Product approachignores students’ learning autonomy and initiative with heavy occupation of teachers’explanation, which may not be right all the time. For Process approach, because of its emphasison meanings, students are likely to use communicative strategies to express themselves clearly,but their language level is not improved. Sometimes, their own conclusions about somelanguage points may not be totally true without teachers’ guidance. DDL is one possible way tobridge this gap between the Product and Process approaches to teaching grammar. It appears toutilize the strengths of both approaches to teaching grammar successfully.DDL is defined by Johns as "the use in the classroom of computer-generated concordancesto get students to explore regularities of patterning in the target language and the developmentof activities and exercises based on concordance output". He also describes his procedures ofIdentify-Classify-Generalize for classroom based concordancer and data-driven learning. Thebasic idea of data-driven leaning can be summed up in the following points: (i) A focus on the exploitation of authentic materials even when dealing with taskssuch as the acquisition of grammatical structures and lexical items.(ii) A focus on real, exploratory tasks and activities rather than traditional "drill andkill" exercises.(iii) A focus on learner-centered activities.(iv) A focus on the use and exploitation of tools rather than ready-made or off-the-shelf learn-ware.The thesis also discusses the disadvantages of DDL and some suggestions to overcomethem and some teaching assumption which can be used by teachers in real classes are discussedlater.After a long time’s practice, the writer believes that in practical grammar teaching, thestudents should be divided into two groups: intermediate-advanced and low-level students. Tosome low-level students, teachers should try to prepare some simple data from corpora anddesign some clear and easy lead-in exercises for them. They can learn to observe thecollocations of some key words and try to work out some simple rules by themselves. Afterconsulting the data with KWIC format, students should get the chance to see the texts with fullsentence structures, which will be better for beginners to learn to study with DDL. To someproficient students, teachers should try to offer learning data as many as possible. Sometimes,teachers can even encourage them to process data on their own by means of someconcordancing softwares, thus they can get the chance to deal with real data in corpora.更多还原