【作者】 张佳；

【导师】 邹为诚；

【作者基本信息】 华东师范大学 ， 英语语言文学， 2010， 硕士

【摘要】 在英语教学中存在着大量关于语法教学是否必要及采用何种方式教学的研究,其核心争论点主要集中于显性教学和隐性教学。本论文旨在通过课堂戏剧形式研究在英语作为外语的真实课堂环境下显性教学和隐性教学对中国英语学习者习得目标语法结构的影响。此外,本论文也将讨论显性教学与隐性教学对目标结构习得的持续性效果如何。参加本研究的受试来自与上海市闵行区一所高中,这76名学生分为两组：实验组(显性组)和对照组(隐性组)。实验前作者对他们进行英语综合测试以及针对目标结构的英语能力测试,发现他们的成绩无显著差异。从2009年10月到12月,受试分别接受不同课堂戏剧模式下的目标语法结构教学,即以语法规则教学为重点的显性知识输入和以接触目标结构为重点的隐性知识输入。目标语法结构为定语从句和if引导的条件从句。每个语法结构授课时间为45分钟的一个课时,课后,作者对受试分别进行后测和延时测验。本论文对实验数据的分析采用定性分析与定量分析相结合的方式。F检和T检结果显示：首先后测得出的数据表明,实验组和对照组没有表现出明显差异,但是实验组总体成绩优于对照组；第二,显性与隐性教学方式对于关系从句的习得没有表现出明显的优劣；第三,实验组对条件从句的准确性把握得要优于对照组,但从长远看来,对照组使用条件从句结构的频率明显高于实验组；第四,从延时检测得到的数据来看,这两种教学方式对学习者习得目标结构的效果没有明显差异。另外,大部分受试在课堂戏剧活动中更倾向于显性教学方式,这样他们可以更清楚地知道授课目标和语法结构的规则。老师们也指出在课堂戏剧活动中应用隐性教学方式的一些弊端和现实问题。大多数老师和学生都认同隐性的戏剧活动可以从一定程度上激发学生的学习兴趣。本研究结果表明显性与隐性教学方式对目标结构的习得有一定的作用,也许将两者结合起来应用到英语教学的不同阶段可以发挥更大的优势。研究结果对我国二语语法教提供了一些帮助,同时对高中英语课程设计与改革提供了一定的依据。更多还原

【Abstract】 The core of the issues of whether to teach grammar and how it should be taught is the controversial debate between explicit instruction and implicit instruction for several decades. The objective of this thesis is to investigate how and to what extent the effects conducted by Chinese English learners acquire two grammatical structures via class drama activities under the implicit and explicit instructions. In addition, the study also intends to find out to what extent the effects of explicit and implicit instructions on the target two grammatical structures can remain in the long term.This empirical study, consisted of four kinds of tests within two months, focused on the acquisition of two different grammar structures:relative clauses and conditional clauses through drama activities in an actual second language classroom. The 76 subjects involved in this study from a relatively-high level high school in Shanghai, received treatment on relative clauses and conditional clauses, respectively by explicit instruction and implicit instruction. They were arranged to take English-proficiency-Test, pre-test, post-test and post-delayed-test, as well as an English writing task during the whole procedure.The analysis of the data includes both statistic quantitative and qualitative analysis.The results of f-test and t-test show that:first, there is no significant difference between implicit and explicit instructions on the target structures based on the performance of the post-test, while the explicit group generally outperform implicit group. Second, the relative clauses show no significantly different learning difficulties either it was taught by the implicit instruction or the explicit instruction.Third, the correct form of conditional clauses is easy to be learnt through explicit instruction rather than implicit instruction.However, in the long run, the frequencies of its usage by those students who received implicit instruction are higher than the other group. Fourth, in the long term, these two instructions show no significant difference on these two target structures.Besides, the majority of the subjects prefer the explicit instruction in drama activity as it is clear about the objective and the rules. Teachers also present the difficulties in using implicit instruction in drama activity. However, both teachers and the students agree that the implicit instruction could arouse students’interests to some extent. The study concludes that the explicit and implicit instructions are effective for learning the target structures. Perhaps the combination of these two instructions in English teaching/learning will benefit a lot since they have various effects for English grammar learning on different learning stages. The findings of the study show some help to teachers in EFL classroom and also provide some actual data for curriculum reformers and course designers.更多还原