【作者】 李艳；

【导师】 惠敏； 孙肇秀；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2016， 硕士

【摘要】 早在行为主义盛行时期,频次就被认为是语言习得理论中的一个重要组成部分。频次效应一直以来被认为是语言学习的一种有效的方法。但是,到了20世纪50年代末,由于母语和二语习得领域中乔姆斯基的“语言学习先天论”和“普遍语法”理论的盛行,频次效应逐渐被人们淡忘。近年来,多个新兴学科的研究结果都反对先天论。著名语言学家Ellis(2002)指出,频次是语言习得的关键因素,语言知识的熟练运用并不依靠抽象的语法规则,而是基于大脑对以往接触过大量语言范例的记忆。频次效应曾被人们遗忘,而这次Ellis旧话重提,再次引起了学术界对频次效应的关注,尽管学界对频次效应不乏各种批评,但是这又从另一方面体现出其复杂性。国内外许多学者对频次效应做过相关研究,其中,对听力、口语、阅读、写作方面的研究较多,而涉及语法学习的比较少。语法是语言学的一个组成部分,也是语言交际的基础,没有语法能力便不能形成交际能力。而培养学生综合运用语言的能力和培养学生的日常的交际能力是语言学习的根本目标,由此可见,语法学习在语言学习中的重要性。笔者实习学校是初中学段,基于此,本文探讨频次效应在初中英语语法教学中的作用。笔者选取八年级两个平行班为研究对象,采用定量研究和定性研究相结合的方法,主要探讨频次效应在四个语法点——主谓一致、冠词、现在进行时和过去时中的教学效果。笔者对实验班和控制班进行前后两次测试,然后用SPSS 22.0软件对其数据进行对比分析。前后两次测试间隔时间内,笔者作为观察者观察记录两位教师在课堂中讲解相关语法点的次数与学生练习的次数,以此分析前后测两次成绩变化的原因,并对比分析四个语法点之间错误率的变化,以此探讨频次效应对语法教学的作用。实验结果显示,由于频次练习次数的增加,在后测测试中实验班的成绩明显高于控制班,证明频次效应在初中语法教学中有积极的作用,促进了学生注意力在内容和形式上的均衡发展和学生语言能力的综合发展。同时,教师和学生都对频次效应持有赞同的态度,并为教师探讨了一种有效的语法教学方法。更多还原

【Abstract】 Frequency has been regarded as an important part in language acquisition theory when the Behaviorism was prevalent. Frequency effect is considered as an effective way to learning language. But by the end of 1950 s, with the development of Chomsky’s nativism and universal grammar theory in the linguistic field, frequency effect has gradually ignored by people. In recent years, many research results of new branches of science oppose nativism. The famous linguist Ellis(2002) points out that frequency is the decisive factor of language learning, and language proficiency doesn’t rely on abstract grammar rules, but is based on the large quantities of language samples which memorized in the brain. Frequency effect was ignored for a long time but Ellis’ s view arouses scholars’ attention to frequency effect again.Although there are many scholars criticizing frequency effect, in this way, we can also infer that frequency effect is complicated.So many scholars at home and abroad had made correlative researches on the frequency effect. Among these researches, many of them study on listening, speaking,reading and writing, but seldom on grammar. Grammar is a part of the linguistics, and communication is based on grammar, in other words, communicative competence depends on grammar. The goal of language learning is to cultivate the overall language ability and communicative competence. So grammar learning is very important in the language learning. And the author has an internship in the junior high school. Based on these, this thesis mainly studies on the application of frequency effect in the junior high school English grammar teaching.The author chooses two parallel classes who in Grade 8. The study is conducted on both quantitative and qualitative basis, and it mainly discusses the teaching efficiency of frequency effect on four grammar points, including subject-verb concord,article, present progressive, past tense. According to the result of pre-test and post-test in experiment group and control group, the author analyzes the data using the SPSS22.0. Among the interval of the two tests, the author as the observer records the inputfrequency and the output frequency, in this way, the author can analyze the reasons of the differences between the two tests and contrast the error rate of the four grammar points. As a result, we can infer that whether the frequency effect in the grammar is positive. The research result is that the grades of experimental class are higher than the controlled class because of the increase of frequency, which proves that frequency effect has a positive effect on grammar teaching. Frequency effect can promote students’ attention to language content as well as language form, and it also can develop their overall language ability. Meanwhile, both teachers and students approve the frequency effect and this study explores an effective way for teachers to teach grammar.更多还原