【作者】 李英；

【导师】 崔雪波；

【作者基本信息】 延边大学 ， 英语语言文学， 2016， 硕士

【摘要】 全身反应法由美国著名心理学教授James Asher在上世纪60年代提出,应用于外语教学,并在世界上享有盛誉。本论文在归纳全身反应法相关理论基础上通过对小学低年级课堂的了解与观察,试图运用全身反应法(TPR)来开展小学英语启蒙教学,旨在证明TPR的作用,并基于实验结果归纳TPR课堂教学方法,便于TPR在小学低年级英语课堂的应用,使小学低年级英语教学符合儿童语言习得规律,适应儿童心理发展特点,并进一步丰富小学英语教学方法,提高小学低年级英语教学效果。为此,本研究中的实验在低年级小学自然课堂中进行。其中,28名没有英语基础的二年级小学生被分为实验组和对照组,在同一时间、不同教室进行教学。教学总课时为12课时,所教内容为10组英语单词,涉及小学生熟悉的食物、颜色和动作等等。每堂课前进行回忆测试,课后进行课堂内容测试,教学实验结束后最后进行一次总体测试。本研究利用SPSS18.0数据统计软件对两组学生的成绩进行对比分析。分析结果显示,在课堂内容测试中,TPR实验组学生的成绩有7次明显优于对照组；回忆测试及最后总测试中,TPR实验组学生的成绩更为明显地优于对照组。研究结果表明,TPR能有效地提升英语课堂的教学效果,特别是对英语单词的有效记忆,尤其是长时记忆。同时TPR可激发学生的学习兴趣,利于英语的持续学习。希望本文的最终研究成果及所建议的TPR课堂模式可以弥补以往研究中的缺陷,提升小学低年级英语教学效果。更多还原

【Abstract】 TPR was proposed by James Asher, an American professor on psychology, in the 1960s. It has been applied in foreign language teaching since then and enjoyed a high reputation all over the world. Based on theories about TPR as well as observation and investigation about English lessons of lower grades in primary schools, this paper aimed to prove TPR’s effect and to adapt English teaching in lower grades to both language acquisition theory and children’s psychological development, furthermore, to enrich English teaching methods in lower grades and to improve its efficiency.Therefore, the teaching experiment in this paper was practically carried out in lower grades of primary schools.28 students that were in Grade Two from a primary school and had no access to English before were divided into two groups. Then the experimental group and the control group were taught at the same time but with different teaching methods. There were a total of 12 lessons with 10 categories of English words involving food, colors and actions etc, which primary students were familiar with. Besides, there was a review test at the beginning of every lesson and a classroom test at the end. After the experiment, there was a comprehensive final test. Students’scores in classroom tests and review tests were analyzed through SPSS 18.0. The results showed that the experimental group did better than the control group on seven times in classroom tests. Meanwhile, in both review tests and the comprehensive final test, the experimental group did far better than the control group.The outcome of this paper proved that TPR is efficiently helpful to motivate students in lower grades to memorize English words, especially a long-term memory and continuous learning. The result will more or less contribute to research about TPR and furthermore improve English teaching efficiency in primary schools.更多还原