【作者】 王丽丽；

【导师】 崔林；

【作者基本信息】 辽宁师范大学 ， 学科教学（英语）， 2021， 硕士

【摘要】 在高中英语教学中,语法教学一直占据着重要地位。但是目前由于教学进度的压力,语法教学仍然以教师讲解和灌输语法规则为主,机械枯燥的方法缺少趣味性和互动性,很难使学习者树立学习语法的自信心并提高兴趣和动机。因此,高中英语语法教学急需找到一种既能让学生学习语法知识,又能在适当的情境中兼顾语言交际、意义和语用的教学模式。在20世纪80年代的反语法运动之后,Long(1991)提出聚焦形式教学法。在肯定语法作用的同时将交际任务教学的原则与语法教学结合起来,为英语语法教学提供了有益的借鉴模式。本研究结合输入强化理论视角对应用计划性聚焦形式教学模式来优化高中英语语法教学进行实证研究,以名词性从句为例,研究问题如下:1.计划性聚焦形式教学模式对建立学生学习英语语法的自信心有什么影响?2.计划性聚焦形式教学模式与传统的语法教学模式相比,哪种模式更能有效提高学生的英语语法学习成绩?针对第一个问题,采用定量研究和定性研究相结合的方法,实施问卷调查并辅之以半结构性访谈,设计调查问卷收集学生在实验前和实验后对英语语法学习自信心的反馈。针对第二个问题,采用定量研究的方法,具体的实验方法是在控制班应用传统的语法教学模式进行语法教学,而在实验班应用计划性聚焦形式的教学模式进行语法教学。在实验前进行前测作为对比依据,在实验结束时在分别在实验班和控制班使用同一份试卷进行后测。为了证实研究的信度,在后测一周后进行延迟后测验证实验教学的持续效果。本研究使用SPSS 26.0进行数据计算和分析。实验数据和分析结果表明,实验班学生对英语语法学习的自信心明显增强,英语语法学习成绩得到显著提升。同时,教师的教学方式和学生的自主学习能力均得到改善,证实结合输入强化理论应用计划性聚焦形式的教学模式有利于优化高中英语语法教学。然而本研究仍然存在局限和不足之处,且计划性聚焦形式教学模式的长期有效性有待相关的持续研究做出进一步验证。更多还原

【Abstract】 Grammar teaching always occupies a dominant position in senior high school English teaching.However,currently,in view of pressure on the teaching schedules,English grammar teaching is realized mainly through teachers’ explanation and imparting grammar rules.The boring and dull method does not provide opportunities for interaction necessary for language learning,from which it is extremely difficult to promote learners to be self-confident and stimulate learners’ learning interest and motivation.Therefore,it is considerably urgent to find an appropriate model of instruction that does not only promote learners to study grammar knowledge,but gives consideration to language communication,meaning and pragmatics as well.After the anti-grammar movement in the 1980 s,Long(1991)puts forward focus on form instruction which not merely affirms grammatical functions but also integrates grammar teaching into task-based teaching of communication,bringing forth a beneficial model of instruction.This research aims to study empirically on applying the planned focus on form model of instruction based on input enhancement theory to optimize English grammar teaching in senior high school,which takes the teaching of noun clause as an example.The research questions are as follows:(1)What impacts does the planned focus on form model of instruction have on establishing learners’ self-confidence in learning English grammar?(2)Of the planned focus on form model of instruction and the traditional English grammar model of instruction,which one is more effective in enhancing learners’ English grammar learning achievements?To answer the first question,a combination of quantitative and qualitative research method was adopted through applying a questionnaire survey,and a semi-structural interview was used as an auxiliary means.The questionnaire was designed to collect the feedback from the learners before and after the experiment concerning the learners’ self-confidence in English grammar learning.To answer the second question,quantitative research method was adopted for the research.The specific experimental method applied was that the focus on forms model of instruction(traditional English grammar teaching model)in the control class while the planned focus on form model of instruction was applied in the experiment class for grammar teaching.Before the experiment,the pre-test was taken for comparison proof.Up to the end of the experiment,the same examination paper was taken as the post-test in both the experiment class and the control class respectively.To verify the reliability of the research,a week after the post-test,a delayed post-test was taken to verify the lasting effect of the experimental teaching.SPSS 26.0 was utilized for data calculation and analysis.The experiment figure and analysis results indicate that the learners’ self-confidence has been intensified in the experiment class and that their English grammar achievements have been raised significantly.Meanwhile,the teacher’s teaching method and the learners’ autonomous learning capability have been improved remarkably,verifying that the application of the planned focus on form model of instruction based on input enhancement theory is favorable for optimizing English grammar teaching in senior high school.However,there indeed exist limitations and drawbacks in this research,and the long-term effectiveness of the planned focus on form model of instruction is to be verified through further persistent study.更多还原