【作者】 杨金龙；

【导师】 凌茜；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2015， 硕士

【副题名】以陇南地区的一所初级中学为例

【摘要】 研究者有幸于2013年9月参加了由教育部组织的教师“国培-顶岗置换”计划,实习期为两个月,实习的地点为甘肃省陇南地区西和县大桥乡的一所初级中学。实验者在此期间发现,受当地学习环境及教学设施所限,学生们的英语学习状况并不理想,具体表现为:1,学生的英语学习兴趣十分低下;2,学生的英语文化知识严重不足;3,学生在英语学习过程中严重缺乏目的语输入。针对以上不足,研究者以输入加工理论(Bill VanPatten,1996)、情感过滤假说(Krashen,1985)、文化适应模式(Schumann,1978)为理论依据,旨在探究基于电影的隐性教学能否弥补当地初中英语教学中的不足。本项研究共有三个研究问题:1.基于电影的隐性教学可以提高学生的英语学习兴趣吗?2.基于电影的隐性教学可以提高学生的英语文化知识吗?3.基于电影的隐性教学可以提高学生的英语学习成绩吗?实验期间,选取当地初级中学八年级两个班的学生作为被试,实验班为八年级1班,共51名学生,其中31名男生,20名女生;控制班为八年级三班,共53人,其中32名男生,21名女生。实验班的英语辅导课中,对应课本知识及相应的文化常识,选取18部英语原声双字幕电影作为资源进行隐性教学;控制班则保持原有的辅导课教学内容。实验结束后,运用问卷、测试等方式对两个班的学习兴趣,文化知识以及学习成绩进行检测。通过SPSS软件进行数据分析得出,基于电影的隐性教学能够提高学生的英语学习兴趣和文化知识,且实验班学生的语音和阅读能力显著提高。本研究的启示为:针对西北偏远山区初中生英语学习兴趣低下、缺乏英语国家背景知识以及真实目的语输入的现状,基于电影的隐性教学能够激发学生的英语学习兴趣,提高其英语文化知识和语音、阅读能力,且更适合高水平学习者或自觉性较高的学习者。本项研究受制于时间和研究者自身的研究经验不足,仍有待于更深入的研究及考证。更多还原

【Abstract】 This research is conducted to test the effectiveness of movie-based implicit instruction to secondary school English teaching. Specifically, three research questions consist of the major purpose of this 2 months research: 1) Can movie-based implicit instruction stimulate students’ English learning interests? 2) Can movie-based implicit instruction cultivate students’ English culture knowledge? 3) Can movie-based implicit instruction improve students’ English achievements?The researcher was selected as a volunteer to take part in the National Teacher Training Program from the Ministry of Education in September, 2013. The internship location was a secondary school in Daqiao Town, Xihe County, Longnan City, Gansu Province. In the 2 months’ program, the researcher witnessed the deficiency of local school’s English teaching, which could be concluded as: 1) Learners’ lacking of English learning interest. 2) Learners’ lacking of English culture knowledge. 3) Learners’ lacking of target language input. Due to local school’s isolated location and limited teaching attachments, the three deficiencies above were extremely outstanding. Consequently, the researcher chose the movie-based implicit instruction in this 2 months’ research, aiming at testing if this teaching methodology could make compensate for above three deficiencies.During the 2 months’ study, the researcher chose two classes of grade eight as participants: Class one is the experimental group and Class three is the control group. Tests and questionnaires were chosen as instruments. After the research period, data were collected and analyzed with the aid of SPSS, the analyzing results implicated that: the movie-based implicit instruction can improve students’ English learning interest and English culture knowledge, while this teaching methodology cannot improve participants’ English achievements in only 2 months. Further analysis of the post-test paper suggested that due to the operation of movie-based implicit instruction, participants of EC’s pronunciation and reading competence developed significantly, while their grammar and writing competence still showed no significant development; besides, participants of EC became polarized in their post-tests.Finally, this study concludes that the movie-based implicit instruction can improve learners’ English learning interests and culture knowledge. Besides, it has significant influence on improving learners’ pronunciation and reading competence, especially for higher level learners or higher self-consciousness learners. Due to the limitation of time and research experience, it still needs further research that whether the movie-based implicit instruction could improve learners’ English achievements in a more comprehensive way.更多还原