焦点式教学在高职英语语法教学中的研究
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ii
ABSTRACT
This thesis aims to explore the effectiveness of focus-on-form instruction1on
English grammar teaching at vocational colleges.
A survey of many literatures shows that there are three major problems existing
in English teaching at vocational colleges. Firstly, the English foundation of the
vocational college students is very weak, and their output is full of ungrammatical
expressions. Secondly, a great many teachers follow the traditional teaching model,
adopting focus-on-forms instruction, and their classroom teaching receives little
enthusiasm from students. Thirdly, some teachers who reject any teaching of language
forms adopt focus-on-meaning instruction, which also fails to realize the objectives of
language teaching. Therefore, it is necessary to carry out a new exploration of
teaching English grammar at vocational colleges and have a new try at it.
Focus-on-form instruction advocates teaching language by integrating language
forms with meaning. It insists that the teaching of language forms should not be
independent, isolated from contexts, instead, it should be embedded in
meaning-communicating processes, attracting students’ notice to the features of
language forms motivated either by spontaneous factors or by the designed methods
in advance, which results in the focus on language forms, and finally improves
learners’ language accuracy effectively at no expense of meaning communication.
Thus, based on focus-on-form instruction, grammar teaching should also take place in
the meaning-communicating process, attracting students’ notice to the grammar
features motivated by spontaneous factors or the designed methods in advance, which
induces the focus on grammar features and leads to grammar learning. Considering
the important role of input, output and feedback in language learning, this paper aims
to explore the way to focus on grammar features in the input-processing process, the
output-producing process, and the feedback-providing process, and finally derives a
suitable classroom teaching model for grammar teaching for vocational college
students: presenting focused input, producing focused output, and providing focused
feedback.
With the aim to prove the effectiveness of this teaching model, this thesis
conducted a comparative teaching experiment. 120 freshmen from a vocational
college of Shanghai took part in this teaching experiment, and they made up four
1It is also termed “jù jiāo yǔ xíng”; this thesis adopts “jiāo diǎn shì”.
iii
classes with 30 students in each class. Students in each class used the same reading
material in content, and were taught by the same teacher. Students of each class were
picked out according to an identical pre-test at the very beginning of the research in
order to ensure no statistically significant difference in grammar knowledge for this
study. In the control class, the traditional English teaching model was adopted as used
in focus-on-forms instruction. In the experimental class 3, the teaching model for
focus-on-form instruction was applied. In the experimental class 1 and 2, students
received focused input and produced focused output respectively. After the teaching
experiment, all the subjects took part in an identical post-test. Their test performances
were analyzed by use of the statistical software SPSS 13.0, and the results showed
that the experimental class 3 did better than the control class in grammar learning; the
performance of the experimental class 1 improved a little but did not do as well as that
had been hypothesized; the experimental class 2 improved a lot and did as well as that
had been hypothesized. Thus, focus-on-form instruction is effective in promoting
grammar learning for vocational college students.
At last, this thesis puts forward some suggestions on the basis of focus-on-form
instruction, with the hope to overcome some shortcomings of grammar teaching at
vocational colleges and finally to help those students improve their level of English
grammar.
Key words: focus-on-form instruction, grammar teaching, notice
iv
摘 要
本文探讨“焦点式”1教学在高职院校英语语法教学中的有效性。
大量文献研究表明目前高职院校英语教学存在以下三个主要问题：学生英语
基础差，语言输出充斥着各种语法错误；大多数教师仍然采用传统的教学模式“形
式中心”教学，学生听老师授课的积极性不高；部分教师摒弃语言形式的教学，
采用“意义中心”教学，但语言教学目的也很难实现。由此，有必要对高职院校
英语语法教学进行新探索和尝试。
“焦点式”教学提倡将语言的形式和意义结合起来进行语言教学，强调语言
形式的教学不应该是孤立的，脱离语境的，而是应该融入意义的交际过程中，并
通过自发的或预先决定的方法将学生的注意力导向到语言形式特征上，进行
“形”的聚焦，因此在不影响意义交际的情况下有效地提高学习者语言的准确
性。基于“焦点式”教学的语法教学也应该是发生在意义的交际过程中，并通过
自发的或预先设计的方法将学生的注意力导向到某些语法特征上，进行“语法特
征”的聚焦，由此进行语法的学习。考虑到输入，输出和反馈在外语学习中的重
要作用，本文探讨怎样在处理输入，产出输出，及提供反馈的过程中进行“形”
的聚焦，最终得出一个适合高职生的英语语法课堂教学模式：呈现焦点式的输入，
进行焦点式的输出，提供焦点式的反馈。
为了证明“焦点式”教学的有效性，本研究进行了一项对比教学实验。120
名来自上海某高职学校的大一新生参加了本次教学实验，他们共组成四个班级，
每个班级 30 人，每个班阅读材料内容相同，并由同一人执教。每个班级的实验
对象都是通过前测挑选出来的，这样就确保了每个班级的实验对象对本次实验所
用到的语法形式的掌握没有太大差异。控制班接受的是传统的“形式中心”教学
模式。实验班 3 接受的是“焦点式”教学模式。实验班 1 和 2 分别接受突显输入
和产出突显输出。教学试验后，所有实验对象最后参加了同一份后测考试。最后
他们的测试成绩由 SPSS 13.0 软件进行数据处理，结果显示：实验班 3 比控制班
的语法学习效果要好，实验班 1 的语法学习稍有进步，但没有达到预想效果，实
验班 2 的语法学习进步很大，达到预想效果。因此，“焦点式”教学能有效促进
高职院校学生语法学习。
最后，基于这一教学理论，本文提出了一些建议，希望能够克服高职院校英
语语法教学的不足之处，帮助高职学生提高英语语法水平。
关键词：焦点式教学 语法教学 注意
1又称“聚焦于形”，本文采用“焦点式”。
v
List of Acronyms
SL Second language
FL Foreign language
SLA Second language acquisition
FLA Foreign language acquisition
IL Inter-language
TL Target language
Q Question
vi
List of Tables
Table 3.2.1 Score Range of The Four Classes…...…….……………………………..17
Tables 4.1.1 Frequency Analyses of Question 1, 6, 11 and 13……………………..27
Table 4.1.2 Frequency Analyses of Question 2, 4, 10, 15 and 17………………….29
Table 4.1.3 Frequency Analysis of Question 5……………………………………...30
Table 4.1.4 Frequency Analyses of Question 3, 8, 9, 12 and14……………………...31
Table 4.1.5 Frequency Analyses of Question 7 and 16…………………………….32
Table 4.2.1 Descriptive Analyses……………………………………………………33
Table 4.2.2 Correlations of OT and ET…………………………………………….33
Table 4.3.1 Correlations among Each Section of the Pre-test……………………….34
Table 4.3.2 Correlations between Each Section of the Post-test…………………….34
Table 4.4.4.1 Normal Distribution Statistics of the Pre-test Score…………………...35
Table 4.4.1.2 One-way ANOVA of Pre-test Scores of Four Classes…………………35
Table 4.4.1.3 Descriptive Statistics of the Pre-test Scores…………..……………….36
Table 4.4.2.1 Normal Distribution Statistics of the Post-test Scores…….……..36
Table 4.4.2.2 One-way ANOVA of Post-test Score of Four Classes……………..….37
Table 4.4.2.3 Statistics of the Post-test Score…………………………………...……37
Table 4.4.3.1Paired Samples Test of the Control Class………………………..….….38
Table 4.4.3.2 Paired Samples Test of the Experimental Class 1….…………….……38
Table 4.4.3.3 Paired Samples Test of the Experimental Class 2…………….…...…..39
Table 4.4.3.4 Paired Samples Test of the Experimental Class 3…..…………………40
Table 4.5.1 Frequency Analyses of Question 1 and 10…...………………………….41
Table 4.5.2 Frequency Analyses of Question 2, 3 and 6……………………………..42
Table 4.5.3 Frequency Analyses of Question 4 and 9…………...………...…………42
Table 4.5.4 Frequency Analyses of Question 5 and 7………………………...…..….43
Table 4.5.5 Frequency Analyses of Question 8 and 11………...…………………….44
CONTENTS
ACKNOWLEDGEMENTS…………………………..………………………………i
ABSTRACT….…………………………………………………………………….....ii
摘要……………………………………..............………………………………..…...iv
List of Acronyms...........................................................................................................v
List of Tables…………………………………………………………………………vi
Chapter 1 Introduction……….……..…………………………………………...…..1
1.1 Background of the Study………………….……………………………………….1
1.2 Significance of the Study…………………….…………………………..….…….3
1.3 Configuration of the Study…………………….………………………..….……...4
Chapter 2 Theoretical Bases of the Research………....……………..…….……..5
2.1 Options in English Classroom Teaching…………...……………………….……..5
2.1.1 Focus-on-forms Instruction…...……………………………………………..5
2.1.2 Focus-on-meaning Instruction…………………………...…………………..6
2.1.3 Focus-on-form Instruction……………………………..………….…………7
2.2 Underpinnings of Focus-on-Form Instruction……………………..………………8
2.2.1 Interaction Hypothesis……..………………..…………...…..……………...9
2.2.2 Noticing Hypothesis………………..……………………….……………....9
2.2.3 Information Processing Theory……………………………….……………10
2.3 Focus-on-form Instruction & Vocational College Grammar Teaching.......…..….10
2.3.1 Previous Studies on Focus-on-form Instruction……...…………………….10
2.3.2 English Grammar Teaching at Vocational College…...……………………11
2.3.3 Advantages of Focus-on-form Instruction to Grammar Teaching………….14
2.4 Conclusion………………………………………………………………………..14
Chapter 3 Research Methodology………….………………………………………16
3.1 Research Hypotheses……………………….…………………………………….16
3.2 Research Subjects………………………………...………………………………16
3.3 Grammar Items for the Study…………………….………………………………17
3.4 Reading Materials………………………………………………………………..18
3.5 Research Instruments…………………………………………………………….18
3.5.1 Questionnaire I……………………………....……………………………..18
3.5.2 Questionnaire II………………………….…………...…………………….19
3.5.3 Interviews……………………………...………….……………………..20
3.5.4 Tests……………………………………...…………………………………20
3.6 Experimental Procedures……………………………………….………………...21
Chapter 4 Data Analysis…………………………………………………………....27
4.1 Data Analysis of the Questionnaire I…………..…………...…………………….27
4.2 Score Reliability Estimate ………….…………..………………………………..32
4.3 Test Validity Estimate..………………………………………..………………….33
4.4 Data Analysis of Test Scores…………..……………………………...………….34
4.4.1 Analysis of Pre-test Scores……...……..…..………………………….……34
4.4.2 Analysis of Post-test Scores……...…………...……………………………36
4.4.3 Gains of Each Class..……………………………………………………….37
4.5 Data Analysis of the Questionnaire II………….....………………………….......40
4.6 Analysis of Interviews............................................................................................44
4.7 Summary.................................................................................................................45
Chapter 5 Conclusion.................................................................................................47
5.1 Findings..................................................................................................................47
5.2 Suggestions to Vocational College English Teaching…………...…………….…48
5.3 Limitations of the Study…………………………………………...…………......49
References…………………………………………………………………………...50
Appendix I Reading Materials……….………………………………………..…...55
Appendix II Test Papers...…....………………………………………...........……..60
Appendix III Questionnaires…….………………………...........…….................…66
在读期间公开发表的论文..........................................................................................68
Chapter 1 Introduction
1
Chapter 1 Introduction
1.1 Background of the Study
The past three decades have witnessed vigorous debates over whether grammar
should be taught to learners of English as foreign language or not, and if the answer is
yes, then how grammar can be incorporated into classroom teaching. Although the
traditional teaching methods, such as, the Grammar-Translation Method, the Direct
Method and the Audiolingual Method teach grammar in different ways, these methods
do share a common feature—— adopting a structuralist view of language and teaching
grammar items in an isolated way (Richards & Rodgers, 1986). Lately, some innovative
teaching methods sprung up one after another, for example, the Total Physical Response
Method, the Silent Way, Community Language Learning, and Suggestopedia, in which
grammar explanations were avoided during the teaching process, grammar items are
still dealt with in an isolated way, and almost all of them still adopt a structuralist view
of language to a certain extent (Richards & Rodgers, 1986). Meanwhile, in the late
1960s, Communicative Language Teaching emerged, which takes a functionalist view
of language, and splits into two versions subsequently, that is, the strong version and the
week version, of which the former has been widely practiced. The Natural Approach,
Content-based Approach and Immersion Language Teaching are the very
representatives of the strong version which attaches so much importance to meaning
and communication that grammar instruction (such as, grammar analysis and grammar
drills) never takes place (Richards & Rodgers, 1986). Therefore, it can be clearly seen
that grammar instruction dominates the foreign language teaching at first, weakens
afterwards and vanishes finally. However, the weak version gradually arouses language
researchers’ attention, claiming that pure exposure to meaning and communication is
inadequate, and grammar instruction should not be neglected (Long, 1991). As a result,
having experienced challenges and suspicion, finally grammar instruction comes back,
and lots of researchers begin to study the proper form of grammar instruction, and Long
is just one of those researchers who aim to push learners to attach importance to
meaning and meanwhile pay attention to grammatical accuracy.
Long (1991) who holds the view of a combination of structuralist and functionalist
view of language makes efforts to integrate meaning instruction with form instruction
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iiABSTRACTThisthesisaimstoexploretheeffectivenessoffocus-on-forminstruction1onEnglishgrammarteachingatvocationalcolleges.AsurveyofmanyliteraturesshowsthattherearethreemajorproblemsexistinginEnglishteachingatvocationalcolleges.Firstly,theEnglishfoundationofthevocationalcollegestudentsisveryweak,andth...
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作者：陈辉
分类：高等教育资料
价格：15积分
属性：74 页
大小：690.08KB
格式：PDF
时间：2024-11-19
