基于对话句法的中学英语疑问句教学的研究

发布时间：2023-12-07 17:56

　　在二语习得的过程中,语法教学具有举足轻重的地位。而目前国内语法教学现状较为严峻,出现了两个极端,一是过分强调语言形式,忽视其功能和意义;二是排斥语法教学,过分强调交际能力。英语疑问句是师生课堂互动用语,也是日常交际用语。因此,教师更好的教授疑问句,学生更高效地学习疑问句将会对英语学习具有重大意义。疑问句是语法教学的一部分,但又与一般语法教学存在较大不同。多年来,它常常被当作语法规则,一般采取“填鸭式”的教学方式,使得学生认为疑问句的学习枯燥无味,困难重重。体认语言学的核心原则是:现实-认知-语言。其核心意义是人们的语言来源于对现实的互动体验和认知加工,现实决定认知,认知决定语言。基于此,教师可根据学生疑问句学习的困难和问题采取恰当的认知方式帮助其输出正确的语言。而对话句法通过动态语境来建构说话者的话语,强调两个线性句法之间的交叉映射,而英语疑问句对话正是由一个问句和答句所组成,因此,对话句法理论中的语言观和分析工具尤其平行和共振对疑问句教学有很关键的启发。据此,现实、认知、语言在疑问句教学中的关系可做以下阐述,在现实层面上:学生在学习疑问句时遇到的一系列困难,尤其是在练习和交际中问句和...

【文章页数】：104 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Acknowledgements
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Significance
    1.4 Layout of the Study
Chapter Two Literature Review
    2.1 Previous Studies on Grammar Teaching
        2.1.1 Grammar-Translation Method
        2.1.2 Constructional Teaching Approach
        2.1.3 Communicative Teaching Approach
        2.1.4 Task-based Teaching Method
    2.2 Previous Studies on Interrogative Sentence
        2.2.1 Previous Studies on Interrogative Sentence
        2.2.2 Previous Studies on the Interrogative Sentence Teaching
    2.3 Previous Studies on Dialogic Syntax
        2.3.1 Previous Studies on the Theory of Dialogic Syntax
        2.3.2 Previous Studies on the Application of Dialogic Syntax
    2.4 Limitations of previous studies
Chapter Three Theoretical Basis
    3.1 Core Principle of Embodied-Cognitive Linguistics
    3.2 Dialogic Syntax
        3.2.1 The Language View of Dialogic Syntax
        3.2.2 Parallelism
        3.2.3 Resonance
    3.3 A the teaching strategy based on DS Based on ECL
        3.3.1 The Reality
        3.3.2 Cognitive Procedures of the teaching strategy based on DS
        3.3.3 Language
        3.3.4 Analysis of the Teaching Frame
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instrument
        4.3.1 Pre-test
        4.3.2 Post-test
        4.3.3 Questionnaire
    4.4 Teaching Design
        4.4.1.Teaching Material
        4.4.2.Teaching Schedule
        4.4.3.Teaching Plan
        4.4.4.Data Collection
Chapter Five Results and Discussion
    5.1.Results of the Data
        5.1.1.Results of the Pre-test
        5.1.2.Results of the Post-test
        5.1.3.Results of the Questionnaire
    5.2.Analysis of Data
        5.2.1.Analysis of Pre-test
        5.2.2.Analysis of Post-test
        5.2.3.Analysis of Questionnaire
    5.3.Discussion
        5.3.1.Contextualization
        5.3.2.Parallelism and Resonance
        5.3.3.Interaction
    5.4.Summary
Chapter Six Conclusions
    6.1.Major Findings
    6.2.Implications for Teaching
    6.3.Limitations of the Thesis
References
Appendix Ⅰ Pre-test
Appendix Ⅱ Post-test
Appendix Ⅲ Questionnaire
Appendix Ⅳ The Scores of Pre-test in Class6 and Class8
Appendix Ⅴ The Scores of Post-test in Class6 and Class8



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