英语毕业论文网

毕业论文网 本科生毕业论文,, 目 学 院 外 国 语 学 院 专 业 学生姓名 学 号 年级 级 指导教师 教务处制 二〇一三 年 三月 二十 日 英语毕业论文网 【英语毕业论文范文】: 题目:英语专业学生语法能力重构的实证研究 【论文主要内容】: 我国高校英语专业普遍设置了语法课程,课程目标要求在两个学期内使用2节/周的课时完成“词法”和“句法”的语法教学内容。英语专业语法教学是通过语法知识讲解、语法实践练习来巩固和增强中学语法基础,还是在中学语法基础上扩充和延伸语法内涵和认知范围。本研究坚持后一认识,认为:立足中学语法基础,增强英语专业学生对语法的理性思维,利用理论语法的原理去解决具体的语法教学,以此帮助学生建构语法能力和重构语法的认知体系。本研究具有两点实证意义:1)取语言学和应用语言学名家语法能力的相关论断来支持本研究的基本构想,并以国内外语法教学史况说明二/外语学习去建构目标语语法能力对二/外语学习的重要性;2)以教学实验向学生推介各类语法(转换生成语法、功能语法和系统功能语法、意念语法、三维语法),使学生对理论语法有一较为完整的认识,并介绍“因语言的谱系归属不同、语言学家对语言本质认识的侧重不同和语言应用研究的目的不同,语法具多样性和不同类别。”本研究认为:英语语言文学专业学生必须建立语法的整体认知观,重构语法思维能力,才有可能在未来的工作和学习中加强语言能力,取得语言应用研究的成就。本研究建立在对语法及语法教学进行过理性思考和两个学期专业英语语法教学实践的基础上,研究抽取了湖南4所高校英语专业学生为对象。论文研究采取SPSS17.0.先对前测试题进行F假设检验法来验证变量间的关系,对实验前后测的整体语法能力、TG能力、TGG和SFG能力三部分数据进行了描述性统计分析及单因素的方差分析和对比;对调查问卷的单个数据进行了多重比较分析,再对分项数据进行了描述性统计比较和单因素方差分析的比较。本研究对湖南4所高校语法课堂教学的观摩及语法教学改革和结构化访谈内容进行了定性的综合分析。研究中探讨了语法能力重构的方式,分为语法教学外在的促进方式和学习者内在的重构过程,在此基础上,本研究提出了语法习得机制,并划分了语法习得的假设形成、假设检测和自动化三个过程。语法的理性思考和教学 实验研究表明:对于英语专业学生而言,理论语法教学模式应该成为中学传统模式 的语法教学与英语专业语法课程的教学接口和衔接阶段,因为语法能力是语言能 力的内核,是交际能力和语用能力外延的基石,从而才能在理论和实践层面上有效 实现英语专业学生语法能力的重构。只有在语言学语法理论的指导下,具体的语法 教学实践才能有章可循,有的放矢,才能更有效地促进学习者语法能力的习得,语 言能力的提高。 【论文提纲】: 摘要 English Abstract Introduction 0.1 Background of This Study 0.2 Purposes and Significance of This Study 0.3 Organization of the Thesis Chapter 1 Literature Review 1.1 Views on Grammatical Competence 1.1.1 Core in Traditional Grammar 1.1.2 Comment on Linguistic Competence 1.1.3 Views from Communicative Competence 1.1.4 Views from Systemic-Functional Grammar 1.1.5 Interpretation to Larsen-Freeman’s Three-Dimensional Model 1.1.6 Perspectives from Applied Linguistics 1.2 Current Viewpoints in Grammar Instruction Abroad and at Home 1.2.1 Views of Grammar Instruction Abroad at Present 1.2.2 Debates on Grammar Instruction at Home in late 205 1.2.3 A Survey of Grammar Instruction in the 215 1.3 Factual Conditions of Grammar Instruction for English Majors 1.3.1 Requirements in the Curriculum 1.3.2 Illustrations of the Grammar Course Chapter 2 Empirical Design 2.1 Problems to Be Solved in the Empirical Study from the Views of All Kinds of Grammar 2.1.1 Teaching Grammar Based on the Course 2.1.2 Necessity and Rationale of Expansive Grammar Instruction 2.2 Methodology of Experiment 2.2.1 Purposes of the Experiment 2.2.2 Experimental Subjects 2.2.3 Experimental Procedures 2.2.4 Experimental Design 2.2.5 Experimental Tools and Data Collection 2.2.6 A Design of Grammar Instruction Chapter 3 Results, Analysis and Discussion 3.1 Results and Analysis 3.1.1 Analysis of GC from Pretest 3.1.2 Comparative Analysis from the Data of the Two Tests 3.1.3 Analysis from Questionnaire and Interview 3.1.4 Analysis from Reform Proposals of Grammar Instruction for Englis Majors 3.1.5 Analysis from Interview 3.1.6 Observations in the Classroom at 4 Universities 3.1.7 Illustrations to Learners’Attitudes towards Grammar Class 3.2 Discussion 3.2.1 Correlation between LC and GC 3.2.2 Grammar from Different Linguistic Aspects 3.2.3 An Ideal Framework of Grammar Instruction 3.2.4 Criterion of Grammatical Competence Chapter 4 Ways of Reconstructing Grammatical Competence for Englis Majors 4.1 External Development of Grammar Instruction 4.1.1 Philosophical Sense from Traditional Grammar 4.1.2 Concepts of Transformational-Generative Grammar for Generation of Linguistic Competence 4.1.3 Views of Functional Grammar for Cultivation of Communicative Competence 4.1.4 Reinforcement of Learners’Thinking Power through Notional Grammar 4.1.5 Larsen-Freeman’s Model for Three-Dimensional Grammatical Competence 4.2 Internal Process of Grammar Acquisition for the Learners 4.2.1 Grammar Acquisition Device 4.2.2 Hypothesis Formation 4.2.3 Hypothesis Testing 4.2.4 Automatization Conclusion Major Findings of This Study Pedagogical Implications Limitations of This Study Suggestions for Future Study Works Cited Acknowledgements Appendix ? Pre-test Paper Appendix ? Post -test Paper Appendix ? Questionnaire Appendix ? Questions of Structural Interview Appendix ? A Design of Grammar Instruction Appendix ? Raw Data of Grammatical Competence in Pretest Appendix ? Raw Data of Grammatical Competence in Posttest Appendix ? Comparative Descriptive Statistics of Each Question from Questionnaire Appendix ? Test for Homogeneity of Variance Appendix ? One-way ANOVA Comparisons of Each Question Appendix ? Multiple Comparisons of Individual Items Informative Chinese Abstract Résuméand Publications since Entering the Program