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基于使用的大学英语构式语法教学模式实证研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-04-21编辑:lgg点击率:1031

论文字数:39647论文编号:org201704211857228418语种:英语论文 English地区:中国价格:$ 66

关键词:大学英语教学论文学习策略教学模式效果研究

摘要:本文是大学英语教学论文,笔者在大学英语教学实践中发现学生在英语语法学习中出现一些问题。主要如下:首先,语法学习效果差。学生将语法学习等同于学习语法规则,死记硬背语法规则,不仅记忆负担较大,而且效率低下。其次,学生语言表达准确性和流畅性不足。

1.Introduction

This chapter will first introduce the background and the purposes of theresearch, and then discuss the significance of the research which consists oftheoretical and practical aspects. Lastly, the organization of the thesis will beelucidated.

1.1Research Background
The combined forces of globalization, decentralization of economies, andtechnological advancement have made English the world’s lingua franca. As one ofthe three basic elements of language, grammar is of great significance in Englishlanguage. Grammar learning is the key to success of language learning. According toCollege English Curriculum Requirements (2007 Edition), much importance isattached to the cultivation of students’ comprehensive language application ability. Itis hoped that college English courses can help students achieve communication byapplying English. And the ability to apply grammar is an important part ofcomprehensive language application ability. Grammar determines accuracy andfluency in linguistic communication. Grammar can facilitate students’ language skillsof listening, speaking, reading and writing. Adult students should attach muchimportance to learning grammar, because they want structures and patterns to reachtheir own conclusions about how a language works1. Ellis states that grammar hasbeen and continues to be a central part of language teaching2. Discoursecomprehension is based on grammatical knowledge, thus grammatical knowledge iscrucial for discourse comprehension3. Thus, we can’t emphasize the importance ofgrammar teaching too much in language teaching.
........

1.2 Research Purposes
Before presenting research purposes, students’ grammar learning problems willbe illustrated first.There are three main problems in students’ grammar learning. To begin with,students have a low efficiency in grammar learning. They usually rote memorizegrammatical rules and do repetitive grammatical practice. The practice is, as often asnot, sentence-based rather than context-based. Students are usually overwhelmed withmassive grammar excises and abstruse explanations by teachers, and achieve little ingrammar learning. Second, students’ language expressions are not very accurate andfluent. Although college students have received at least nine years of language education, they still make abundant grammatical errors both in spoken and writtencommunication, such as discollocation, disagreements, ambiguous Reference ofpronouns, incoherence, redundancy and wrong combination of sentence patterns.When given a certain topic, students often have difficulty in completing a wholecomposition. Lastly, students have a poor strategic sense and fail to employ learningstrategies to advance their learning. For example, students seldom make use ofcognitive strategies such as induction and deduction and context to promote theirlearning. They also show negative attitudes towards and low motivation in languagelearning though they realize the importance of grammar learning.Thus, this thesis attempts to pursue the following research objectives: 1)promote students’ grammar learning efficiency; 2) improve accuracy and fluency ofstudents’ language expressions; and 3) enhance students’ learning strategies. Theauthor hopes to reach these outcomes by applying the UBCT model in college Englishclasses.
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2. Related Literature Review

2.1 Construction Grammar
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