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基于任务的形式聚焦在小学英语语法教学中的应用研究 [3]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-14编辑:lgg点击率:6596

论文字数:38569论文编号:org201706132107308558语种:英语 English地区:中国价格:$ 66

关键词:英语语法论文任务形式聚焦英语语法教学

摘要:本文是英语语法论文,众所周知,中国是一个典型的英语国家,在中国大多数英语教师都不是母语,英语是作为外语来学习。因此,本研究可以在任务F的FON西方研究的补充。

control the whole process. 
.........

2.2  Previous Studies on Focus on Form 
The concept Focus on Form has been put forward by Long in 1991 first. And then many linguists and experts  began  to  study  it.  Broadly  speaking,  some  of th e  studies  presented  the  effectiveness  of F on F instruction (Doughty & Varela, 1998; Machkey, 1999).Doughty and Williams (1998) conducted a series of empirical studies which researched the function of Fon F in different kinds of classroom situations. Ellis et al (2001) discovered 448 Focus on Form Episodes (FFEs), it is a  term invented by Ellis et  al (2001). In their study, they found that an overall rate of one FFE every 1.6 minutes was formed by interaction in class in twelve hours. And to obtain practical pedagogical instructions, there are some studies made comparison of the effectiveness of diverse Fon F techniques or instructions, such as Lyster (2004).  For planned Fon F, Doughty and Williams (1998) have researched more specifically, he focused on planned  Fon F,  and w ith  the  aid  of  oral  and  written  science  report,  he in vestigated  English  past  tense production of the learners. And there are more studies which focused on incidental Fon F. In Lyster and Ranta’s (Lyster, 1998; Lyster & Ranta, 1997) research, four French immersion classes from Canada were involved, and the participants are all at primary-level. Lyster and Ranta figured out that about 62 percent linguistic errors made by the students were provided feedbacks from their teacher, or in other words, the teacher provided feedback to the students at the rate of one FFE every 1.97 minutes. In their study, the most commonly used form  of corrective feedback was recasts form in the class. And Loewen’s (2005) analyzed the data of classroom language teaching with 17 hours and get a conclusion: incidental Fon F can be helpful to learners, because during the output procedure they could assimilate the linguistic items. 
.........

Chapter Three Theoretical Framework............ 18 
3.1 The Noticing Hypothesis ............. 18 
3.2 The Interaction Hypothesis .......... 19 
Chapter Four Research Methodology.... 22 
4.1 Research Questions........... 22 
4.2 Subjects....... 22 4.3 The Target Form..... 22 
4.4 Teaching Materials............ 23 
4.5 Instruments............. 23 
4.6 Research Procedures......... 24 
4.7 Data Collection ...... 32 
Chapter Five Results and Discussion ..... 33 
5.1 Results of Pilot Study........ 33 
5.2 Results of Pre-test ............. 34 
5.3Results and Discussion of Post-test 1 ...... 35
5.4 Results and Discussion of Post-test 2 ..... 39 
5.5 Results and Discussion of Informal Interview.............. 43 

Chapter Five Results and Discussion 

In this chapter, the collected data and relevant analyses will be presented and discussed to answer the research questions mentioned in chapter four. Two independent variables and two dependent variables were conducted in the statistical analysis of this study. The independent variables are Focus on Form before the t论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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