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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-04-02编辑:vicky点击率:986
论文字数:44525论文编号:org202303231112307104语种:英语 English地区:中国价格:$ 66
关键词:英语语法论文范文
摘要:本文是一篇英语语法论文,笔者通过对课堂观察、访谈和问卷调查结果的分析,得出以下结论。显性教学和隐性教学在初中英语语法教学中都有广泛的应用,但不同的教师有不同的教学实践。
CHAPTER TWO LITERATURE REVIEW
2.1 Grammar Teaching
Grammar is the summary of the internal structure of language and the basis of language communication, which determines the accuracy of language communication. If the students do not have a good knowledge of grammatical rules, they cannot have the ability to use English accurately and flexibly. English is a member of the Indo-European language family and Chinese belongs to the Sino-Tibetan language family, and therefore the distance between the two languages determines the great grammatical differences. The concepts of inflectional change and genitive case in English are rarely used in Chinese. For Chinese students with Chinese grammar system in their mind, a new system of English grammar needs to be established through experience and learning. The contrastive analysis theory of second language acquisition points out that positive transfer of mother tongue is beneficial to grammar learning of target language, while negative transfer may lead to acquisition and learning problems (Suzuki & Dekeyser, 2017). In this sense, there exist obstacles for Chinese learners to acquire English grammar since the different grammatical prototype between two languages.
One of the important features of applied linguistics and second language acquisition research in the 1980s is the debate on whether learners should pay attention to grammar (Krashen, 1982). In the early 1990s, many studies have shown that when classroom learning is completely meaning-centered, even if meaningful language input is received for many years and interactive communication activities are involved, learners’ mastery of certain language features cannot ultimately reach the language proficiency of native speakers (Carroll & Swain, 1993; Ellis, 1994; Alanen, 1995; Robinson, 2001). The internal factors of learners, especially the degree of attention to language forms and the duration of awareness of language forms, will affect the development of interlanguage. Skehan (1998) advocates that communicative method ignores the grammar teaching in the classroom, which leads to the fossilization of language and the Pidgin phenomenon, and ultimately affects the accuracy of language output. The potential implication is that, in the process of language information processing, if learners pay more attention to language forms, it will help to develop their ability to summarize language knowledge and construct their target language system. Shcmidt (1990) proves that “noticing” is an indispensable condition in second language acquisition from the perspectives of psychology, psycholinguistics, and cognitive psychology. Swain (1985) did a lot of research on immersion programs and found that although learners were exposed to a lot of foreign language input, they did not achieve the desired accuracy. The above research fully illustrates the necessity of grammar teaching.
2.2 Key Concepts
2.2.1 Explicit Knowledge and Implicit Knowledge
Explicit knowledge is learners’ conscious knowledge, that is, learners know what 本论文由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。