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三维语法在高中英语语法教学中应用的案例分析

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Chapter 1 Introduction


1.1 Research Background
In the past years,grammar teaching has played a very important role in Englishteaching. In traditional grammar teaching, the teachers always explain the rules ofgrammar in detail, and then the students do a number of multiple choice questions topractice and memorize English grammar points.The New English Curriculum Standard for the Senior High School (2011) points outthat senior high students are supposed to learn and understand English from five aspects——pronunciation,vocabulary,grammar, function and topic. In light of The New EnglishCurriculum Standard for the Senior, grammar is an indispensable part in English teachingand learning. Moreover, the standard of grammar for each grade is different. For example,when students are at level five,they need to understand and use grammatical items incertain context,know the basic structure and ideographic function of common languageforms,and understand the ideographic function. According to this,students not only needto leam grammar, but use grammar appropriately as well.As a result of the reform of examinations for colleges,however, during the internshipin senior high school,the researcher found many teachers held that the removal of multiplechoice question and cloze in some provinces' National College Entrance Examinationindicated that there was no need for teachers to pay much attention to grammar teaching.Influenced by that idea,grammar teaching is no longer important in English teaching,andEnglish teachers do not spent much time on grammar teaching.
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1. 2 Objective and Significance of the Study
The present grammar teaching in senior high school is boring and less important thanbefore. In the present grammar teaching method, teacher always spends a little timeanalyzing the grammar rules or structures,and students are required to remember grammarrules by doing some exercise. Based on this phenomenon, the present grammar teachingmethod should be changed and the grammar teaching and learning in senior high schoolshould get more attention from teachers and students.During the past years,many Chinese researchers have introduced and designed theteaching process and activities in three dimensions. The researcher believes that threedimensions can be an effective way to help students leam English grammar, butnevertheless few studies investigate the effectiveness of three dimensions in grammarteaching. This study of the three dimensions is very necessary. It can test the effectivenessof three dimensions in grammar teaching, and provide significant implications for grammarteaching in the future. The current study examines the effectiveness of the threedimensions applied in grammar teaching, and at the same time, differences betweenthree-dimensional grammar teaching and normal grammar teaching are explored.
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Chapter 2 Literature Review


2.1 Grammar and Grammar Teaching
Almost everyone is very acquainted with the term grammar, but little people can givethe correct and complete meaning of that term. In Wikipedia, grammar is defined as the setof structural rules that govern the composition of sentences, phrases, and words in anygiven natural language. However,there is no authoritative definition of grammar. Differentlinguists describe the grammar from different aspects.Ur (1988) defines grammar as the way a language manipulates and combines words(or bits of words) in order to form longer units of meaning. In additi{代写论文就找detork.com好论文网}on,Brown (1994)holds that grammar is a set of rules which control the conventional arrangement andrelationship of words in a sentence. On the basis of Brown (1994), grammar simply refersto grammatical form. As time passes,many linguists realized that grammar should not bestudied from only one aspect, however,it should be studied from different aspects.Nunan (1999) describes the grammar as a study of how syntax (form), semantics(meaning), and pragmatics (use) work together to enable individuals to communicatethrough language. The above definitions presents the development of the concept of grammar,whichreflects that people have revealed the nature of language step by step. Moreover,thosedefinitions also indicate that grammar is the foundation of language,and it plays animportant role in language learning and teaching,
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2. 2 Related Theories
Constmctivist pedagogy is especially influenced by the ideas of John Dewey andWilliam James; the later work of Jean Piaget; and the sociohistorical work of Lev Vygotsky,Jerome Bruner and so on (Yilmaz, 2008). Slavin (2000) states that Vygotsky's ideas have agreat influence on cooperative. For example,Vygotsky emphasized the social nature oflearning. Cooperative activities can make students expose to their peers' thinking process,and make students' learning outcome available to all students.Richardson (2003) believes that in constmctivist pedagogy, teachers can providestudents with as many opportunities for group dialogue as possible,so students can sharetheir different understanding or ideas under study. And in order to help students tochallenge their existing knowledge, teachers are also expected to establish a good learningenvironment through interesting and meaningfijl tasks.Teaching grammar by using three dimensions can allow students to leam grammar indifferent real situations and do various activities. Those activities are designed on students'existing knowledge and the content of teaching. Therefore,students can share their ideasand keep learning in those activities.

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