交际教学法在高中英语语法教学中运用情况调查与探讨

随着经济和全球化的发展,培养和提高学生的英语语言交际能力就显得非常迫切。基于英语在中国事|教育论文范文|外语,缺乏真实的语言环境,中国学生英语语言的获得更多靠的是“学习”而不是“习得”,所以语法仍然是中国学生学习英语所必须的工具。然而传统的教学法已不能适应现在的社会需求。70年代末,交际教学法被先容到中国,中国一些教育工作者开始探索如何在语法教学中引入交际教学法,为中国英语语法教学提供了一定的理论和实践启示。但是交际法在我国实施多年以来,中学教师是否真正将交际教学法应用到了语法教学的实践中?应用情况到底如何?笔者深入教学一线,以天津新华中学、第一中学、实验中学、南开大学附属中学、天津大学附属中学、育红中学和第二十五中学的高中师生为调查对象,通过问卷、课堂观察、访谈的方式对高中英语语法教学中交际教学法的应用情况进行研究,着重分析在交际语法教学中出现的问题,并从评价体系、中国教学环境、教师、学生等方面进行反思,并提出了可行性建议,希望能够开拓出一条适合中国学生的交际语法教学的道路,丰富和充实外语教学理论,提高高中英语语法教学水平和教学效果,提高学生的交际能力。【关键词】：语法教学交际教学法交际语法教学交际能力
【论文提纲】：Abstract6-8摘要8-9Acknowledgements9-13Chapter1Introduction13-161.1ResearchBackground13-141.2PurposeoftheResearch14-151.3OrganizationoftheThesis15-16Chapter2LiteratureReview16-402.1CommunicativeLanguageTeaching16-232.1.1CommunicativeCompetence16-172.1.2TheHistoricalBackgroundandDevelopmentofCommunicativeLanguageTeaching17-192.1.3TwoVersionsofCommunicativeLanguageTeaching19-202.1.4PrinciplesandCharacteristicsofCommunicativeLanguageTeaching20-232.2GrammarandGrammarTeaching23-322.2.1TheDefinitionofGrammar23-252.2.2GrammarTeaching25-322.3IntegratingGrammarTeachingwithCommunicativeLanguageTeaching32-402.3.1TheTheoreticalBases32-342.3.2StudiesonIntegratingGrammarTeachingwithCommunicativeLanguageTeaching34-372.3.3ModelsofGrammarTeachingBasedonCommunicativeLanguageTeaching37-40Chapter3ResearchDesign40-463.1Subjects40-413.2ExperimentalInstrument41-433.2.1Questionnaire41-423.2.2ClassroomObservation42-433.2.3Interview433.roceduresoftheStudy43-463.3.1TheDataCollectionofQuestionnaires443.3.2TheDataCollectionofClassroomObservation44-453.3.3TheDataCollectionofInterview45-46Chapter4DataAnalysis46-804.1AnalysisoftheQuestionnaires46-674.1.1AnalysisoftheTeachers'Questionnaires46-564.1.2AnalysisoftheStudents'Questionnaires56-654.1.3SummaryoftheAnalysisoftheQuestionnaires65-674.2AnalysisoftheClassroomObservation67-764.2.1Sample1:thePresentSimpleTenseandthePresentContinuousTense67-694.2.2Sample2:Non-finiteVerb(Participles,Gerund,Infinitives)69-724.2.3Sample3:FiveBasicSentenceStructuresandModalVerbs72-744.2.4Sample4:theRevisionGrammarLessons744.2.5Sample5:theTreatmentofGrammarinListening,Speaking,ReadingandWriting74-754.2.6SummaryoftheAnalysisoftheClassroomObservation75-764.3AnalysisoftheInterview76-804.3.1AnalysisoftheInterviewwiththeTeachers76-784.3.2AnalysisoftheInterviewwiththeStudents784.3.3SummaryoftheAnalysisoftheInterview78-80Chapter5FindingsandSuggestions80-945.1FindingsintheInvestigation80-845.1.1MainFindings80-815.1.2FactorsAffectingtheApplicationofCommunicativeLanguageTeachinginGrammarTeaching81-845.2Suggestions84-945.2.1DevelopinganEffectiveAssessingSystem845.2.2ImprovingtheTeachingConditioninChina84-855.2.3ImprovingTeachers'OverallAbility855.2.4ChangingTeachers'TeachingMethodology85-865.2.5BalancingCommunicativeLanguageTeachingwithTraditionalTeachingMethods865.2.6ThreeModelswiththeApplicationofCLTinGrammarTeaching86-94Chapter6Conclusions94-966.1Conclusions94-956.2Limitations95-96References96-100AppendixⅠQuestionnaireorTeachers100-102AppendixⅡQuestionnaireorStudents102-104AppendixⅢExtracts104-105AppendixⅣInterview105