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论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2024-04-18编辑:vicky点击率:212
论文字数:33566论文编号:org202404151029388606语种:中文 Chinese地区:中国价格:$ 22
摘要:本文是一篇英语语法论文,本研究选取武汉市某初级中学八年级两个平行班(共60人)作为实验班和对照班。在本研究中,作者首先对两个班级进行了问卷前测调查,以了解他们对语法的兴趣程度,然后再对两个班级进行语法前测,以了解他们的语法水平。
In the theoretical phase of CBI,Widdowson(1978)indicated that language and contentshould be integrated into the teaching process in order to acquire language knowledge andacquire comprehensive English language skills in an authentic language environment.Hebelieved that the CBI combined language knowledge with the student’s own life experience,and guided the student to learn language knowledge in the real language environment.It alsoaimed to acquire English comprehensive language ability,that is to say“learning bydoing”.In the 1980s,the teaching concept of CBI was adopted in language teaching in manywestern countries,and since then,In the field of education,CBI has gained wide attention inWestern countries.
2.2 Grammar Teaching Abroad and at Home
Murcia(1991)defined that learning activity that emphasizes the form of the language isa grammar teaching.However,the definition of grammar has been changing over time associety has evolved.In short,grammar teaching is the process of acquiring a scientificunderstanding of language and improving their ability to understand and use it.Englishgrammar is an indispensable part of English,and good knowledge of grammar will be ofgreat help to the learning of English as a whole.Therefore,it is important to teach Englishgrammar.Thornbury(1999)reviewed on the history of foreign language teaching and foundit was easy to see that foreign language teaching has always developed from two differentpoints of view:pro-grammar teaching and anti-grammar teaching.Thus,research intogrammar teaching has a long history,both at home and abroad.
2.2.1 Researches on Grammar Teaching Abroad
Several influential foreign language teaching schools have been established at differenttimes,which can be summarized in the following six schools:grammar-translation method,direct method,audio-lingual method,cognitive method,communicative method,and naturalmethod.The above six teaching schools can be divided into two aspects,pro-grammar andanti-grammar,which are described in detail below.
Scholars in favor of grammar teaching advocate treating linguistic forms as the focus ofgrammar teaching,with the following main teaching methods:grammar-translation method,audio-lingual method and cognitive method.
Chapter 3 Theoretical Framework ...................... 21
3.1 Input Hypothesis .................................. 21
3.2 Output Hypothesis ............................. 22
Chapter 4 Research Design ............................. 24
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