频次效应在高中英语定语从句教学中的应用研究

发布时间：2023-11-04 08:37

　　在行为主义盛行的早期,频次就已经被很多人认为是语言习得理论中的一个重要组成部分。近年来,频次效应在二语习得领域中的作用受到了众多关注。许多专家和学者大力支持频次效应,并将频次效应应用到二语习得、语言教学等各个领域。以往大多数研究描述频次效应对语言技能的影响,但具体到频次效应中各种频次对语法教学影响的研究较为鲜见,同时定语从句在高中英语语法教学中占有重要地位,所以本研究旨在考察频次效应在高中英语定语从句教学中的影响。本篇论文以频次效应理论为指导,旨在研究高中生学习英语定语从句的现状如何?频次效应中不同频次类型对于高中英语定语从句的教学有何影响?应用频次效应的教学对高中生学习英语定语从句的积极性有何影响?为研究以上问题,实验中抽取了辽宁省大连市旅顺口区第三高级中学高二年级2个平行班的100名同学作为研究对象。实验周期为一个学期,采取调查问卷、前测、后测和访谈相结合的方式搜集实验结果,最后运用SPSS17.0软件对数据进行分析。实验结果表明,高中生学习英语定语从句的现状不容乐观,主要表现为学生不能正确地分析主句、定语从句的成分,导致关系代词或关系副词使用不当。同时,学生不知如何应用学过的语法...

【文章页数】：59 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Structure of Thesis
Chapter 2 Literature Review
    2.1 Theoretical Basis
        2.1.1 Frequency Theory
        2.1.2 Behavioral Learning Theory
        2.1.3 Cognitive Linguistics
    2.2 Overview of Researches of Frequency Effect at Home and Abroad
        2.2.1 Theoretical Researches of Frequency Effect
        2.2.2 Empirical Researches of Frequency Effect at Home
        2.2.3 Empirical Researches of Frequency Effect Abroad
    2.3 Researches of Attributive Clauses at Home and Abroad
        2.3.1 Researches of Attributive Clauses at Home
        2.3.2 Researches of Attributive Clauses Abroad
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Pretest and Post-test
        3.3.3 Interview
    3.4 Research Procedures
Chapter 4 Data Analysis and Discussion
    4.1 Current Situation of Students’ Learning About Attributive Clauses
        4.1.1 Ability to Analyze Each Component of Main Clause and Attributive Clause
        4.1.2 Ability to Apply Sentence Patterns of Attributive Clauses into Practice
    4.2 The Influence of Teaching Attributive Clauses with Different Types of Frequency
        4.2.1 Memorizing attributive clauses by teaching with type frequency
        4.2.2 Applying attributive clauses into practice by teaching with token frequency
        4.2.3 The Best Teaching Effect of Combining Two Types of Frequency
    4.3 Students’ Initiative to Learning Attributive Clauses
        4.3.1 Students’ Learning Attitude
        4.3.2 Active and Collaborative Learning
        4.3.3 Student-teacher Interaction
        4.3.4 Confidence
Chapter 5 Conclusion
    5.1 Major findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Suggestions for further study
References
Appendix A Questionnaire
Appendix B Pretest Paper
Appendix C Post-test Paper
Appendix D Scores of Two Tests for Control Class and Experimental Class
Appendix E Interview Questions
Appendix F Teaching Material in the Experiment
Appendix G The Contrast of Two Questionnaires in the Experimental Class
Acknowledgements



本文编号：3859956