本文是一篇教学论文，本文以定语从句教学为例开展实验研究，旨在探讨将三维语法理论融入中等职业学校课程的有效性。
Chapter One Introduction
1.1 Research Background
English teaching and learning inherently link to four fundamental language skills:listening,speaking,reading,and writing.Grammar is a fundamental component thatpermeates all four essential language skills.Historically,the focus of grammarinstruction has transitioned from its structure to its meaning,and eventually to its use.In the 21st century,the teaching of English grammar has progressively prioritizedlanguage utilization,aiming to boost students’overall language proficiency.
According to the National English Curriculum Standards for SecondaryVocational Schools(2020),grammar embodies the harmonious integration of form,meaning,and function,deeply intertwined with the realms of phonetics,vocabulary,discourse,and pragmatics,significantly impacting the precision and suitability oflanguage interpretation and articulation.The curriculum standards further delineatethe core competence of English into four critical dimensions:workplace languagecommunication,perception of cognitive differences,cross-cultural understanding,andautonomous learning.
教学论文怎么写
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1.2 Research Purpose and Significance
This thesis aims to evaluate the impact of incorporating three-dimensionalgrammar theory into the secondary vocational school curriculum,particularlyemphasizing the practical use of attributive clauses.The research examines whether itis more effective than traditional methods in teaching grammar and also investigatesstudents’interest.The author aims for the study to offer pedagogical insights andimplications for English instructors and students in secondary vocational schools.
Theoretically,this study endeavors to evaluate the effectiveness of three-dimensional grammar instruction in secondary vocational school English coursesthrough experimental methods,aiming to provide a case research for the researches ofthree-dimensional grammar theory.Additionally,the current depth of understandingand implementation of three-dimensional grammar theory within English education insecondary vocational schools remains superficial.Through the exploration andapplication of three-dimensional grammar theory in this study,educators can achievea deeper understanding of this instructional approach.
Practically,for students,they can understand the difficulties they face in learninggrammar in terms of form,meaning,and usage through theoretical introduction andthree-dimensional grammar teaching can provide assistance for them to find interestand motivation in grammar learning and to use grammar accurately,meaningfully andappropriately in communication.For English teachers,they can identify thelimitations in current grammar instruction,engage in self-reflection based on teachingfeedback,and heighten their awareness of grammar teaching.Additionally,theresearch process and findings can serve as a reference for researchers and Englishteachers,facilitating the promotion and adoption of three-dimensional grammar.
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Chapter Two Literature Review
2.1 Definition of Key Terms
This section focuses on the definition of three-dimensional grammar and Englishattributive clause.
2.1.1 Definition of Three-dimensional Grammar
The evolution of grammar instruction can be delineated into three distinctphases:the form-focused phase,the meaning-focused phase,and the three-dimensional phase.
Before the 1970s,guided by structuralism and behaviorism,which emphasizedgrammatical form while neglecting language’s communicative function,grammarinstruction simply focused on forms.Predominant teaching methodologies includedgrammar-translation method,audio-lingual method,and situational teaching method.The emphasis of grammar instruction was on drilling sentence patterns,with theprimary objective being the mastery of grammatical structures.This approach,however,proved inadequate in fostering students’communicative competence.
Between the 1970s and 1980s,grammar instruction witnessed a transition from ameaning-focused approach to a communication-focused paradigm.During this period,there was a heightened emphasis on cognition and the comprehension of knowledgeamong scholars.Grammar teaching was primarily influenced by the learning view oflanguage acquisition,transformational generative grammar,and cognitivism in thefield of psychology,which all emphasized the importance of understanding inlanguage learning.The purpose of grammar teaching was to make studentsunderstand the rules instead of doing mechanical exercises of sentence patterns.However,an excessive emphasis on comprehending the meaning of grammar,coupled with a lack of opportunities to use the target language,hindered studentsfrom communicating effectively.
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2.2 Review of Relevant Studies Abroad and at Home
Three-dimensional grammar was first proposed by Larsen-Freeman.After sheproposed this theory,many scholars conducted extensive researches on this basis.Asa consequence,this section focuses on relevant researches abroad and at home.
2.2.1 Review of Relevant Studies Abroad
According to cognitive constructivism,proposed by child psychologist Piaget in1970,students acquired knowledge through active exploration and contextual use.Ithighlighted the importance of active mental engagement,individual differences incognitive development,and learners’role in constructing their own knowledge.Theultimate goal of education was to provide students with different,life-like,andinteresting scenarios so that they could explore and acquire knowledge.In this model,teachers should endeavor to design scenarios that resonate with students’lives,ignitetheir interest in learning,and enable independent exploration and knowledgeacquisition.This approach aids students in learning within more realistic contexts andemploying grammatical knowledge with flexibility.This approach has had asignificant impact on teaching grammar.
In 1981,Krashen considered that any language acquisition mirrored the processchildren use in acquiring first and second languages.It required meaningfulinteraction in the target language—spontaneous interaction instead of deliberatelearning of linguistic or grammatical concepts.Speakers were concerned not with theform of the utterances,but with the messages they conveyed and understood.He alsoargued that learners had two systems for language processing:the acquired systemand the learned system.The acquired system was the subconscious,implicit,andnatural way in which people acquire language.
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Chapter Three Research Design ............................ 25
3.1 Research Questions .................................. 25
3.2 Research Subjects ................................... 25
3.3 Research Instruments .......................... 26
Chapter Four Results and Discussion .................. 53
4.1 The Effects of Three-Dimensional Grammar Theory on Students’ ACLearning Scores ..................... 53
4.1.1 Results and Discussion of Pre-test ............................................. 53
4.1.2 Results and Discussion of Post-test ........................................... 54
Chapter Five Conclusion ................................. 65
5.1 Major Findings and Discussion .............................. 65
5.2 Teaching Implications .................................. 66
Chapter Four Results and Discussion
4.1 The Effects of Three-Dimensional Grammar Theory onStudents’AC Learning Scores
The purpose of the test in this study is to record the changes in students’attributive clauses grades and students’interest in attributive clauses after theemployment of three-dimensional grammar teaching.The data of the tests is collectedand analyzed.The entire analysis process is completed by SPSS 26.0 software.
4.1.1 Results and Discussion of Pre-test
Before the experiment,a pre-test was administered to determine if students inboth the experimental class(EC)and the controlled class(CC)possessed equivalentlanguage proficiency in attributive clauses.There were three parts in the pre-test.Thefirst part consisted of 20 multiple-choice questions,of which 10 were attributiveclauses.The second part consisted of 20 gap-filling questions,of which 10 wereattributive clauses.The last part consisted of 20 sentence corrections,of which 10were attributive clauses.The structure of the post-test was the same as the pre-test.All of the items of the pre-test and post-test were excerpted from the VocationalEducation College Entrance Examination and College Entrance Examination.Theresults of the pre-test can be seen as follows.
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Chapter Five Conclusion
5.1 Major Findings and Discussion
In this research,the quantity method and quality method are combined to studythe application of three-dimensional grammar teaching in a secondary vocational highschool.Based on the research,the main findings are as follows.
Firstly,three-dimensional grammar teaching improves students’attributiveclause learning scores effectively.Before the experiment,the data of the final exam inchapter three shows that students in EC and CC have the same language proficiencylevel.The independent sample t-test of the pre-test shows that the students in EC andCC have the same language proficiency level of the attributive clause.After theapplication of three-dimensional grammar teaching in EC,the scores of post-test inEC are obviously higher than the scores in CC which employs the traditional teachingmethod rather than the three-dimensional grammar instruction method.As a result,the application of three-dimensional grammar teaching is beneficial and cancontribute to the improvement of students’attributive clause learning scores.
There are two possible reasons for the improvement of students’attributiveclauses learning scores in the experimental class.One is that enough input is providedto help students better understand the form and meaning of attributive clauses andenough activities are provided to help students use attributive clauses incommunication and writing.In the presentation stage,the teacher presents attributiveclauses in a variety of ways such as video and text which can stimulate students’interest and establish the connection between form and meaning.In the practice andproduction stage,mechanical training and communicative training are both providedto help students internalize the knowledge of attributive clauses so that they can useattributive clauses in communication and writing.
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