论文题目：情境教学法在初中英语语法教学中的应用研究
摘要：语法作为语言使用的规律,指导着语言的应用和实践,在英语语法教学中起着十分重要的作用,学生良好地掌握英语语法知识有助于为自己的英语学习奠定坚实的基础,提升自己的整体英语水平及能力。然而,作者在初中执教的过程中,发现英语语法教学存在诸多问题,如学生语法成绩差,学生被动地进行语法学习。本研究以建构主义、二语习得理论和情境理论为基础,通过实验研究将情景教学法应用于语法教学中,以各种手段为学生创设各种各样的情境来充分发挥学生的主体地位,以此提高学生的语法成绩,并为教师改善初中英语语法教学现状提供有效的建议。本研究旨在解决以下问题:问题1.情境教学法的应用在多大程度上影响了初中学生对英语语法的的成绩?问题2.情境教学法的应用在多大程度上改善了初中学生对英语语法的态度?本研究选取是育才实验学校九年级两个平行班的80名学生,并开展了为期四个月的实验研究,其中1班为实验班,2班为控制班。以情景教学法教授1班,而控制班采用的是传统的教学方法。作者在实验过程中采用了前后测、访谈和问卷调查的方法了解学生学习成绩和态度的变化,采用SPSS23.0软件进分析研究中的有效实验数据,分析表明:首先,情景教学法一种有效的教学方法,对提高学生的英语语法成绩有很大帮助。其次,学生认为情景教学法在一定程度上改变了他们的英语语法学习态度。综上所述,情景教学法在一定程度上是可行且有效的。该研究对于引导学生领会语法规则,提高学生的语言交际能力有着具有一定的启发指导意义。
关键词：情境教学法;语法学习;英语教学;语法态度
学科专业：学科教学（英语）
Abstract
摘要
Chapter One Introduction
1.1 Research background
1.2 Research purpose and significance
1.3 The overall structure of the study
Chapter Two Literature Review
2.1 The introduction of STA
2.1.1 Definition of STA
2.1.2 Principles of STA
2.1.3 Procedures of STA
2.2 Theoretical foundation of STA
2.2.1 Constructivism Learning Theory
2.2.2 Second Language Acquisition Theory
2.2.3 The Theory of Situated Cognition
2.3 Studies of STA at home and abroad
2.3.1 Studies of STA abroad
2.3.2 Studies of STA at home
2.4 The application of STA to English grammar teaching
2.4.1 Research status at home and abroad
2.4.2 The application in English grammar teaching
2.5 Summary
Chapter Three Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Test
3.3.2 Questionnaire
3.3.3 Interview
3.3.4 SPSS software
3.4 Research procedure
3.4.1 Pre-test and pre-questionnaire
3.4.2 Training procedures
3.4.3 Post-test and post-questionnaire
3.5 Teaching cases
3.5.1 A teaching case of EC
3.5.2 A teaching case of CC
3.6 Data collection
Chapter Four Data analysis and Discussion
4.1 Analysis and discussion of questionnaires
4.1.1 Results and analysis of pre-questionnaire in EC and CC
4.1.2 Results and analysis of post-questionnaire in EC and CC
4.1.3 Results and analysis of pre-questionnaire and post-questionnaire in EC
4.1.4 Results and analysis of pre-questionnaire and post-questionnaire in CC
4.1.5 Discussion of questionnaires
4.2 Analysis and discussion of tests
4.2.1 Results and analysis of pre-test in EC and CC
4.2.2 Results and analysis of post-test in EC and CC
4.2.3 Results and analysis of pre-test and post-test in EC
4.2.4 Results and analysis of pre-test and post-test in CC
4.2.5 Discussion of tests
4.3 Analysis and discussion of the interview
4.4 Summary
Chapter5 Conclusions
5.1Major findings
5.2 Pedagogical implications
5.3Limitations
5.4 Suggestions for further study
References
AppendixⅠ Questionnaire
AppendixⅡ: Pre-test
AppendixⅢ: Post-test
AppendixⅣ:The list of Pre-test scores before the Experiment in EC and CC
AppendixⅤ:The List of Post-test scores after the Experiment in EC and CC
AppendixⅥ:Data of the Pre-questionnaire
AppendixⅦ:Data of the Post-questionnaire
AppendixⅧ.Interview Questions
Acknowledgements
The list of the research papers published by the author