语法知识英语语法论文提纲

论文题目：高中生英语语法知识与阅读理解能力的相关性研究

摘要：阅读是从语音、词汇、句法、语义等层面不断提取和整合文本信息的过程。语法知识能够帮助读者准确理解句子意义,把握篇章衔接手段,因此在阅读理解的过程中起着至关重要的作用。近年来,越来越多的研究者提出语法知识可以进一步划分为显性、隐性两种不同的维度,并对显性及隐性语法知识的概念、区别和测量方式等诸多问题进行了探讨,但这两种语法知识在二语阅读理解中的作用至今却鲜有研究涉及。因此,本研究拟探讨显性、隐性语法知识与高中生英语阅读理解能力的相关关系,重点关注以下三个问题:（1）当前高中生显性及隐性语法知识的总体水平如何?（2）显性及隐性语法知识与阅读理解能力的关系如何?（3）导致两者对阅读理解能力的影响可能存在差异的原因是什么?针对上述问题,本研究选取了南京市某重点高中的86名高二学生为研究对象,先后进行了词汇量测试、元语言知识测试、非限时语法判断、限时语法判断及两次限时阅读理解测试,分别测量受试的词汇水平、显性语法知识、隐性语法知识及阅读理解能力。在阅读理解测试中,阅读题型包含细节搜寻、推理判断、词义猜测以及主旨大意四个类别,用以测量受试相应的阅读理解子技能。在对收集的测试和访谈数据进行分析后发现:（1）高中生的隐性和显性语法知识发展不同步,显性语法知识的掌握水平无论在词法还是句法方面均好于隐性语法知识,其中两者在句法知识方面的差距更加明显。（2）高中生的显性及隐性语法知识与英语阅读理解水平均显著相关。而将词汇量作为控制变量后,隐性语法知识水平能更好地预测高中生的阅读理解能力。（3）隐性语法知识与阅读理解子技能之间存在更加密切多样的关系。具体而言,隐性语法知识与细节搜寻能力和推理判断能力均显著相关,而显性语法知识仅与细节搜寻能力弱相关。上述研究发现表明,隐性语法知识和阅读理解能力之间的关系更加密切,但目前高中生的隐性语法知识水平仍有待提高。因此,英语教师在语法教学中一方面要为学生提供充足的隐性语法知识输入,促进句法结构知识的内化;另一方面还需要设计有效的教学活动以促进学生显性及隐性语法知识之间的转化。

关键词：显性语法知识;隐性语法知识;阅读理解能力;高中生

学科专业：学科教学（英语）（专业学位）

摘要

Abstract

List of Abbreviations

Chapter One Introduction

1.1 Research Background

1.2 Research Purpose and Significance

1.3 Organization of the Thesis

Chapter Two Literature Review

2.1 Reading Comprehension Ability

2.1.1 Definitions of Reading Comprehension Ability

2.1.2 Components of Reading Comprehension Ability

2.1.3 Major Factors Affecting Reading Comprehension Ability

2.1.3.1 Vocabulary Knowledge

2.1.3.2 Grammatical Knowledge

2.2 Implicit Knowledge and Explicit Knowledge

2.2.1 Definitions of Implicit Knowledge and Explicit Knowledge

2.2.2 Interface between Implicit Knowledge and Explicit Knowledge

2.2.3 Measurements of IGK and EGK

2.3 Implicit and Explicit Grammatical Knowledge in L2 Learning

2.3.1 Relationship between IGK,EGK and L2 Proficiency

2.3.2 Relationship between IGK,EGK and Reading Comprehension

2.4 Summary

Chapter Three Methodology

3.1 Research Questions

3.2 Participants

3.3 Research Instruments

3.3.1 Vocabulary Test

3.3.2 IGK Test

3.3.3 EGK Test

3.3.4 Reading Comprehension Test

3.3.5 Interview

3.4 Research Procedure

3.4.1 Pilot Study

3.4.2 Formal Study

3.5 Data Collection and Data Analysis

Chapter Four Results and Discussion

4.1 EGK and IGK of Senior High School Students

4.1.1 Descriptive Statistics of Grammatical Knowledge Tests

4.1.2 Discussion of High School Students’EGK and IGK

4.2 Relationship between EGK,IGK and Reading Comprehension Ability

4.2.1 Correlation between Vocabulary,Grammatical knowledge and Reading Comprehension

4.2.2 Effects of EGK and IGK on Reading Comprehension Ability

4.2.3 Discussion of the Relationship between EGK,IGK and Reading Comprehension Ability

4.3 Factors Influencing the Contributions of EGK and IGK to Reading Comprehension Ability

4.3.1 Descriptive Statistics of Reading Comprehension Skills

4.3.2 Correlation between EGK,IGK and Reading Comprehension Skills

4.3.3 Discussion of the Relationship between EGK,IGK and Reading Comprehension Skills

Chapter Five Conclusion

5.1 Major Findings

5.2 Pedagogical Implications

5.3 Limitations and Suggestions

References

Appendix Ⅰ Vocabulary Levels Test

Appendix Ⅱ Implicit Grammatical Knowledge Test

Appendix Ⅲ Listening Materials of Timed Grammatical Judgement Task

Appendix Ⅳ Explicit Grammatical Knowledge Test

Appendix Ⅴ Results of Pilot Study One

Appendix Ⅵ Reading Comprehension Test

Appendix Ⅶ Interview Outline

Acknowledgements