意识提高活动在外语语法教学中的运用——基于中国英语学生的实证研究

The Application of Consciousness-Raising Activity to Foreign Language Grammar Teaching——An Experimental Study on Chinese EFL Learners

本文通过教学实验探讨意识提高活动在外语语法教学中的促进作用。笔者提出了两个研究问题:(1)演绎法与归纳法相比,哪种方法更有助于学习者对所教语法现象的理解和运用?(2)不同的教学方法与所学知识保持时间的长短是否存在相互作用?课堂上对两个实验组分别进行演绎法和归纳法教学,对照组采用传统的教学,教学结束后的第四天进行第一次测试,4周和10周后又分别做了两次跟踪测验。调查结果表明:两种教学法在帮助学习者对所教语法现象的理解和运用方面可以起到相同的作用;不同语法教学方法和所学语法知识保持的时间存在相互关系,在演绎法和归纳法中运用意识提高活动的效果均优于传统法。本研究的启示是:提高语法意识任务在外语教学中不失为一种行之有效的方法。

This paper explores the facilitative effects of consciousness-raising activity on foreign language grammar teaching.The study addresses the following two issues：（a） which method helps learners more to understand the phenomenon and the use of the target structures,deduction or induction？（b） Whether the interaction exists between different teaching methods and the length of time to maintain their learning of the target features？ In the classroom the C-R deductive and inductive tasks are respectively applied to two experimental groups while traditional instruction to a control group.An immediate posttest was conducted four days following the teaching.Four weeks and ten weeks later two delayed posttests were administered respectively.Results show that：（a） both deduction and induction can play the same role in helping learners to understand and use the target features;（b） an interaction exists between a particular instruction type and the length of time to maintain their subsequent learning of the target features and students who received C-R deductive and inductive instruction outperformed those exposed to traditional instruction.The study suggests that grammar C-R tasks can be recommended as useful pedagogy to the fi eld of language teaching.