英语专业CBI改革中暗示性语法教学实证研究

An Empirical Study of Implicit Grammar Teaching for English Majors in the CBI Framework

文章以大连外国语学院英语专业基础阶段CBI暗示性语法改革实验为基础,运用了问卷,访谈和测试等研究方法,在内容依托教学的框架下,针对暗示性语法改革对学生的语法知识及应用能力的影响进行了实证研究。研究重点探讨了内容依托模式下语法教学的策略和可行性模式。研究结果表明,取消语法课对提高学生的语法水平起到了积极的促进作用;暗示性语法教学既关注内容教学,又关注语言教学,它对中国的英语专业的语法教学具有一定的启示意义。

Based on CBI implicit grammatical reform among English majors at the beginning stage at DUFL, this paper investigates the impact of implicit grammatical reform on students＇ grammatical knowledge and competence in the CBI framework. It is focusing op the strategies and the feasible model for CBI implicit grammatical teaching. The results confirms that canceling independent grammar course on the basis of CBI has even helped improve their grammar knowledge and grammatical competence, and that implicit grammatical teaching can handle both content teaching and language teaching successfully and illuminates the grammatical teaching of English majors in China.