应用型本科大学英语课堂语法教学的新模式——以语言加工理论为探析点

A New Mode for College English Grammar Teaching in Application-oriented Universities——Based on Language Processability Theory

本次实验是以语言加工理论作为前提背景下,以应用型本科大学的英语课堂出发,对学生进行两种不一样的教学指导,一种是立足本阶段教学,另一种是立足下一阶段更高难度的教学。实验结果显示:只有当教学指导针对学生所处的阶段时,对学习者才能发挥作用;如果语法的教学指导提高到了一个更高阶段,对多数大学英语学习者则是无多大教学效果的。在此基础上提出了对今后应用型本科大学英语课堂语法教学新的建议。

This experiment is conducted under the Processability Theory,which is to show whether learners can move from previous stage to the next stage after intensive instruction. The results show that only when the instruction focuses on current stage,can it be beneficial to the learners. Any instructions across the stages do not provide benefits for the learners. New insights for future college English teaching in application-oriented universities are proposed under this experiment.