摘要
本研究通过一个学期对比实验验证了在大学英语课堂上应用功能语法分析语篇进行英语教学的可行性和有效性,实验前后收集学生写作数据进行统计,比较语法教学效果,结果显示学习功能语法的实验组在总体成绩上好于沿用传统语法的控制组,具体表现在语域、语篇和语法三方面水平的显著提高。实验表明,功能语法作为构建语篇的意义资源以及师生间讨论书面语篇的元语言,可帮助大学生在原有传统语法的基础上,从语义的角度来掌握英语语法并将之应用于实际语言任务中表达意义。
The one-semester comparative study empirically testifies the feasibility and efficacy of teaching Functional Grammar in college English classroom in contrast to the effects of teaching Traditional Grammar. The statistical results of the pre- and post-writing samples show that the experimental group （who were taught Functional Grammar to analyze texts） achieves greater progress than the control group （who continued with Traditional Grammar） at the general level, which is manifested in the significant improvements at the specific levels of register, discourse and grammar. The present research indicates that Functional Grammar, the meaning resources for constructing discourse and the metalanguage deployed by teachers and students to talk about written texts, can help students master English grammar from a semantic perspective based upon their former knowledge of Traditional Grammar, and apply it to language tasks to realize meanings in various structures.
出处
《中国外语》
CSSCI
2010年第3期59-64,共6页
Foreign Languages in China
关键词
语法教学
功能语法
大学英语教学
传统语法
grammar teaching
Functional Grammar
college English teaching/learning
Traditional Grammar
