首页 >  硕士论文 > 英语硕士论文 >   正文

高职高专学校英语虚拟语气教学行动研究

添加时间:2018-02-28 20:16:40   浏览:次   作者: www.dxlwwang.com
专业论文资料, 搜索论文发表论文代写论文网为你解忧愁!详情请咨询我们客服。
获取免费的论文资料? 欢迎您,提交你的论文要求,获取免费的帮助

本文是英语硕士论文,英语专业是培养具有扎实的英语语言基础和比较广泛的科学文化知识,能在外事、经贸、文化、新闻出版、教育、科研、旅游等部门从事翻译、研究、教学、管理工作的英语高级专门人才的学科。(以上内容来自百度百科)。

 
Chapter One Introduction
 
In this research, the author tries to do action research on the English subjunctivemood teaching in a vocational college and investigate its effects. This chapter presentsthe background and significance of the research as well as the organization of thisthesis.
 
1.1 Background of the Research
Nowadays, many scholars have realized the importance of English grammar andthey have also realized that grammar teaching is an essential part of English teaching.Ellis pointed out that grammar teaching is conducive to second language acquisition.The effect made by grammar teaching may not be obvious in the short term, but it isbeneficial to the development of the learners’ language competences (1990: 124). Thatis to say, grammar plays a very supportive role on improving language acquisition. Butthere are two distinct phenomena in English grammar teaching in vocational collegescurrently:1) Some teachers over-emphasize on teaching grammar knowledge to the studentsin a systematic way. To a certain extent, the teachers regard teaching students to masterthe forms of each grammar item as their ultimate goal of grammar teaching. Theyignore the cultivation of students’ language skills and their grammar teaching methodsis only about explaining the grammar rules and doing mechanical sentence drills. Thetraditional monotonous grammar teaching mode often results in a boring atmosphere inthe classroom. And for the students, the English grammar is just learned to pass theexamination and cannot be applied to the practical language communication.2) Under the influence of communicative approach, many teachers emphasize toomuch on cultivating the students’ abilities of listening, speaking, reading and writing.They regard that grammar is made up of some complicated terms and concepts whichare useless to improve students’ competences in using language. And they insist thatgrammar teaching is an old-fashioned teaching method which should be weakened oreven discarded. Although some teachers’ awareness of grammar teaching have beenenhanced in recent years, the students’ learning effect is still unsatisfactory and theirinterest in grammar learning is still quite low.Both the two phenomena are not conductive to English grammar teaching.Therefore, how to stimulate students’ learning enthusiasm and ensure the highefficiency of their learning has become a very important issue in grammar teaching.However, the emergence of these two phenomena is mainly due to the fact that someteachers do not have a good understanding of the purpose and requirements of grammarteaching.
.........
 
1.2 Purpose and significance
With the deepening of curriculum reform, the scale of vocational education isgrowing. In 2000, the Vocational Education Department of the Ministry of Educationissued the No. 57 Document, “Basic Requirements for English Teaching in VocationalEducation”. The objectives, teaching contents and teaching requirements of Englishteaching in vocational colleges are clearly stipulated as follows: Teaching should focuson cultivating students’ practical ability to use language, highlighting the practicabilityand pertinence of teaching contents. But the current situation is that the students’English proficiency level is low and their learning needs are quite different. Teachers invocational colleges are faced with the same problem: how to change the teachingmethods to implement the objectives of curriculum reform? Some of the traditionalmethods of educational research has been unable to meet the requirements of collegesand teachers. We urgently need to introduce advanced research methods to solve theproblems.Action research is well-accepted research methodology which is quite differentfrom other teaching methods. Action research is more systematic and collaborative incollecting evidence to prompt teachers’ reflection of their daily teaching on which theycan find the specific problems existing in the specific classes on English learning andthen determine and adopt various measures to solve the problem. This has greatpractical significance under the current situation of English reform in vocationalcolleges.Besides, the subjunctive mood itself is a complex category in English grammar,which has many grammatical forms. When you use it, you need to take the mood, thetense and the voice of English verbs into account. So the subjunctive mood has becomea major difficulty in English grammar teaching and learning. But there is few researchon English subjunctive mood teaching in domestic academic field due to the lastingcontroversy on it. Nonetheless, the subjunctive mood always appears in all kinds ofEnglish examination in vocational colleges and it has always been the key point inEnglish learning for students.
.........
 
Chapter Two Literature Review
 
In this chapter, the research status of the English subjunctive mood is analyzed andthe development of action research is also reviewed. English grammar experts at homeand abroad have spent a lot of energy on studying these two subjects and achievedfruitful results which gives us a great help to understand their true nature.
 
2.1 Previous Studies of Subjunctive Mood
Longman Dictionary of Applied Linguistics defines English subjunctive mood as“the form of the verb often used to express uncertainty, wishes, desires, etc. In contrastto the indicative mood, the subjunctive usually refers to a non-factual or hypotheticalsituations” (2002: 352). From the perspective of syntax, Huddleston and Pullum definedsubjunctive mood as a clause that is tenseless, and the verb forms in subordinate clausecan only be used as its base form (2002: 993). Jacobs insisted that “subjunctive mooduses base verbs to indicate tense in English infinite clause and mainly representsassumptions or suggestions” (1995: 364). The definition of Crystal to the subjunctivemood is the most comprehensive one. He considered that subjunctive mood refers to akind of expression form of the verbs, which reflects the attitude of desire, doubt anduncertainty (2008: 489).The subjunctive mood is not only a controversial topic but also a difficultgrammatical category in English. A lot of scholars have done researches to probe it formany years. Different scholars have different attitudes to the classification ofsubjunctive mood, while some scholars have done a wide range of research in the fieldof applied linguistics.
.........
 
2.2 Previous Studies ofAction Research
Action research was first proposed as a term of social science in 1944. And it wasfirst introduced into the teaching field in 1949. Since the 1980s, action research hasbeen widely used in foreign language teaching and has made fruitful achievements inforeign language teaching.Numerous definitions are given to make an exposition of the aim and situation ofaction research by different researchers (Verma and Beard, 1981; John Elliott, 1991;Hitchcock and Hughes, 1994; McKernan, 1996; Wang Qiang, 2002). Among thedefinitions, Kemmis and McTaggart’s statement is most-widely accepted by scholars:“Action research is a form of self-reflective enquiry undertaken by participants in social(including educational) situations in order to improve the rationality and justice of (a)their own social or educational practices, (b) their understanding of these practices, and(c) the situations (and instructions) in which these practices are carried out” (1982: 5).From the definition, we can learn that the purposes of action research areimproving practice, enhancing understanding and doing well in social situation. At thesame time, it still has a more important and more special purpose, which is“self-reflection”. Kemmis and Taggart (1982: 5) pointed out that “an attitude in whichthe practitioner is engaged in critical reflection on ideas, the informal application andexperimentation of ideas in practice, and the critical evaluation of the outcomes of suchapplication”, emphasizing the essence of action research is not only a kind of researchin action, but also represents the attitude on the research of the practitioners.Furthermore, Nunan (1990:63) presented that the main point of action research inthe educational field is to link “action” and “research” together effectively. He statedthat action research supports the synchronous development of both teaching theory andteaching practice, where teachers are usually the principal part of teaching and research.Moreover, Nunan (1990), Allwright and Bailey (1991) all emphasized that teachers asresearchers are the basic guarantee for the success of teaching action research.Later, Zuber-Skerritt (2003:15) gave his own explanation on action research, whichfully reveals its features and function to promote educational research. He indicated thataction research is not only possible, but particularly suitable for educational research. Inhis opinion, action research plays a significant role in five aspects: critical attitude,research into teaching, accountability, self-evaluation and professionalism.In the early 20th century, Professor Wang Qiang (2002:8) first introduced actionresearch to China systematically and she defined action research as a systematicreflective inquiry. Referring to the teacher’s reflection on their teaching ideas, teachingmethods and teaching effects in the process of their own teaching, teachers re-examinetheir teaching concepts in the reflection, explore, research and improve their teachingmethods to further improve the teaching effect. This definition provides a clearerindication of the purpose of action research. In short, action research is also known as“research on teaching behavior”, “self-reflective inquiry” and “classroom investigation”,including a process of “planning -action -observation –reflection”.
........
 
Chapter Three Research Design ofAction Research..............17
3.1 Research Questions......17
3.2 Participants.....17
3.3 Procedures of the Study............17
3.4 Report on the Implementation of the Plan.........193
3.5 Data Collection Methods ..........31
3.6 Summary.........33
Chapter Four DataAnalysis and Discussions............34
4.1 Results and Discussions of Interviews to the Students ....34
4.2 Results and Discussions of Questionnaire to the Teachers...........36
4.3 Results and Discussions of the Tests ......37
4.4 Results and Discussions of Classroom Observation ........44
4.5 Pedagogical Implications..........45
4.6 Summary.........47
Chapter 5 Conclusions........48
5.1 Major Findings ............48
5.2 Limitations......50
 
Chapter Four DataAnalysis and Discussions
 
In the previous chapter, the data collection has been reported. Then the data analysisand discussion are presented in detail in this chapter in order to give an explanation onthe research questions.
 
4.1 Results and Discussions of Interviews to the Students
The students told me that the grammar was boring and they were not very interestedin grammar with no enthusiasm or initiative in in learning. They learned the subjunctivemood in the high school and had some understanding of the subjunctive mood, but theyusually memorized its form by rote. Some students said that they had no idea to dealwith the exercises of subjunctive mood or even confused what kind of exercise is aimedto examine the subjunctive mood. The reason given by the students who guessed theanswer by luck was the language sense. As an English teacher, I clearly knew this is justan excuse for the students who are unable to explain the answer on their own. So we cansee that their real understanding of this grammar point is even poor. Moreover, becauseof different views on classification and its rich pragmatic functions, it is difficult forstudents to grasp the true characteristics of the subjunctive mood. Some studentsseemed to have nothing to say and under my constant insistence, they finally told methat they had intended to give up the subjunctive mood learning. They gave me thereasons as follows:Student A: I know the grammar point, the subjunctive mood. At the beginning oflearning it, I also tried to listen carefully. But finally I found no matter how carefully Ilistened, I still couldn’t understand it. What the teacher explained was too abstract. Ieven didn’t understand why we should use the subjunctive mood. In my opinion, usingthe real conditional sentences is enough.Student B: I am not quite interested in this grammar point which is meaningless anddifficult, so I don’t pay any attention to listening in the class. Because many relatedknowledge hasn’t been digested well by now, I could not keep up with the teacher’steaching pace, even if I want to understand the subjunctive mood. So I can hardly usethe subjunctive mood now.
\
...........
 
Conclusions
 
In this chapter, a concise summary to the present research is made, which aims toanswer the two questions proposed in the previous chapter. Besides, the limitations ofthis paper are also presented clearly.In order to clarify this problem, the study made an investigation both on thestudents’ learning situation and teachers’ teaching situation of the subjunctive mood atfirst. Based on the results of the pre-test and the interview, there were four maindifficulties the students have encountered in learning the subjunctive mood.1) They didn’t firmly grasped the basic grammatical form of subjunctive mood andthey even couldn’t make the correct use of tenses in subjunctive mood of mixed time.Because the use of tenses has always been a week point which students are prone tomake errors and the rules of tense usage in subjunctive mood is different from that oftraditional usage, which makes it more difficult to learn.2) When “if” is omitted in the conditionals, they couldn’t adjust the words in thesentence in a correct order. Because at this time “should/ were/ had” in the predicatepart of the conditionals should be placed at the beginning of the sentence to form astructure of inversion.3) They can’t identify the implicit subjunctive mood. Because of its powerfulpragmatic functions, subjunctive mood can also be expressed in many other forms,except appearing in conditional sentences and sentences led by “wish”. Such as: thesentences led by “otherwise/ but for/ without/ if only/ as if/ would rather/ it’s timethat ” and so on.4) They couldn’t draw a distinction between real conditionals and subjunctiveconditionals. In the daily communication, the Americans are usually accustomed tousing the subjunctive mood to euphemistically express their desires, regrets, complaints,advice, orders, requests, warnings and other meanings, but there is no subjunctive moodin Chinese. Due to this difference between Chinese and English culture, students didn’thave any concept of subjunctive mood, they often use real conditionals as subjunctiveconditionals to express.
..........
References (abbreviated)

提供海量毕业论文,论文格式,论文格式范文,留学生论文,商务报告相关资料检索服务。
本论文由代写论文网整理提供 http://www.dxlwwang.com/
需要专业的学术论文资料,请联系我们客服
本文地址:http://www.dxlwwang.com/yingyu/6610.html
论文关键字:英语硕士论文 虚拟语气 行动研究