形式聚焦和全形式教学法对初中英语一般现在时习得的影响研究  

Effects of FonF and FonFs Instructions on the Acquisition of the Simple Present Tense in Junior High School English

作　　者：陈敏哲[1] 侯芳[1] 李彬 CHEN Minzhe;HOU Fang;LI Bin(Foreign Studies College,Hunan Normal University,Changsha 410081,China;Shenzhen Pengxing Experimental School,Shenzhen 518004,China)

机构地区：[1]湖南师范大学外国语学院,湖南长沙410081 [2]深圳市鹏兴实验学校,广东深圳518004

出　　处：《邵阳学院学报（社会科学版）》2020年第6期94-100,共7页Journal of Shaoyang University:Social Science Edition

基　　金：湖南省社科基金外语科研联合项目“基于FonF教学法的英语动词教学实证研究”(16WLH25);湖南省普通高等学校教学改革研究项目“英语语法课程教学方法改革的研究与实践”(湘教通〔2015〕291号)。

摘　　要：在交际课堂上,形式聚焦和全形式教学法对外语语法教学的效果问题学者们意见分歧。通过实证探讨了这两种教学法对初中生英语动词一般现在时习得效果的影响,结果发现:形式聚焦教学法对被试英语动词一般现在时的隐性知识习得效果更好,两组被试的后测结果差异性显著,但存在局部差异。形式聚焦教学法对被试实义动词第三人称单数的习得效果好于全形式教学法,两组差异显著;对被试“be”动词和助动词不同现在时形式的习得影响,形式聚焦和全形式教学法对比差异不明显。两种教学法对被试习得英语动词一般现在时的显性知识都有积极影响,但形式聚焦教学法的效果更好。Scholars’opinions are divided on the issue of which of the FonF and FonFs instructions is the more effective grammar instruction in foreign language communicative classrooms.This paper investigates their effects on junior high school students’acquisition of the English simple present tense.The results show that FonF’s effects are better than those of FonFs’on the subjects’acquisition of the implicit knowledge of the English simple present tense,and there is significant difference between the two groups’scores of the post-test,but local difference exists.As for the acquisition of the third person singular forms of notional verbs,FonF’s effects are also better than those of FonFs’,while their effects on the acquisition of the various simple present tense forms of the verb"be"and the auxiliary verbs are almost the same.The two instructions both have positive effects on the subjects’acquisition of the explicit knowledge of the English simple present tense,meanwhile FonF’s effects are greater.

关 键 词：形式聚焦教学法 全形式教学法 一般现在时 显/隐性知识 习得效果 

分 类 号：G623.31[文化科学—教育学]