关于使用阅读活动进行语法教学的批判性研究
A Critical Study of Using Reading Activity for Grammar Teaching
DOI: 10.12677/ml.2024.1210870, PDF,   
作者: 罗焯曦：纽卡斯尔大学人文与社会科学学院，英国 纽卡斯尔
关键词: 阅读活动；语法教学；二语习得；Reading Activity； Grammar Teaching； Second Language Acquisition
摘要: 在二语习得领域，语法教学作为语言学习的基础有着举足轻重的地位。关于语法的教学方法教学者和研究者们提出了很多不同的观点，其中就包括关于显性教学与隐性教学的讨论。教学者对于教学策略的选择继而决定了阅读活动是否实施及如何实施。本文基于显性教学和隐性教学的优缺点对于课堂中使用阅读活动进行语法教学进行探讨，尝试探索更高效的语法教学方式。本研究提出了隐性–显性–隐性的阅读活动设计方式，有助于促进语法教学的多元化发展，从而为语法教学领域添砖加瓦。
Abstract: In the field of second language acquisition, grammar teaching plays an important role as the foundation of language learning. Teachers and researchers have come up with many different ideas about how to teach grammar, including the discussion of explicit versus implicit teaching. Teachers’ choice of teaching strategies then determines whether and how reading activities are implemented. This paper explores the advantages and disadvantages of explicit and implicit teaching in the use of reading activities to teach grammar in the classroom, in an attempt to explore more efficient ways of teaching grammar. This study proposes an implicit-explicit-implicit approach to the design of reading activities, which can help to promote the diversification of grammar teaching and learning, thus adding to the field of grammar teaching and learning.
文章引用：罗焯曦. 关于使用阅读活动进行语法教学的批判性研究[J]. 现代语言学, 2024, 12(10): 133-137. https://doi.org/10.12677/ml.2024.1210870

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