An Empirical study of Applying Inquiry Learning to Relative Clause Acquisition

摘要

定语从句是高中英语学习中一种常见的句法现象。但由于定语从句的难以掌握，很早就引起人们的关注。许多语言学家和研究者从各个方面对定语从句进行的分类和习得困难进行了探讨，并提出了多种假设。但这些研究更多关注定语从句的习得难度顺序。对于高中英语研究者和教师来说，更重要的是有效的学习定语从句的方法。 本文基于前人的研究成果，对学生在定语从句学习中所出现的错误进行归类，并尝试在学习定语从句中应用探究性学习来取代传统的定语从句学习方法。本文以作者所教的两个班级作为研究对象，一个班级为实验班，另一个班级为对照班。实验班采用探究性学习来学习定语从句，对照班采用常规的语法学习方式。在实验期间对实验班和控制班进行前测和后测。实验后用SPSS11.0对实验中所收集的前测和后测的总分、各项成绩以及错误出现的个数进行T检验统计。结果表明，探究学习在一定程度上能够减少学生在定语从句中结构上的错误，因此提高学生学习定语从句的学习能力。

目录

文摘

英文文摘

声明

Acknowledgements

Chapter One Introduction

Chapter Two Literature Review

2.1 Relative clause

2.2 Inquiry Learning

2.2.1 Definition of Inquiry Learning

2.2.2 Basic theoretical knowledge about inquiry learning

2.2.3 The characteristics of inquiry learning

2.2.4 Instructional Models of Inquiry Learning

2.3 Relevant Researches abroad and at home

2.3.1 Related studies on relative clauses learning

2.3.2 Relevant studies on inquiry learning

2.4 Comments

Chapter Three The Experiment

3.1 Research Questions

3.2 Subjects

3.3 Instruments

3.4 Procedures

3.5 The implementation of the experiment

3.6 Data Collection and Scoring

Chapter Four Analysis of the Result of the Experiment

4.1 Analysis of Results in the pre-test

4.1.1Analysis of the results of the multiple choice task

4.1.2Analysis of the result of sentence combination task

4.1.3 Analysis of the result of translation task

4.2 Analysis of the post-test

4.2.1 Analysis of the result of the multiple choice task

4.2.2Analysis of the result of sentence combination task

4.2.3 Analysis of the result of translation task

4.3 Analysis of the questionnaires

Chapter Five Conclusion

5.1 Findings

5.2 Limitations

5.3 Implications

Bibliography

Appendix

攻读学位期间发表的论文