非英語(yǔ)專業(yè)學(xué)生英語(yǔ)寫(xiě)作中隱性語(yǔ)法知識(shí)應(yīng)用的實(shí)證研究.pdf

1、南京航空航天大學(xué)碩士學(xué)位論文非英語(yǔ)專業(yè)學(xué)生英語(yǔ)寫(xiě)作中隱性語(yǔ)法知識(shí)應(yīng)用的實(shí)證研究姓名：張曉菲申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師：唐承賢201101AnEmpiricalStudyOfNonEnglishMajs’UseOfImplicitGrammaticalKnowledgeInTheirEnglishCompositionsiiABSTRACTAlthoughtraditionalgrammarinstructio

2、nhasbeenrenouncedgrammaticalknowledgeisacriticalpartwhichcannotbeneglected.Whenimplicitgrammarinstructionwhichisgraduallyinlinewiththerequirementsoflanguageteachingstepsontothestageoffeignlanguageteachingithasrearousedre

3、searchers’attentiontolinguistics.Intheteachingprocesstheauthhasbeennoticingthattherearealargenumberofinevitablemistakesinstudents’applicationofEnglish.Thusfromtheappliedperspectiveofimplicitgrammaticalknowledgethisresear

4、chaimstoprobethediscrepancyintheapplicationofsubjects’implicitgrammaticalknowledgetogetherwiththerelationshipbetweenimplicitgrammaticalknowledgeleveltheirEnglishproficiencyaswellasreasonsgivingrisetothediscrepancy.115tes

5、ttakersofnonEnglishmajsfromJinchengCollegeofNanjingUniversityofAeronauticsAstronauticshaveparticipatedinapilotstudy.Asaresultofthispilotstudy12implicitgrammaticalstructuresarechosenasthemainstudybasisinthisempiricalresea

6、rch.AccdingtotheEnglishscesofCollegeEntranceExamination63studentsarepickedoutasultimateresearchsubjectswhicharedividedintotwogroupsthatistheHighsceGrouptheLowsceGroup.IntheexperimentEnglishwritingtestquestionnairesaretwo

7、waystoobtaintherelevantresearchmaterialsdataSPSS11.5isusedtoanalyzedata.Experimentalresultsshowthatthereisstatisticaldifferenceintheapplicationofimplicitgrammaticalknowledgebetweenthetwolevelgroups(Sig=0.00)meoversubject

8、s’implicitgrammaticalknowledgehasapositivecrelationwiththeirEnglishproficiency(r=0.913).InadditiontotheaboveresultsthispaperconductsapreliminarystudytoanalyzediscussthefactscausingthedifferencesbetweenthetwoGroupsinaccda

9、ncewiththequestionnaire.ThefindingsofthepresentstudymaypromoteabetterunderstingoftheveiledproblemsofgrammarapplicationinChineseEFLlearners.Hopefullytheresearchhelpstoarousebothstudents’teachers’awarenessofthekeyroleofimp

10、licitgrammaticalknowledgeinL2acquisitionteacherscanalsobenefitalotfromlanguageteachingintermsofimplicitknowledge.KeyWds:implicitgrammaticalstructuresimplicitgrammaticalknowledgetheHighsceGrouptheLowsceGroupEnglishprofici