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A Study Of The Function Of Explicit And Implicit Grammatical Knowledge In Senior Grade One Students’ Reading Comprehension And The Implication On Grammar Instruction

Posted on:2014-10-01Degree:MasterType:Thesis
Country:ChinaCandidate:Y TangFull Text:PDF
GTID:2267330425459477Subject:Education
Abstract/Summary:PDF Full Text Request
The role of grammar in second language instruction has always been discussed and studied by researchers. In recent years, grammatical knowledge is distinguished in the field of second language acquisition as the implicit grammatical knowledge and the explicit grammatical knowledge (Dai2005; Gu2005). As for the implicit, explicit grammatical knowledge and their measurement methods, many researchers studied the role of the two kinds of grammatical knowledge in second language development. However, there are very few studies on the role of implicit and explicit grammatical knowledge in second language reading both at home and abroad, not to mention the studies on the role of implicit and explicit grammatical knowledge in reading comprehension for senior high students.The objective of this study is to find the correlation between the implicit and explicit grammatical knowledge and the English reading comprehension ability of Senior Grade One students, and to give implications on improving grammar instruction of senior high English. Therefore, the reading comprehension ability of Senior Grade One students will be improved, which is of vital importance to the improvement of the comprehensive English ability of the students. In a word, the study will focus on three general research questions:Question1:What is the achievement of the grammatical knowledge and the reading comprehension ability of Senior Grade One students?Question2:What is the correlation between the grammatical knowledge and the reading comprehension ability of Senior Grade One students? Question3:How does grammatical knowledge affect the reading comprehension ability of Senior Grade One students of different levels?188students from four classes of Senior Grade One at Tianjin Experimental High School were involved in this study. They were asked to take one explicit grammatical knowledge test, one implicit grammatical knowledge test and one reading comprehension test. About10%of the subjects were interviewed about their opinions on English grammar learning after the tests.Then, the data was collected by the author and analyzed by SPSS19.0. The results show that:1) The subjects’ explicit grammatical knowledge is not satisfactory, while the achievement of the subjects’ implicit grammatical knowledge is better.2) The contribution the implicit grammatical knowledge makes to reading comprehension ability is greater than that the explicit grammatical knowledge makes to reading comprehension ability.3) For Senior Grade One Students of both advanced and lower levels, the contribution that the implicit grammatical knowledge makes to reading comprehension ability is greater than that the explicit grammatical knowledge makes to reading comprehension ability. The contribution of grammar to reading ability for the lower level students is greater than that for the advanced level students.The author hopes that the findings of this study will give significant implications on the improvement of Senior Grade One students’ grammatical knowledge and reading comprehension ability. Besides, it is also hoped that the study will contribute to the theoretical studies on the correlation between grammatical knowledge and reading comprehension ability for senior high students.
Keywords/Search Tags:explicit grammatical knowledge, implicit grammatical knowledge, English reading comprehension, Senior Grade One students, grammarinstruction
PDF Full Text Request
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