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本研究通过一个学期对比实验验证了在大学英语课堂上应用功能语法分析语篇进行英语教学的可行性和有效性,实验前后收集学生写作数据进行统计,比较语法教学效果,结果显示学习功能语法的实验组在总体成绩上好于沿用传统语法的控制组,具体表现在语域、语篇和语法三方面水平的显著提高。实验表明,功能语法作为构建语篇的意义资源以及师生间讨论书面语篇的元语言,可帮助大学生在原有传统语法的基础上,从语义的角度来掌握英语语法并将之应用于实际语言任务中表达意义。
Through a semester comparative experiment, this study validates the feasibility and effectiveness of applying functional grammar analysis texts to English teaching in college English classes. Collecting students’ writing data before and after the experiment for statistics and comparing grammar teaching results show that learning functional grammar The experimental group is better than the control group which inherited the traditional grammar in the overall score, which is manifested in the significant improvement in the three aspects of register, text and grammar. Experiments show that functional grammar, as a meaning resource for constructing texts, and meta-language for teachers and students to discuss written texts, can help college students master English grammar from the perspective of semantics and apply it to practical language tasks based on the original traditional grammar In the expression of meaning.