小学英语口语教学在城镇的调查与探索 基于二语习得理论的英语语法教学探讨

此项研究着重关注家校协同在小学英语学习方面所起到的作用以及其具体的实施路径，借助理论分析以及对当下现状展开的调查来深入探讨怎样构建起行之有效的合作机制。小学英语这门学科有着语言输入呈现出持续性特点以及语境具备生活化特征，家校协同能够在一定程度上对课堂教学存在的局限加以弥补，同时还能强化语言运用的相关场景。该研究以协同治理理论以及建构主义学习理论作为基础，运用问卷调查以及访谈这两种方式收集到了小学生家长以及英语教师方面的数据。通过对现状所开展的调查显示，家校协同在认知层面上存在着重视程度不够的情况，在实践层面上则存在形式较为单一的问题。针对这些情况，研究给出了理念协同、行为协同以及沟通协同这样三维的路径，并且着重指出了学校、家长以及学生等多方给予保障的重要意义。

2024年广州教科版小学英语教材主编龚亚夫提出，通过语块与交流句式构建新的语言知识与运用体系。为此，为进一步提升学生的核心素养，本文探讨了如何运用语块教学提升学生的核心素养。通过分析当前教学中的难点及痛点，引入语块教学法，并从语块教学的角度提出具体的教学策略，如头脑风暴、图片和思维导图辅助教学、表演教学法等。研究认为，运用语块教学，能在小学英语教学中提升学生的核心素养，增强学生的综合语用能力。

Against the background of current Chinese language teaching in Singapore primary schools, this study adopts chunk theory as its theoretical framework to examine the effectiveness of chunk-based instruction in improving students’ oral proficiency. A total of 103 students with comparable Chinese language proficiency from five Primary 4 to Primary 6 classes participated in the study. A cross-school teacher team conducted a semester-long teaching intervention. Data was collected through audio and video recordings, classroom observations, and student assignments. The study identified practical procedures for chunk extraction and instruction and provided preliminary evidence that such intervention enhances students’ chunk awareness, as well as their oral fluency and accuracy. The findings indicate that integrating chunk theory into the existing curriculum, supported by digital teaching methods and diversified interventions, can significantly stimulate primary school students’ motivation for oral input and output, and improve the retention and productive use of chunks. This approach is particularly beneficial for improving the oral performance of L2 learners with relatively low levels of Chinese proficiency.