融合法用于提高非英语专业大学生口语表达能力的研究

论文摘要

输入和输出在英语口语教学中起着十分重要的作用,近年来一直是研究的焦点。自从Krashen和Swain分别提出输入假说和输出假说以来,很多学者从各种角度对输入和输出在外语教学中的作用进行了大量的研究,但将输入和输出融合于口语教学(以下称“融合教学法”)并探索此方法对口语教学作用的相关研究却不多见。本研究以交际能力理论、输入假设和输出假设理论为指导,在前人研究的基础上,设计出融合式口语教学模式,旨在探索融合法对大学生英语口语表达能力的影响。本研究采用定性和定量相结合的研究方法,对湖南科技学院非英语专业二年级两个班的学生进行了为期14周的口语教学实验。研究结果发现:实验组的口语表达明显优于控制组,尤其是在口语的流利性、准确性以及得体性三个方面。实验组试后自我评估的问卷调查所得的数据,也基本肯定了上述实验结果。对实验组部分学生的访谈结果也表明,大部分学生对融合法用于口语教学持肯定态度,认为融合法能有效地帮助他们提高口语。本研究有利于教师进一步认清输入和输出对大学生英语口头表达能力的促进作用,改进口语教学方法;本研究对今后英语口语教学方面的研究有一定的参考价值。

论文目录

• 摘要
• Abstract
• Introduction
• Chapter 1 Theoretical Background
• 1.1 A Brief Survey of Oral English Teaching
• 1.2 Research on Communicative Competence
• 1.2.1 Hyme's Communicative Competence
• 1.2.2 Other Views on Communicative Competence
• 1.3 Input and Output
• 1.3.1 Input and SLA
• 1.3.2 Output and SLA
• 1.3.3 Summary
• 1.4 Models of Oral English Teaching
• 1.4.1 Levelt's speech production model
• 1.4.2 Anderson's ACT（Adaptive Control of Thought）Theory
• 1.5 Summary
• Chapter 2 Oral English Teaching through Integration of Input with Output
• 2.1 Reasons for Oral English Teaching
• 2.2 Necessities of Oral English Teaching through Integration of Input with Output
• 2.2.1 College Students' Oral English Performance
• 2.2.2 New Requirement from the Syllabus for College English
• 2.3 An Integrative Model of Oral English Teaching
• Chapter 3 Design of the Study
• 3.1 Research Questions and Hypotheses
• 3.2 Procedure of the Study
• 3.3 Treatment for Control Group and Experimental Group
• 3.3.1 A Framework of Interactive Teaching
• 3.3.2 Comparison of the Framework of Integrative Teaching and Conventional Teaching
• 3.4 Participants
• 3.5 Rating Criteria and Assessment Scales
• 3.6 The Rater Training
• 3.7 Research Instrument
• 3.7.1 Pretest and Posttest
• 3.7.2 Questionnaire Survey and Interview
• 3.8 Data Analysis
• Chapter 4 Results of the Study
• 4.1 Results of the Pre-&Post-Test
• 4.1.1 Results of the Pre-test
• 4.1.2 Results of the Post-test
• 4.2 Results of the Questionnaire Survey
• 4.3 Results of the Interview
• Chapter 5 Discussion of the Study
• 5.1 Promoting Speaking Accuracy and Fluency through Integrative Approach
• 5.2 Enhancing Speaking Appropriacy through Integrative Approach
• 5.3 Improving Pronunciation through Integrative Approach
• 5.4 Reducing Anxiety and Increasing Motivation through Integrative Approach
• Chapter 6 Implications and Significance
• 6.1 Implication for Learning
• 6.2 Implication for Teaching
• 6.3 Implication for Syllabus Design
• Conclusion
• Bibliography
• Appendices
• Appendix1
• Appendix2
• Appendix3
• Appendix4
• Acknowledgements
• 攻读硕士学位期间的主要研究成果