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“先写后说”对消除英语专业学生口语课堂焦虑,提高口语的实证性研究

作　者: 熊晓莉
导　师: 况新华
学　校: 南昌航空大学
专　业: 外国语言学及应用语言学
关键词: 口语课堂焦虑英语专业一年级学生口语水平先写后说方法
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 67次
引　用: 0次
阅　读: 论文下载

内容摘要

长期以来,一直困扰我国英语口语学习和教学的一个难题是:投入大,产出小。学生学习口语英语的时间长,熟练的使用者偏少,特别是对于英语专业的学生来说更是如此,因此,笔者提出了“先写后说”训练方式。也就是在练习口语的过程中把说与写结合起来,让学生在练习口语的过程中,先从写入手,在写的同时为说打下一定基础,从而达到口语水平提高的目的;与此同时,使学生对所学语法结构,即时态、语态、句型、句法、以及单词、短语的用法等多方面的知识在说的时候都得以综合性的巩固。本文在回顾了外语焦虑、输入输出理论、Levetl口语生成模式理论等相关研究的基础上,首先探讨我国大学英语专业一年级学生产生焦虑的认知因素,并试图从理论角度解析“先写后说”的可行性。同时对目前大学英语专业一年级学生口语课堂焦虑进行了调查,并就如何运用“先写后说”训练降低英语专业学生口语课堂焦虑提高口语水平的效果进行了研究。本研究的受试为南昌航空大学英语专业一年级两个班的六十七名学生,分别为实验班和对照班。两个班在任课教师、教学材料、教学时间等方面都相同,不同的是实验班进行“先写后说”训练,而对照班沿袭常规的口语教学方式。数据收集来源于实验前后的口语考试成绩,实验前后所做的两次针对口语课堂焦虑调查问卷,以及对实验班六名同学的采访。前后两次的调查问卷采用的是Horwitz(1986)提出的外语课堂焦虑量表(FLCAS)。通过实验前后两次调查问卷的分析,和对两次口语考试分数以统计分析,对比实验组和对照组学生的进步情况,以及根据六名受访者的受访记录来看,“先写后说”训练对大学英语专业一年级学生的口语教学具有明显的效果。结果表明:⑴我国高校英语专业一年级学生或多或少都经受着口语课堂焦虑的困扰;⑵口语课堂焦虑与口语水平呈负相关,课堂焦虑越高,口语水平越低,反之亦然。⑶通过“先写后说”训练,英语专业一年级学生的口语课堂焦虑有所下降,口语水平也得到了明显的提高。研究证实了“先写后说”训练对英语专业一年级学生口语课堂焦虑的降低及口语水平的提高具有积极的作用。

全文目录

中文摘要  4-5
Abstract  5-9
Chapter One Introduction  9-14
  1.1 Research Background  9-10
  1.2 The Current Situation of English Majors' Oral Outputs in the Oral English Classroom  10-11
  1.3 Significance and Purpose of the Study  11-12
  1.4 The Framework of this Paper  12-14
Chapter Two Theoretical Foundations  14-32
  2.1 Foreign language Classroom Anxiety  14-21
    2.1.1 Foreign Language Classroom Anxiety  14-18
    2.1.2 The Cognitive Reason of Foreign Language Classroom Anxiety  18-21
  2.2 "Improving Speaking by Writing" Approach  21-32
    2.2.1 Introduction to "Improving Speaking by Writing" Approach  21-22
    2.2.2 Theoretical Basis for "Improving Speaking by Writing" Approach  22-24
    2.2.3 Feasibility of "Improving Speaking by Writing"  24-31
    2.2.4 Other Empirical Researches Related to "Improving Speaking by Writing"Approach  31-32
Chapter Three Research Design and Methodology  32-45
  3.1 Research Questions  32
  3.2 Hypothesis  32
  3.3 The Procedures of the Study  32-33
  3.4 Subjects  33-34
  3.5 Teaching Materials  34-35
  3.6 Instruments  35-38
    3.6.1 The Oral English Test  35-36
    3.6.2 Questionnaire ——The pre-FLCAS and post-FLCAS  36-37
    3.6.3 An Interview  37-38
  3.7 Three Phases in the Experiment  38-44
    3.7.1 Phase One —— Writing Task Combined with Speech Presentations  39-42
    3.7.2 Phase Two —— Outline Writing before Speaking  42-43
    3.7.3 Phase Three —— Presentations without Writing  43
    3.7.4 Strategies to Cope withAnxiety in the Teaching Process  43-44
  3.8 Data Collection andAnalysis  44-45
Chapter Four Data and Discussion  45-58
  4.1 Data before the Introduction of "Improving Speaking by Writing" Approach  45-49
    4.1.1 General Description of the First-year English Majors' Oral English ClassroomAnxiety  45-46
    4.1.2 Correlation between Oral English Classroom Anxiety and Oral TestScore  46-47
    4.1.3 Similarity of Oral English Classroom Anxiety Level between the Experimenta Class and the Control Class  47-48
    4.1.4 Similarity of Oral Proficiency Level between the Experimental Class and the Control Class  48-49
  4.2 Data after the Introduction of "Improving Speaking by Writing"Approach  49-53
    4.2.1 Difference of Oral English Classroom Anxiety Level between the Experimental Classand the Control Class  49-51
    4.2.2 Difference of Oral proficiency Level between Experiment Class and Control Class  51-53
  4.3 Interviews  53-57
  4.4 Discussion  57-58
Chapter Five Conclusions  58-61
  5.1 Major Findings  58-59
  5.2 Implications  59-61
    5.2.1 Implications for Teachers  59-61
    5.2.2 Implications for Students  61
  5.3 Limitations  61
Bibliography  61-68
发表论文和参加科研情况说明  68
Acknowledgements  68-69
Appendix Ⅰ  69
Appendix Ⅱ  69-70
Appendix Ⅲ  70-71
Appendix Ⅳ  71-73

“先写后说”对消除英语专业学生口语课堂焦虑,提高口语的实证性研究

内容摘要

全文目录

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