融合法用于提高非英语专业大学生口语表达能力研究

融合法用于提高非英语专业大学生口语表达能力研究 中南大学 硕士学位论文 融合法用于提高非英语专业大学生口语表达能力的研究 姓名：杨映 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：彭金定 20080501 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 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。 关键词：输入， 输出， 融合， 口语表达 Abstract and hasbeenthefocus Input output，which inELT English anessentialroleincollege Teaching formanyyears，plays Language and Output InputHypothesisComprehensible EnglishteachingSince theroleof were researchhasfocusedon putforward，later Hypothesis on and inSLAfromvarious studies input output aspects，andyet far of and inoral arefewand integrationinputoutput Englishteaching onKrashenS andSwainS betweenBased InputHypothesis Output andunderthe ofthe ofcommunicative Hypothesis guidanceconcept oral the modelof designintegrative EnglishteachingIn competence，I thismodel is with to students outputimprovecollege inputintegrated oral ofthe English theintegrativeapproach Thepurposepresentstudy isto theeffectofthe on students。 explore integrativeapproachcollege oral fromtwoclassesofHunan EnglishproficiencySixtysophomores 1 oral InstituteofScienceand areinvolvedina 4一week Technology ofthe are-underthe findings study EnglishteachingexperimentThe and workingtogether,the integrativeapproach,withinput output thanthatofthe achievementofthe ismuchbetter group experimental control inthe of and group，especiallyaspectsfluency,accuracy studentsfindthe iseffectivefor appropriacy；most integrativeapproach the oftheiroral andthusholda attitude improvement English positive the isvaluablein towards approachThisstudy making integrative the and teacherscometoafullrealizationof necessity collegeEnglish In En l andoutputthetlaeoral li ofofintezratic ntegratmnofnputinput output Engllsn them moreefficient inoral to approach classroom，andpushing adopt is in theresearchers teachingItparticularlysignificantproviding English withrealdatafor researchonoral andeducators subsequent English teaching integrativeapproach，oralEnglish Keywords：input，output，the 原创性声明 本人声明，所呈交的学位论文是本人在导师指导下进行的研究工作 及取得的研究成果。尽我所知，除了论文中特别加以标注和致谢的地方外， 论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得中南 、大学或其他单位的学位或证书而使用过的材料。与我共同工作的同志对本 研究所作的贡献均已在论文中作了明确的说明。 作者签名：扬噬 日期：丕型盈年舅丝日 学位论文版权使用授权书 本人了解中南大学有关保留、使用学位论文的规定，即：学校有权 保留学位论文并根据国家或湖南省有关部门规定送交学位论文，允许学位 论文被查阅和借阅；学校可以公布学位论文的全部或部分内容，可以采用 复印、缩印或其它手段保存学位论文。同时授权中国科学技术信息研究所 将本学位论文收录到中国学位论文全文数据库，并通过网络向社会公 众提供信息服务。 MAThesis Introduction Introduction Whetherandhoworal ishshouldbe isa Engl taughtcontinuing in the conventional controversyELT EnglishLanguageTeaching In much is on intheformof teachingframework，tooemphasisput input and is readinglistening，whileoutput，especiallyspeakingneglected Studentsreceiveconsiderable to passiveexposure semantic havelittlechancetouse vocabulary，andinformation，but inrealcommunicativesituationAsa havea English result，students large amountof linguistic fewofthemareactiveusers English knowledge，but of thefourbasic EnglishAmong language and behindtheotherthreeskillsThis readingwritingspeakinglags has causeda calledDumb strangephenomenon English Inthe1980s，CLT CommunicativeLanguageTeaching was introducedinto 982；Li China HuWenzhong胡文仲1Xiaoju李筱菊】 1 asthesolution 984；ZhangJianzhong章兼中1983 CLT，considered toour educational inthe English，is college problem-Dumbpopular ishclassroomThecommunicative hasnt 。Engl approach improved studentsoral as more sincestudents Englishproficiencyexpected pay attentiontothe while the meaning form， conveyedignoringlinguistic whichresultintherealenhancementof may MAT_hesis Introduction inthe runThismeansCLT competencelong emphasizeslanguageoutput while a levelof result，the leamers ignoringlanguageinputAs accuracy oral is willbetheobstacletoeffective Englishinfluenced，which communication AsHarmerJclaimsthat thebest methodisto Englishteaching and with integrateinput bothroughlytuned communication never fornew outputPeoplestopsearching effective of somestudiesonthe wayslanguage teachingThereappeared English fromthe teaching aspects ofinputandoroutput DengManjiao邓 满皎2002；Cao Zhixi曹志希】1998；WangQimin王奇民2003； You 1；Zhu studies Qida尤其达】200 theroleof and and havethrownonoral emphasize inputoutput light fewofwhich with inoral Englishteaching，but integrateinput output and theeffectofthe on Englishteachingexplore integrativeapproach studentsoral thissituationin college EnglishproficiencyWith mind， 1 will theeffectofthe throughexperimentalstudy explore integrative on theoral of students English approach proficiencycollege Thethesisconsistsofsix besidesintroductionand chapters conclusionTheframeworkshown is as 1discussesthe follows：Chapter theoretical of abrief backgroundintegrativeEnglish teaching，including oforal studiesof study Englishteaching，varied andtwo competence，inputtheory，outputtheory representativespeech 2 M八111esis Introduction 2 thereasonand oforal modelsChapter necessity English analyzes andoutlinesthe modeloforal teaching integrative Englishteaching 3 anoverviewofthe ofthe the Chapterprovides design study，including research and ofthe for questionshypotheses，procedurestudy，treatment thecontroland anddata experimentalgroups，instrumentsanalysis，etc Both and methodshavebeen to qualitativequantitative adoptedanalyze theinformationanddatafromthe and interviewIn ofthe are 5 4，results Chapter studyrevealedChapter ofthe discussestheresults 6looksatthe and studyChapter implication the of significancestudy 3 MAThesis Theoretical Background 1 Chapter Theoretical Background first This illustratesabrief oforal chapter survey English teaching As theoreticalframeworkrelatedto of important mystudy,concept communicative competence，KrashenSInputHypothesis，SwainSOutput andtwomodelsoforal are Hypothesis Englishteachingexpatiatedupon 11ABrief ofOral Survey EnglishTeaching TheDirect onlotsoforal Method 1900s focuses communicationskillsarebuilt ina up carefullydesignedprocess around betweenteachersand organizedquestion?-and-answerexchanges insmall students andintensiveclassesBothand speechlistening are witha amodem comprehensiontaughtLessonsbegin dialogueusing conversationalinthe isfirst style targetlanguageMaterial presented withactionsor is orally picturesCorrectpronunciationemphasized The basedonthe of AudiolingualMethod 1950s is principles form behavior materialis inthe ofa psychologyNewpresented dialogue Skillsare and are writing area inorderThere oforalactivitiessuchas developed variety drillsandconversation havethe pronunciation，pattem practiceThey 4 MAThesis Theoretical Background same isa effortto studentsto is，there characteristics，thatgreat get freeutterances produce IntheSituational 930s一1 960s languageteachingbegins Approach 1 withthe is beforeitispresented spokenlanguageMaterialtaughtorally in formThe isthe of written targetlanguagelanguage use the of a istoenablethelearnersto purposeteachingforeignlanguage itmustbe writteninsuitablerealistic it，then heard，spoken，read，and situations Withthe of and learning developmentforeignlanguageteaching Communicative tohavea theories，the LanguageTeaching CLT begins decisive on and focusinthe impactlanguageteachinglearningThe also ashiftfromoral of teachingofspeakinghasexperienced accuracy andstresstooral and pronunciation，intonationfluencyefficiencyThe Communicative more on fluent studentsbeing Approachplaces emphasis tocommunicationtasksto than correctItattention beingabsolutely pays beachieved the thecommunicative throughusinglanguageIn classroom， students havetousethe inthereal ultimately languageproductively situation HDouglasBrown，1994：245 Researchon 12 Communicative Competence 121 of Communicative HymesConcept Competence DHHymes，a adifferent onthe sociolinguist，holdsopinion 5 MAThesis Theoretical Background of was conceptlinguisticcompetence，whichproposedbyChomskyHe holdsthatforamanwhois language，hislinguisticcompetence leaming includesnot the tomakesentences to only ability conforminggrammar， butthe touse first ability languageappropriatelyTherefore，heproposed thewellknown knownas nicative concept commu competence Communicativeincludesboththe and competence linguisticcompetence the tookfurther to thefour linguisticperformanceHestepsclarify featuresofcommunicative competence： to and sentences to 1 Theability organize distinguish conforming grammar； touse underdifferent 2 Theability properlanguage languagesettings； toestimatethe of 3 Theability acceptabilitylinguisticforms； 4 Thetoknowthe of formsif ability emergence行equencylinguistic arewordsand for useorrareindividual they expressionseveryday idioms From that theabove cansee of discussion，we Hymesconcept communicativeremindsUSofthe and competence multiplepotentially skillsthatawait learnersshould complex languagelearnersLanguage of seeknot tomastertheformal the but only propertiestargetlanguage alsotobeabletousethe