以引入英语电影片段的课堂活动提高初中生英语口语能力的行动研究

发布时间：2018-06-25 15:18

本文选题：英语电影片段 + 英语口语能力　；参考：《广州大学》2016年硕士论文

【摘要】：由于英语课堂中对真实语言环境的缺失,中国的口语教学相对较弱。大多数学生难以提高自己的口语能力,因为他们很少获得在真实交际语境中操练口语的机会。带着将生活化场景及其相应话题带入课堂的观点,本研究引入电影片段去促进英语课上的口语练习以期提高英语口语练习的有效性。受前人口语教学研究的启发以及可理解输入假设、多元智能理论和Swain的输出假设的理论指导。本研究采用了一次为期七个月的行动研究,自2014年9月至2015年4月。参与者为一中外国语学校九年级1班的39名学生。本研究主要调查基于英语电影片段的活动是否能提高初中生的英语口语能力,研究还反映了一个英语老师应该如何恰当地设计与组织活动来保证行动研究的有效性。研究严格遵照Kemmis提出的(计划,行动,观察,反思)四步法。在三轮行动研究中,共计制作了210个电影片段。其中42个与课本中14个主题对应的电影片段在课堂上被使用。总共开展了84次基于这些片段的活动,活动大体分为四类---跟读练习,角色扮演,电影配音,复述。第一轮的行动研究从14年9月持续到同年10月,侧重于对电影片段的准备以此保证相关活动的顺利进行,也让学生参与一些基于简单英语电影片段的简单跟读活动。在这轮行动中,电影片段长度为5到10分钟之间。第二轮从14年10月开始同年12月结束,学生们参加配音活动,配音活动是在屏幕上有字幕的情况下进行的。第三轮行动从15年二月持续到同年4月。然而第三轮行动则强调更好地利用英语电影片段提升学生的英语口语能力。在这轮行动中,电影片段的长度被缩减至3到5分钟,配合更丰富的话题加入了角色扮演的活动。这轮的配音活动在屏幕上不给出字幕。问卷调查和英语口语测验在研究中被用作收集数据的工具。收集到的数据由微软Excel(2007版)来处理和分析。研究结果表明:1、后测口语考试的分数明显高于前测口语考试的分数。2、经过三轮行动后,学生的英语口语能力的准确度和流畅性提高了。基于英语电影片段的活动能促进学生的语音准确性、口语流利度。3、此外,基于电影片段的活动对于学生的语言模仿能力、表达观点的能力、对于语言的编辑能力皆有促进。较大地提升了学生的英语口语学习的积极性、信心、兴趣。因为研究过程伴随着教师的观察和反思,我们提出以下建议可能会给其他的英语口语教学提供一些启发。为了在课堂上创造真实的英语语言环境,强烈建议在课堂上采用符合学生语言水平和兴趣的英语电影课堂活动。应同等重视这类教学活动的多样性以保持学生在口语课上的兴趣,引导学生注意自己的口语的准确度和流畅性,以及实际运用能力。
[Abstract]:Due to the lack of real language environment in English classroom, spoken English teaching in China is relatively weak. It is difficult for most students to improve their oral ability because they seldom get the chance to practice oral English in real communicative context. With the view of bringing life scenes and their related topics into the classroom, this study introduces film clips to promote oral practice in English classes in order to improve the effectiveness of oral English exercises. It is inspired by the previous oral teaching research and the theory of comprehensible input hypothesis, multiple intelligences theory and Swain's output hypothesis. The study used a seven-month action study from September 2014 to April 2015. The participants were 39 students from Class 1, Grade 9. The present study investigates whether the activities based on English film clips can improve junior high school students' oral English ability. The study also reflects how an English teacher should properly design and organize activities to ensure the effectiveness of action research. The study followed Kemmis's four-step approach (plan, action, observation, and reflection). A total of 210 film clips were produced in three rounds of action research. Of these, 42 film clips corresponding to 14 topics in the textbook are used in class. A total of 84 activities based on these clips were carried out. The activities were divided into four categories-follow-up exercises, role-playing, film dubbing, and retelling. The first round of action research lasted from September 14 to October of the same year, focusing on the preparation of film clips to ensure the smooth progress of related activities, as well as engaging students in some simple follow reading activities based on simple English film clips. In this round of action, the length of the film between 5 and 10 minutes. The second round begins in October 14 and ends in December of the same year. Students participate in dubbing activities with subtitles on the screen. The third round of operations lasted from February 15 to April of the same year. The third round of action, however, emphasizes the better use of English film clips to improve students' oral English proficiency. In this round, the length of the film segment is reduced to 3 to 5 minutes, adding role-playing activities to a wider range of topics. This round of dubbing is not subtitled on the screen. Questionnaires and oral English tests are used as data collection tools in the study. The collected data is processed and analyzed by Microsoft Excel (version 2007). The results show that the score of the post-test oral test is significantly higher than that of the pre-test oral test. After three rounds of action, the accuracy and fluency of the students' oral English ability have been improved. The activities based on English film clips can promote the students' phonetic accuracy and oral fluency. In addition, the activities based on film clips can promote the students' ability of language imitation, expression and editing. It greatly promotes students' enthusiasm, confidence and interest in oral English learning. Because the research process is accompanied by teachers' observation and reflection, we suggest that the following suggestions may provide some inspiration for other oral English teaching. In order to create a real English language environment in the classroom, it is strongly recommended to use English film classroom activities in accordance with the students' language proficiency and interest. Equal attention should be paid to the diversity of such teaching activities in order to maintain students' interest in oral English classes and to guide students to pay attention to the accuracy and fluency of their oral English as well as their practical ability to use it.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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