运用课本剧提升小学生英语口语能力的实验研究

发布时间：2018-04-15 22:42

本文选题：课本剧 + 英语口语　；参考：《广州大学》2017年硕士论文

【摘要】：随着社会的进步和发展,英语教育变得越来越重要了。通过过去几十年外语教学的努力,我国小学生英语语言知识和语言技能都得到了很大提升。然而,由于某些主观和客观因素,如大部分教师在小学英语教学中没有把口语重视起来,学生不愿意在人前说英语,学生的英语口语表达能力离教学目标还有较大的差距。本研究试图运用基于框架理论的课本剧模式开展英语口语教学。框架理论认为:对任何一个概念的理解必然会激发一整套相关概念。“框架”是各种各样的概念结构或心智结构,当这种结构中的一个概念被引入文本或交谈时,其他所有概念均可自动呈现。本研究结合小学英语口语教学现状,探讨运用基于认知框架理论指导下的课本剧是否能提高小学生英语口语能力,旨在回答三个问题:(1)基于框架理论指导下的课本剧能提升学生的口语准确性吗?(2)基于框架理论指导下的课本剧能提升学生的口语流利度吗?(3)基于框架理论指导下的课本剧能提升学生的口语完整性吗?本研究在实验班和控制班进行了为期12周的教学实验。受试者为广州市天河区某小学五年级的两个班级(共计88人)。其中一个班为实验班,另一个班为控制班,每班44人。实验班开展基于框架理论指导下的课本剧教学,而作为对比的控制班则进行目前比较前沿的基于文本重构的单元整体教学。本研究的研究工具包括:前测、中测、后测和访谈。前测旨在了解实验班和控制班的口语水平是否存在显著差异。后测旨在考察运用课本剧是否能提高小学生的英语口语水平。中测为实验提供更多依据。通过对前测、中测和后测的数据分析和比对,我们发现实验组的英语口语水平得到了提高,明显优于控制组,实验过程中所使用的教学理念、教学方法均有效地激活了口语表达过程中相关的框架,有效提高了学生的口语表达能力。实验结果表明基于框架理论的课本剧对小学英语口语教学具有可行性。
[Abstract]:With the progress and development of society, English education has become more and more important.Through the efforts of foreign language teaching in the past few decades, English language knowledge and language skills of primary school students in China have been greatly improved.However, due to some subjective and objective factors, such as the fact that most teachers do not attach importance to oral English in primary school English teaching, students do not want to speak English in front of others.This study attempts to use the framework-based textbook play model to develop oral English teaching.The frame theory holds that the understanding of any concept will inspire a whole set of related concepts."frame" is a variety of conceptual structures or mental structures, when one of the concepts in this structure is introduced into text or conversation, all other concepts can be presented automatically.According to the present situation of oral English teaching in primary schools, this study explores whether the use of textbook plays under the guidance of cognitive framework theory can improve pupils' oral English ability.Can text play under the guidance of Framework Theory improve students' Oral accuracy? can textbook Drama under the guidance of Framework Theory improve students' Oral fluency?) under the guidance of Framework Theory, can textbook Drama improve students' Oral fluencyCan the text play improve the oral integrity of students?The experiment was conducted in the experimental class and the control class for 12 weeks.The subjects were two classes (88 persons) in grade 5 of a primary school in Tianhe District, Guangzhou.One class is an experimental class and the other is a control class with 44 students each.The experimental class carries out the textbook drama teaching under the guidance of the frame theory, while the control class as a contrast carries on the relatively advanced unit whole teaching based on the text reconstruction at present.The research tools include: pre-test, mid-test, post-test and interview.The purpose of the pre-test is to find out whether there are significant differences in oral proficiency between the experimental class and the control class.The purpose of the post-test is to see if the use of textbook plays can improve pupils' oral English.The intermediate test provides more evidence for the experiment.By analyzing and comparing the data of pre-test, mid-test and post-test, we find that the oral English proficiency of the experimental group has been improved, which is obviously better than that of the control group.Teaching methods effectively activate the relevant framework in the process of oral expression, and effectively improve the students' oral expression ability.The experimental results show that the frame-based textbook play is feasible for oral English teaching in primary schools.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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