中外教师多媒体语音室英语听说教学对比研究

发布时间：2018-04-09 11:52

本文选题：英语本族语教师　切入点：英语非本族语教师　出处：《河北师范大学》2017年硕士论文

【摘要】：本族语教师被认为是该语言的权威。流利的口语表达和深厚的语言文化知识使得他们被认为是理想的外语教师(Cook,啝啝m),尤其是在口语教学方面,被认为具备不可比拟的优势。我国自上世纪7啝年代开始引进外教改善英语教学,关于中外教的对比研究也随之出现。此外,现代教学技术自啝啝啝年以来突飞猛进,语音实验室教学应用软件大力开发,语音室外语教学研究也蓬勃发展。本研究旨在探究中、外教在多媒体语音室的教学条件下进行听说教学的差异,并试图分析产生差异的原因。本研究对啝啝个英语专业大学一年级学生以及多媒体语音室听说教学的3名中教和名外教进行了问卷调查和访谈。然后采用SPSS 17.啝对问卷调查结果进行统计分析,主要发现有以下四点:(1)在教学内容方面,中外教在听与说的比例、课本和课件的错误指出以及课外资料补充方面不同。与此同时,学生关于以上三方面的感知也不同。()在教学方法方面,中外教在对学生口语表达的反馈、播放听力材料的方式和组织课堂活动方面不同。大多数学生渴望老师进行反馈,并希望老师能小段地播放听力材料和详细地讲解其中的语言知识。(3)在多媒体语音室设备使用方面,外教常用媒体广播功能,而很少使用单个示范、分组讨论、录音和监听功能。中教对这些设备比外教熟悉,她们常常使用以上几项功能。(4)从教师的角度得出的发现与从学生的角度得出的结果大体上对应。根据研究结果,本文对多媒体语音室的听说教学提出以下建议:首先,在教学内容方面,中外教应加强合作。例如,中外教集体备课,选取课本中的听力材料,分工合作查找、修正课本和课件中不同类型的错误。再如,教师间互相分享课外资料。其次,在教学方法上,中外教要互相交流,学习对方的长处。再次,在多媒体语音室的使用方面,要提高教师有效使用语音室教学软件的能力,尤其是给外教提供相关软件的英文说明,并培训他们如何使用。
[Abstract]:Native teachers are considered the language authority. Fluent oral language and profound cultural knowledge so that they are considered to be the ideal teachers of foreign languages (Cook and m, and), especially in oral English teaching, is believed to have incomparable advantages. China began to introduce foreign teachers to improve the English teaching since the last century 7 and in the 1990s, a comparative study of Chinese and foreign education also appeared. In addition, the modern teaching technology and self and and years by leaps and bounds, vigorously develop the application software of speech laboratory teaching, foreign language teaching and research lab is booming. This research aims to explore, foreign teachers in the multimedia language lab teaching under the teaching of listening and speaking the difference, and try to analyze the reasons for the differences. In this study, and a college English majors and the first grade students and multimedia voice room 3 in the teaching of listening and speaking teaching and teacher questionnaire The survey and interviews. Then using SPSS 17. and statistical analysis of survey results, the main findings are the following four points: (1) in the aspect of teaching contents, teaching Chinese listening and speaking proportion, textbooks and courseware and extracurricular supplementary information error indicates different aspects. At the same time, students' perception about the above three aspects are different. () in teaching methods, and teaching feedback on students' oral expression in the classroom activities, and organizing listening material from different aspects. Most of the students want the teacher feedback, and hope that the teacher can play short listening materials and explain in detail the knowledge of the language. (3) in terms of the use of multimedia voice room equipment, foreign common media broadcasting, and rarely use a single demonstration, group discussion, the function of recording and monitoring. In the teaching of these devices than teachers familiar with, they often used the above work . (4) obtained from the perspective of teachers and found that students from the point of view of the results substantially corresponding. According to the research results, the multimedia voice room listening teaching to put forward the following suggestions: firstly, in the aspect of teaching contents, and foreign teachers should strengthen cooperation. For example, the foreign teachers collective classes, selected in textbooks the listening material, division of search, different types of error correction in textbooks and courseware. Moreover, teachers share outside materials. Secondly, in teaching methods, teaching Chinese to communicate with each other and learn from each other's strengths. Again, in the use of multi media language lab, the ability to improve teachers' effective use of lab teaching software in particular, to provide foreign related software English instructions, and training them how to use.

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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