初中生完成不同类型口语任务的态度及其课内英语口语交际意愿的关系研究

发布时间：2021-07-14 05:17

　　任务型语言教学的提倡者认为,通过任务的方式可以让学习者在真实语言环境中获得丰富的二语/外语体验,从而培养其交际能力。在影响学习者学习的因素中,情感变量如态度、动机、焦虑是比较重要的。笔者通过对相关文献的阅读发现,以往的研究者们对“任务类型”、“听力任务”、“口语任务”、“阅读任务”、以及“写作任务”等都进行了一定的研究。但是,将初中生和教材Go for It里面的口语任务结合起来开展研究的却相对较少。本研究尝试探索初中生对完成不同口语任务类型的态度和其课内英语口语交际意愿的关系,以期为师生提供一些启示。具体的研究问题为:（1）初中英语教材Go for It提供的口语任务分为哪些类型?（2）初中生对完成这些不同口语任务类型持什么样的态度?（3）初中生英语课堂中以“任务”为导向的交际意愿和以“自愿互动”为导向的交际意愿分别呈现什么特点?（4）初中生对完成不同种类的口语任务类型的态度及其课内英语口语交际意愿之间是否存在相关性?如果存在,具体是什么关系?研究样本包括来自云南两所不同学校的三个不同年级的541名初中生。问卷和半结构式访谈是本研究的数据收集工具。数据通过SPSS 22.0进行处理和... 

【文章来源】：云南师范大学云南省

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 The Background of the Study
        1.1.1 The Importance of the Spoken English
        1.1.2 The Current Situation of Spoken English Teaching and Learning
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 The Structure of the Thesis
Chapter Two Literature Review
    2.1 Task,Task types and Speaking Task Types in Task-Based Language Teaching
        2.1.1 Definition of Task and Characteristics of Task
        2.1.2 Task Types
        2.1.3 Speaking Task Types
    2.2 Studies on Task Types and L2 Task Performance
    2.3 Willingness to Communicate(WTC):From L1 to L2
        2.3.1 Willingness to Communicate in L1
        2.3.2 Willingness to Communicate in L2
    2.4 Theoretical Models on WTC Research
        2.4.1 MacIntyre and Charos’ (1996)WTC Model
        2.4.2 MacIntyre,Clément,D?rnyei and Noels’ (1998)Pyramid Model
        2.4.3 Wen and Clément’s(2003)Modified Model
        2.4.4 Yashima et al.’s(2004)L2 Communication Model
    2.5 Studies on the L2 WTC in the Classroom Context
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 The Textbook Go for It(Book One to Book Five)
        3.3.2 Questionnaires
        3.3.3 Interviews
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1The Results and Discussion of Speaking Task Types in Go for It
    4.2 The Results and Discussion of Junior High School Students’ “Attitudes towardAccomplishing Different Types of Speaking Task”
        4.2.1 Descriptive Analysis of Students’ “Attitudes toward Accomplishing the Types ofSpeaking Task”
        4.2.2 Comparisons of Students’ “Attitudes toward Accomplishing Speaking Tasks”among Three Grade Levels
        4.2.3 Comparisons of Overall Scores of the“Attitudes toward Accomplishing SpeakingTasks”between Boys and Girls
    4.3 The Results and Discussion of Junior High School Students’ “Willingness toCommunicate”in Spoken English
        4.3.1 Results and Discussion of Descriptive Statistics of WTC
        4.3.2 Comparisons of Student’s WTC among Three Grade Levels
        4.3.3 Comparisons of Overall Scores on the Students’WTC between Boys and Girls
    4.4 The Results and Discussion of the Relationship between Students’ “Attitudes towardAccomplishing Different Types of Speaking Task”and Their“Willingness toCommunicate”in Spoken English
        4.4.1 Correlation analysis
        4.4.2 Regression Analysis of the Important Attitudinal Predictor of Students’WTC
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Study and Suggestions for Future Research
References
AppendixⅠ 初中生英语学习调查问卷
AppendixⅡ Questions for Interview(Chinese Version)
Major Publications


【参考文献】：
期刊论文
[1]影响学生课堂交际意愿的教师因素研究[J]. 林殿芳,王俊菊.  外语教学. 2018(04)
[2]口语任务类型对英语专业学生认知立场表达行为的影响研究[J]. 欧元春,黄小苹.  浙江外国语学院学报. 2016(01)
[3]中国学生外语学习环境下的口头交际能力自评与交际意愿[J]. 吴旭东.  现代外语. 2008(03)

硕士论文
[1]初中生情绪智力与课堂内口头英语交际意愿的相关性研究[D]. 陶芝俭.云南师范大学 2018
[2]不同任务类型与词汇出现频率对词汇附带习得的影响[D]. 彭丽媛.湖北大学 2013



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