基于输入输出假说的初中英语口语课堂活动的研究
发布时间：2021-11-05 02:40
初级中学学生正处于第二语言掌握的重要阶段,而课堂教学是学生获得英语能力的核心方式。同时,课堂活动又是课堂教学的重要环节。有效的英语口语课堂活动,对满足学生英语口语学习兴趣的需求,提高学生英语口语学习的积极性和培养学生英语交际能力有极其重要的意义。本研究以语言输入假说和语言输出假说为基础,进行紧密联系的六种英语口语课堂活动设计。以问卷调查和深度访谈为研究手段,解决本研究的三个研究问题:（1）初级中学学生如何看待英语口语课堂活动?（2）初级中学学生能否接受基于输入输出假说展开的英语口语课堂活动?（3）本研究能否满足学生英语口语学习兴趣的需求,提高学生英语口语学习积极性和培养学生英语交际能力?研究者本人为英语口语课堂活动的组织者,随机选取沈阳市某初级中学二年级的2个自然班,共109名学生进行两次问卷调查。同时选取不同性别、不同学习能力的8名学生以访谈法作为辅助手段,分别针对前后问卷进行两次深度调查。前问卷以了解学生对英语口语课堂活动的看法,后问卷以了解学生能否接受基于输入输出假说展开的英语口语课堂活动,该设计能否满足学生英语口语学习兴趣的需求,提高学生英语口语学习积极性和培养学生英语交际能力...
【文章来源】：沈阳师范大学辽宁省
【文章页数】：115 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Framework of the Thesis
Chapter 2 Literature Review
2.1 Input and Output Hypothesis
2.1.1 Krashen’s Input Hypothesis
2.1.2 Swain’s Output Hypothesis
2.1.3 Methods for Input and Output Hypothesis
2.1.4 Enlightenment of Input and Output Hypothesis in China
2.2 Previous Studies of Input Hypothesis and Output Hypothesis at Home andAbroad
2.2.1 Previous Studies of Input Hypothesis at Home and Abroad
2.2.2 Previous Studies of Output Hypothesis at Home and Abroad
2.2.3 Previous Studies on the Theoretical Relationship between Input andOutput Hypothesis at Home and Abroad
2.3 Second Language Classroom Activities
2.3.1 Definition of Second Language Classroom Activities
2.3.2 Classification of Second Language Classroom Activities
2.3.3 Previous Studies of Second Language Classroom Activities at Homeand Abroad
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Research Design
3.2.1 Participants
3.2.2 Instruments
3.2.3 Procedures
3.2.4 Data Collection
Chapter 4 Results and Discussions
4.1 Results and Discussions of the Pilot Study of Pre-questionnaire andPost-questionnaire
4.2 Results and Discussions of Pre-qestionnaire and Pre-interview
4.2.1 Results and Discussions of Students’General Views on Oral EnglishClassroom Activities
4.2.2 Results and Discussions of Students’Views on Forms of Oral EnglishClassroom Activities
4.2.3 Results and Discussions of Students’Views on Language Input inOral English Classroom Activities
4.2.4 Results and Discussions of Students’Views on Language Output inOral English Classroom Activities
4.3 Results and Discussion of Post-qestionnaire and Post-interview
4.3.1 Results and Discussion of Students’Overall Views on Oral EnglishClassroom Activities
4.3.2 Results and Discussions of Students’Views on Input Activities
4.3.3 Results and Discussions of Students’Views on Output Activities
Chapter 5 Conclusion
5.1 Major Findings
5.2 Implications for the Study
5.2.1 Oral English Classroom Activity based on Students’Interests
5.2.2 Oral English Classroom Activity based on Principles of LanguageAcquisition as well as the Relationship between Input and Output
5.3 Limitations and Recommendations for the Study
Bibliography
Appendix 1 Pre-questionnaire
Appendix 2 Pre-interview
Appendix 3 电影《成长教育》(An Education)台词
Appendix 4 Post-questionnaire
Appendix 5 Post-interview
Appendix 6 Final grades of Class 3 and Class 4
Resume
本文编号：3476904
【文章来源】：沈阳师范大学辽宁省
【文章页数】：115 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Framework of the Thesis
Chapter 2 Literature Review
2.1 Input and Output Hypothesis
2.1.1 Krashen’s Input Hypothesis
2.1.2 Swain’s Output Hypothesis
2.1.3 Methods for Input and Output Hypothesis
2.1.4 Enlightenment of Input and Output Hypothesis in China
2.2 Previous Studies of Input Hypothesis and Output Hypothesis at Home andAbroad
2.2.1 Previous Studies of Input Hypothesis at Home and Abroad
2.2.2 Previous Studies of Output Hypothesis at Home and Abroad
2.2.3 Previous Studies on the Theoretical Relationship between Input andOutput Hypothesis at Home and Abroad
2.3 Second Language Classroom Activities
2.3.1 Definition of Second Language Classroom Activities
2.3.2 Classification of Second Language Classroom Activities
2.3.3 Previous Studies of Second Language Classroom Activities at Homeand Abroad
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Research Design
3.2.1 Participants
3.2.2 Instruments
3.2.3 Procedures
3.2.4 Data Collection
Chapter 4 Results and Discussions
4.1 Results and Discussions of the Pilot Study of Pre-questionnaire andPost-questionnaire
4.2 Results and Discussions of Pre-qestionnaire and Pre-interview
4.2.1 Results and Discussions of Students’General Views on Oral EnglishClassroom Activities
4.2.2 Results and Discussions of Students’Views on Forms of Oral EnglishClassroom Activities
4.2.3 Results and Discussions of Students’Views on Language Input inOral English Classroom Activities
4.2.4 Results and Discussions of Students’Views on Language Output inOral English Classroom Activities
4.3 Results and Discussion of Post-qestionnaire and Post-interview
4.3.1 Results and Discussion of Students’Overall Views on Oral EnglishClassroom Activities
4.3.2 Results and Discussions of Students’Views on Input Activities
4.3.3 Results and Discussions of Students’Views on Output Activities
Chapter 5 Conclusion
5.1 Major Findings
5.2 Implications for the Study
5.2.1 Oral English Classroom Activity based on Students’Interests
5.2.2 Oral English Classroom Activity based on Principles of LanguageAcquisition as well as the Relationship between Input and Output
5.3 Limitations and Recommendations for the Study
Bibliography
Appendix 1 Pre-questionnaire
Appendix 2 Pre-interview
Appendix 3 电影《成长教育》(An Education)台词
Appendix 4 Post-questionnaire
Appendix 5 Post-interview
Appendix 6 Final grades of Class 3 and Class 4
Resume
本文编号：3476904
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