中国高校学生在即席说话任务中的协同现象分析

发布时间：2018-05-24 03:44

本文选题：协同 + 语言水平　；参考：《南京大学》2017年硕士论文

【摘要】：本研究旨在考察中国高校学生在即席讲话任务中的协同现象与学习者的英语水平对协同现象的影响。本研究从中国学生英语口笔语语料库(2.0版)中选取了 60名英语专业二年级学生的四级口试录音及其转写文本。这60名学生参加了 2006年的英语专业四级口试。在考试的第二项任务中,他们需要就一个话题进行即席讲话,这个话题与他们在第一项任务中听到的故事有关。对学生独白的录音转写文本的定性和定量分析显示如下结果:第一,学生独白与所给故事在词汇和句法层面均存在协同现象。学生在独白中与所给故事中的词汇协同,包括低频词汇。在句法结构方面,笔者研究了学生独白对所给故事中不常用结构的协同。研究发现,学生只有在理解该结构的时候协同现象才会出现。当他们尝试应用所给故事中的句法结构时,他们更倾向于使用他们熟悉的词汇或者与所给故事中的句法结构用法类似的其他结构,而这些结构是在日常交际中更常用的。第二,高水平和低水平组学生的独白均存在协同现象,同时,二者又有显著区别。在词汇层面,高水平组的独白对所给故事的协同比低水平组表现出多样性,尤其是在常用词的使用上;在句法层面,高水平组表现出更多的灵活性和创造性。本研究具有理论和教学上的意义。从理论上来说,本研究结果全方位地揭示了协同现象对英语教学的积极作用;从教学上说,本研究能促进教师将协同现象融入课堂进行教学,并为其提供实证依据。
[Abstract]:The purpose of this study is to investigate the effects of synergy on Chinese college students' impromptu speaking tasks and learners' English proficiency. In this study, 60 English majors were recorded and transcribed in CET-4 from the Chinese students' English colloquial corpus (version 2.0). The 60 students took part in the 2006 CET-4 oral examination. In the second task of the exam, they were asked to speak impromptu on a topic related to the story they heard in the first task. The qualitative and quantitative analysis of the recorded transcripts of the monologue shows the following results: first, there is a synergy between the monologue and the given story at the lexical and syntactic levels. Students collaborate in monologues with the words in the given story, including low-frequency vocabulary. In the aspect of syntactic structure, the author studies the coordination of students' monologues on the infrequent structures in the given story. The study found that synergy occurs only when students understand the structure. When they try to apply the syntactic structure in the given story, they tend to use the familiar vocabulary or other structures similar to the syntactic structure used in the given story, which are more commonly used in daily communication. Second, the monologue of high level and low level students is synergistic, and there are significant differences between them. At the lexical level, the monologue of the high-level group shows diversity in the synergy of the given story, especially in the use of common words, and at the syntactic level, the high-level group shows more flexibility and creativity. This research has theoretical and teaching significance. Theoretically, the results of this study reveal the positive effect of synergy on English teaching in all directions, and in teaching terms, this study can promote teachers to integrate synergy into classroom teaching and provide empirical evidence for it.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】