交互式语言教学法在高职院校英语口语课堂中的应用研究

发布时间：2018-05-26 23:32

本文选题：交互式语言教学法 + 英语口语表达　；参考：《东北师范大学》2017年硕士论文

【摘要】：国内高等职业院校的英语课堂口语教学通常会存在耗时低效的弊端。这种状况导致了这些学生们不再愿意在英语课堂上张嘴说英语以及英语学习自信心的丢失,致使其英语口语水平不断下降。在这种情况下,以教师为中心的传统教学模式在口语课堂上对越来越多的高职院校学生产生了负面的影响。因此,在交互式语言教学的相关理论基础上,本论文将探究交互式语言教学法对于高职院校学生交际能力方面的影响。本论文通过交互式语言教学法在高职院校英语口语课堂中的应用研究探讨以下两个研究问题为:(1)交互式语言教学法对于提升高职院校学生的英语口语有多大效果?(2)对于英语口语课堂中交互式语言教学法的应用高职院校学生的态度是什么?本实验在某高职院校共进行了两个学期,始于2013年3月终于2013年6月。实验对象来自于根据前测成绩挑选出来的两个班级:一班被设定为为实验班,采用交互式教学法;二班被设定为控制班,采用传统的教学方法。在实验的过程中,借助于定性、定量研究方法对实验所得数据进行收集整理。实验后,控制班与实验班在英语口语表达能力方面的实验结果为:(1)实验班学生在口语表达中所使用的词汇和语法结构的准确程度和复杂程度显著提高,而控制班则变化不大。(2)实验班学生在英语口语课堂上的学习态度要显著好于控制班。该研究结果表明:交互式语言教学法相对于传统的教法,更能有效地提高学生的英语口语表达能力,改善他们的英语口语学习态度。但是本次研究由于试验班级学生人数的限制和实验时间的局限,不可避免的存在一定程度的局限性。就结构而言,本研究共包括五部分:第一部分介绍了研究背景、目的和意义;第二部分回顾了交互式语言教学法在国内外的研究现状、交互式语言教学法的重要概念和理论基础,以及交互式语言教学模式;第三章主要阐述实验设计、实验过程;第四章阐述了交互式语言教学法对提高英语口语和英语学习态度改善的作用;第五部分对本研究进行了总结,指出了本研究对英语教学的启示、局限性和未来的发展方向。
[Abstract]:Oral English teaching in higher vocational colleges and universities in China usually has the disadvantages of time-consuming and low-efficiency. As a result, the students are no longer willing to open their mouths and lose their self-confidence in English learning, which leads to a decline in their oral English proficiency. In this case, the traditional teacher-centered teaching model has a negative impact on more and more students in higher vocational colleges. Therefore, on the basis of the relevant theories of interactive language teaching, this thesis will explore the influence of interactive language teaching method on students' communicative competence in higher vocational colleges. In this paper, the application of interactive language teaching method in spoken English classroom in higher vocational colleges is discussed. The following two research questions are as follows: 1) how effective interactive language teaching method can improve students' spoken English in higher vocational colleges What is the attitude of students in higher vocational colleges? The experiment was conducted in a vocational college for two semesters, beginning in March 2013 and ending in June 2013. The subjects were selected from two classes according to the pre-test results: the first class was set as the experimental class with interactive teaching method, and the second class was set as the control class, using the traditional teaching method. In the course of experiment, the data are collected and sorted by qualitative and quantitative methods. After the experiment, the accuracy and complexity of the lexical and grammatical structures used by the students in the control class and the experimental class were significantly improved. However, the control class has little change.) the students in the experimental class have significantly better learning attitude in oral English class than in the control class. The results show that the interactive language teaching method is more effective than the traditional teaching method in improving students' oral English expression ability and their oral English learning attitude. However, due to the limitation of the number of students in the experimental class and the limitation of the experimental time, this study inevitably has some limitations. In terms of structure, this study consists of five parts: the first part introduces the background, purpose and significance of the research, and the second part reviews the current research situation of the interactive language teaching method at home and abroad. The main concepts and theoretical basis of interactive language teaching, as well as the interactive language teaching model, the third chapter mainly describes the experimental design, experimental process; Chapter four discusses the role of interactive language teaching in improving oral English and English learning attitude, and the fifth part summarizes this research, and points out the enlightenment, limitation and future development direction of this study to English teaching.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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