非英语专业大学生英语阅读课堂沉默现象研究

发布时间：2018-06-05 12:03

本文选题：课堂沉默 + 大学英语阅读课堂　；参考：《西安工程大学》2016年硕士论文

【摘要】：语言习得是一个输入与输出的双向过程,二者缺一不可。丰富的语言输入是输出的基础,但如果只有输入而缺乏输出,语言习得的效果会受到严重影响。在我国,英语课堂是学生学习英语的主要场所,因而课堂教学的效果影响着学生的学习效果。课堂参与是学生积极的语言输出的表现,也是有效教学的前提。学生在课堂上保持沉默,回避语言输出,不仅阻碍课堂教学的顺利进行,也不利于学生英语应用能力的培养。基于这些不利影响,越来越多的国内外学者开始关注课堂沉默现象。由于英语学习本质上是一个主动的复杂的认知过程,对课堂沉默现象进行深入研究,分析学生沉默背后的原因,正确解读学生的课堂沉默行为,势必对改善大学英语课堂教学和提高学生的课堂学习效率产生重要影响。本文以输出假设和互动假设为理论依托,采取定量与定性相结合的方法对来自9所院校的31名教师和500多名学生进行大学英语阅读课堂沉默现象研究,旨在探究大学生英语阅读课堂的沉默现状,引发大学生英语阅读课堂沉默的主要因素以及不同英语水平大学生在课堂沉默程度及成因上是否存在显著差异。研究者使用SPSS对问卷数据进行了因子分析、相关性检验和独立样本T检验,在问卷和访谈的宏观研究基础上,开展对个体的课堂微观观察,并通过有声思维真实记录与反映学生课堂沉默的心理过程,从而对大学英语阅读课堂沉默进行深入研究。研究结果表明:(1)当前大学英语阅读课堂普遍存在沉默现象且学生沉默程度较高。(2)造成课堂沉默现象的主要原因有:学生负面情感因素(英语能力低、缺乏自信、语言焦虑、面子意识及性格内向),学生对课堂互动的不当认知(课堂学习的不当认知以及被动学习习惯),工具型学习动机,教师教学因素(教学模式、提问技巧、师生关系、教师期待、课堂气氛以及考试与评价制度),以及外部环境因素(从众心理及课型)。(3)研究结果还表明不同英语水平的学生在沉默程度及沉默原因上存在显著性差异。由于英语能力的不足,低水平学生容易受到自身情感以及教师因素的影响,在课堂上表现更为沉默;而高水平学生之所以会保持沉默,主要是受到一些外部环境因素的干扰。基于以上研究结果,研究者从学生与教师两个角度为减少大学英语阅读课堂的学生沉默现象提出了可行性建议。
[Abstract]:Language acquisition is a two-way process of input and output. The two are indispensable. Rich language input is the basis of output, but if only input and lack of output, the effect of language acquisition will be seriously affected. In our country, English classroom is the main field for students to learn English, so the effect of classroom teaching affects students' learning. Classroom participation is the performance of the students' active language output, which is also the prerequisite for effective teaching. Students remain silent in class and avoid language output, which not only hinders the smooth progress of classroom teaching, but also is not conducive to the cultivation of students' English application ability. Based on these adverse effects, more and more scholars at home and abroad begin to pay attention to the classroom. The phenomenon of silence. Because English learning is an active and complex cognitive process, it is bound to have an important influence on improving the classroom teaching and improving the students' classroom learning efficiency. Based on the theory of output hypothesis and interactive hypothesis, the study on the silence of College English reading classroom is carried out by 31 teachers and more than 500 students from 9 colleges and universities by combining quantitative and qualitative methods. The aim of this study is to explore the silence status of College Students' English reading class and the main factors that lead to the silence of College Students' English reading classes. There are significant differences in the degree and causes of the students' silence in different English level. The researchers used the SPSS to analyze the questionnaire data, the correlation test and the independent sample T test. On the basis of the macro study of the questionnaire and interview, the researcher carried out the classroom micro observation on the individual, and through the real recording and reverse of the sound thinking. The psychological process of students' classroom silence is shown to make a thorough study of the silence of College English reading class. The results show that: (1) there is a general silence in the current college English reading class and the students have a high level of silence. (2) the main reasons for the classroom silence are: Students' negative affective factors (low English ability, lack of self-confidence, Language anxiety, face consciousness and introversion, students' improper cognition of classroom interaction (improper cognition of classroom learning and passive learning habits), tool type learning motivation, teacher teaching factors (teaching model, questioning skills, teacher-student relationship, teacher expectation, classroom atmosphere and examination and evaluation system), and external environmental factors (herd) (3) the results also show that there are significant differences in the degree of silence and the reasons for the silence of students at different levels of English. Because of the lack of English, the low level students are easily influenced by their own emotions and teachers' factors, and are more silent in the classroom, while the high level students remain silent, It is interfered by some external environmental factors. Based on the above research results, the researchers put forward a feasible proposal to reduce students' silence in the College English reading class from two angles of students and teachers.
【学位授予单位】：西安工程大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319

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