“写”对“说”之逆向强化作用的实证研究

发布时间：2018-09-18 08:34

【摘要】：一直以来,中国的英语学习环境都有其特殊性:学生学习英语的时间长,但练习口语的机会少。身处非目标语语境,加上我国高考并不考查学生的英语口语能力,教师的教学重点和学生的学习重点一直都放在英语读写能力的培养上。长期以来,造成了我国学生的英语口语水平普遍滞后于其写作水平。基于这一特点和现状,本文研究英语写作对英语口语的逆向强化作用,在此基础上发展了“以写促说”的教学方法。即在英语口语课堂中,充分发挥“写”的促进作用,让学生在口语活动前进行书面上的言语规划,以期减轻学生的口语课堂焦虑并提高其口语水平。本文旨在解决以下两个问题:(1)非英语专业学生在英语口语课堂上是否感到焦虑?“以写促说”能否减轻其课堂焦虑水平?(2)“以写促说”能否提高其英语口语水平?从语言的准确性和范围、话语的长短和连贯性、灵活性和适切性这三方面来看,哪些方面得到了提高?基于以上两大研究问题,本文提出并详细阐述了写对说的逆向强化作用,从认知角度探讨了口语活动前的书面言语规划可以减轻非目标语环境下英语学习者的口语焦虑并提高其口语水平,试图为“以写促说”提供理论基础;并以文秋芳的输出驱动假设为基础,提出了完整的教学过程及详细的课堂教学步骤。本研究以南阳理工学院工商管理专业二年级两个班的六十一名学生为受试,将他们分为实验班和对照班,进行了为期两个月的实证研究。实验班接受“以写促说”教学,对照班进行常规的口语课堂教学。通过对实验前后两次口语课堂焦虑调查问卷和两次口语测试分数的统计分析,结合实验后对实验班五名同学的访谈情况来看,“写”对“说”确实有一定的逆向强化作用。实验结果表明:(1)我国高校非英语专业二年级学生在英语口语课堂上或多或少都经受着焦虑的困扰;经过两个月的“以写促说”教学,非英语专业二年级学生的口语课堂焦虑得到显著缓解;(2)“以写促说”教学可以提高非英语专业二年级学生的口语水平,主要体现在语言的准确性和范围、话语的长短和连贯性等方面。综上所述,“写”对“说”确实有一定的强化作用,“以写促说”教学可以减轻非英语专业二年级学生口语课堂焦虑并提高其口语水平。
[Abstract]:All along, Chinese English learning environment has its own particularity: students learn English for a long time, but have few opportunities to practice oral English. In the non-target language context and the fact that the college entrance examination in our country does not examine the students' oral English ability, teachers' teaching emphasis and students' learning focus are always on the cultivation of English reading and writing ability. For a long time, our students' oral English has lagged behind their writing level. Based on this characteristic and present situation, this paper studies the reverse reinforcement effect of English writing on spoken English, and then develops the teaching method of "using writing to promote speaking". That is to say, in the oral English classroom, we should give full play to the role of "writing", let the students make written speech planning before the oral activities, in order to alleviate the students' anxiety and improve their oral English level. This paper aims to solve the following two problems: (1) do non-English majors feel anxious in oral English classes? Can writing and speaking reduce their anxiety level in class? (2) can they improve their oral English proficiency by writing and speaking? What aspects have been improved in terms of accuracy and scope of language, length and consistency of discourse, flexibility and relevance? Based on the above two research problems, this paper puts forward and elaborates the reverse reinforcement effect of writing on theory. From the cognitive point of view, the paper discusses that written speech planning before oral activities can reduce the anxiety and improve the oral proficiency of English learners in non-target language environment, and try to provide a theoretical basis for "writing and speaking". On the basis of Wen Qiufang's output-driven hypothesis, a complete teaching process and detailed classroom teaching steps are proposed. In this study, 61 students in two classes of Nanyang Polytechnic Institute of Technology were divided into experimental class and control class, and a two-month empirical study was conducted. The experimental class is taught by writing and speaking, and the control class is taught by oral language. Based on the statistical analysis of the anxiety questionnaire and the scores of the two oral English tests before and after the experiment, and in combination with the interviews with five students in the experimental class after the experiment, it is found that "writing" and "saying" do have a certain reverse strengthening effect. The experimental results show that: (1) Non-English major sophomores in Chinese universities are more or less troubled by anxiety in oral English classes, and after two months of "writing and speaking" teaching, The anxiety of non-English major sophomores in oral English classroom has been significantly alleviated. (2) the teaching of "writing and speaking" can improve the oral proficiency of non-English major sophomores, which is mainly reflected in the accuracy and scope of language. The length and consistency of discourse. To sum up, "writing" does strengthen the "speaking", and the teaching of "writing and speaking" can alleviate the anxiety and improve the oral English level of non-English majors.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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