评价理论与中学生英语口语交际能力的培养

发布时间：2018-01-06 06:28

本文关键词：评价理论与中学生英语口语交际能力的培养　出处：《信阳师范学院》2016年硕士论文　论文类型：学位论文

【摘要】：众所周知,语言的主要功能是交际。近年来,语言交际能力,尤其是口语交际能力日益受到重视。但根据调查表明,初中生的口语交际能力非常薄弱。在口语交际中,学生不能运用自己所学的语言资源来准确的表达自己的情感,判断和鉴赏,从而产生误会并影响交际双方的关系。针对这一问题,国内外学者经过研究表明,评价理论在英语口语教学中的应用有助于提高学生的口语交际能力。但大部分是研究大学英语口语教学的,很少涉及初中英语口语教学。所以,本文试图研究基于评价理论的口语教学是否有助于提高中学生的口语交际能力以及在评价理论的指导下如何培养初中生的口语交际能力。首先,本研究认为评价理论对初中英语口语教学具有很强的指导意义,并证明评价理论在初中英语口语教学中的应用具有可行性。口语的交际性决定了口语中有丰富的表达情感、判断和鉴赏的语言资源,还有表达态度等级的级差资源。评价理论作为人际功能的新发展,从词汇和语法的角度来关注谈话者如何使用评价资源来最终实现交际目的。该“评价”与日常的“评价”相似但也有不同,它是更加具体的概念,他们的区别就像语言和言语一样。该理论包含三个子系统,态度系统、介入系统和级差系统。但根据中学生的实际情况,本研究只涉及态度系统和级差系统在初中英语口语教学中的应用。态度系统将会有助于中学生学会如何充分利用态度资源去表达自己丰富的情感、合理的判断和鉴赏；级差系统将使他们认识到语义的加强或减弱对交际的影响,从而促使他们学会合理运用级差资源进行准确的态度表达,完成不同程度的交际任务。然后,本研究以信阳市羊山中学两个平行班班作为研究对象展开具体的教学实验,以探究评价理论在英语口语教学中的应用是否有助于学生英语口语交际能力的提高。一班为实验班,另一班为控制班,通过问卷调查法、数据分析法、个案研究法对实验前后两个班级学生的口语评价能力进行实验研究,并对搜集的两班口语测试成绩的数据进行了详细的对比分析,发现实验班的学生在实际交流中学会运用评价资源来达到交际目的,一定程度上证明了评价理论在初中英语口语教学中的应用有助于提高学生的口语交际能力。但由于选题难度大,研究时间短,实验规模小,本研究存在不足之处,尚需进一步思考和完善。
[Abstract]:As we all know, the main function of language is communication. In recent years, language communicative competence, especially oral communicative competence, has been paid more and more attention. Junior high school students' oral communication ability is very weak. In oral communication, students can not use their own language resources to accurately express their feelings, judgments and appreciation. In order to cause misunderstanding and affect the relationship between the two sides of communication, scholars at home and abroad have shown that this problem. The application of evaluation theory in oral English teaching is helpful to improve students' oral communicative competence. However, most of them are concerned with oral English teaching in junior high school. This paper attempts to study whether oral teaching based on evaluation theory can improve the oral communicative competence of middle school students and how to cultivate the oral communication competence of junior high school students under the guidance of evaluation theory. This study holds that the evaluation theory has a strong guiding significance in junior high school oral English teaching. It is proved that the application of evaluation theory in oral English teaching in junior high school is feasible. The communicative nature of oral English determines that there are abundant language resources for expressing emotion, judging and appreciating in oral English. There is also the level of expression attitude resources. Evaluation theory as a new development of interpersonal function. From the perspective of vocabulary and grammar, this paper focuses on how the talker uses the evaluation resources to achieve the communicative purpose. This "evaluation" is similar to, but different from, the daily "evaluation", and it is a more specific concept. Their differences are like language and speech. The theory consists of three subsystems, attitude system, intervention system and differential system. But according to the actual situation of middle school students. This study only deals with the application of attitude system and differential system in oral English teaching in junior high school. Attitude system will help middle school students to learn how to make full use of attitude resources to express their rich emotions. Reasonable judgment and appreciation; The hierarchical difference system will make them realize the influence of semantic strengthening or weakening on communication, and then they will learn to use the differential resources to express their attitude accurately and accomplish different communication tasks. This study takes two parallel classes of Yangshan Middle School in Xinyang City as the research object to carry out specific teaching experiments. In order to explore whether the application of evaluation theory in oral English teaching is helpful to improve students' oral communicative competence, one class is the experimental class and the other is the control class. The questionnaire survey method and the data analysis method are used. Case study on the oral evaluation ability of the two classes before and after the experiment was carried out, and the data collected from the two classes were compared and analyzed in detail. It is found that the students in the experimental class learn to use evaluation resources in practical communication to achieve the purpose of communication. To some extent, it is proved that the application of evaluation theory in oral English teaching in junior high school helps to improve students' oral communicative competence. However, due to the difficulty of selecting the topic, the short time of the research and the small scale of the experiment. There are some shortcomings in this study, which need further consideration and perfection.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【相似文献】