基于Swain输出假说的初中英语听说教学设计的改进策略研究

发布时间：2018-06-24 18:36

本文选题：输出假说 + 改进策略　；参考：《上海师范大学》2017年硕士论文

【摘要】：随着全球化进程不断地深入,我国的国际地位越来也高,国民与外国人交流合作的机会也越来越多。英语作为一门国际交流的工具,在日常交流中英语学习者的听说能力受到了越来越多的关注。中小学作为英语教学的启蒙阶段,是发展学生听说能力的关键时期。而由于目前中考评价体系的影响,在初中毕业时多数学生的语法水平明显优于听说与写作的能力,这与日常教学中教师总是将教学的重点主要放在让学生背诵、理解词汇和句型以及记忆各种语法规则有关。这并不符合语言学习的客观规律以及英语学科的“工具性”。随着中考改革地不断深入,对于听说的重视程度也与日俱增,因此,如何提高中小学生的英语听说能力成为了一个迫在眉睫的课题。本文以输出假说为指导、并以实证研究为基础,旨在探索提高初中英语听说教学行之有效的方法,解决目前听说课堂“耗时低效”的问题。本文首先通过文献资料法阐述了输出假说的由来,以及国内外对于输入与输出假说的研究现状。此外,笔者还查阅了国内外专家对于输入输出假说在英语听说教学中的应用,分析了目前初中英语教学中听说课课堂教学的现在以及其所存在的问题,作为实证研究的基础。本文的实验部分,笔者所教的六年级92名学生进行了为期一年的听说课教学实验。两个班在入学测试中处于统一层次,笔者采用了问卷调查、前测后测及基于输出假说的听说课课堂活动设计等方式并对数据采用SPSS数据分析。问卷调查侧重发现目前听说课课堂教学中存在的问题,通过将输出理论运用到课堂教学设计中,改变了学生原来的听说课课堂学习“费时低效”的状况并积极地监测评价学生的产出效果。一年的实验下来,实验班与对照班在听说课口语表现方面存在显著性差异,学生的积极参与课堂听说活动的积极性也变高了。该实验对探索初中英语听说课课堂有效教学模式有一定的启示作用。最后本文根据实验结果提出了一些输出假说应用与初中英语听说教学的建议和意见,即提供更多可理解输出的机会、创造和谐舒适的课堂氛围,以学生为中心、丰富更多课内外听说教学资源等。同时最后也谈到了本研究存在的不足以及今后需要进一步解决的问题。
[Abstract]:With the deepening of the globalization process, China's international status has become higher and higher, and the opportunities for nationals and foreigners to exchange and cooperate have become more and more. As a tool of international communication, English learners' listening and speaking ability has attracted more and more attention in daily communication. As the enlightenment stage of English teaching, primary and secondary schools are the key period to develop students' listening and speaking ability. Because of the influence of the current evaluation system of the middle school examination, the grammar level of most students is obviously superior to the ability of listening, speaking and writing when they graduate from junior high school. This is because in the daily teaching, teachers always focus on making the students recite. Understanding vocabulary and sentence patterns and memorizing various grammatical rules. This does not conform to the objective law of language learning and the instrumental nature of English. With the deepening of the reform of the middle school entrance examination, the degree of attention to listening and speaking is increasing. Therefore, how to improve the English listening and speaking ability of primary and middle school students has become an urgent issue. Guided by the output hypothesis and based on empirical research, this paper aims to explore effective ways to improve the teaching of English listening and speaking in junior high schools and to solve the problem of "time-consuming and inefficient" listening and speaking classes. In this paper, the origin of the output hypothesis and the current situation of the research on the input and output hypothesis at home and abroad are described by the method of literature. In addition, the author also refers to the application of input and output hypothesis in English listening and speaking teaching, and analyzes the present situation and existing problems of listening and speaking classroom teaching in junior middle school English teaching, which is the basis of empirical research. In the experiment part of this paper, 92 students of sixth grade were taught in the course of listening and speaking for one year. The two classes are at the same level in the entrance test. The author adopts the methods of questionnaire, pre-test and post-test and classroom activity design based on output hypothesis, and uses SPSS data to analyze the data. The questionnaire survey focuses on the problems existing in the classroom teaching of listening and speaking classes, and applies the output theory to the classroom teaching design. It changes the original situation of students'"time-consuming and inefficient" learning in listening and speaking class and actively monitors and evaluates the students' output effect. After one year's experiment, there are significant differences between the experimental class and the control class in oral performance of listening and speaking class, and the students' enthusiasm to actively participate in the classroom listening and speaking activities has also become higher. The experiment has some enlightening effect on exploring the effective teaching mode of English listening and speaking class in junior high school. Finally, based on the experimental results, this paper puts forward some suggestions and suggestions on the application of output hypothesis and English listening and speaking teaching in junior high school, that is, to provide more opportunities for comprehensible output, to create a harmonious and comfortable classroom atmosphere, and to focus on students. Enrich more listening and speaking teaching resources and so on. At the same time, the shortcomings of this study and the problems that need to be solved in the future are also discussed.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】