产出导向法在高中英语口语课堂教学中的实验研究

发布时间：2021-10-29 00:29

　　口语作为四大语言技能之一,在高中英语学习中占据很重要的位置,而如何提高学生们的口头表达能力却成为老师们的一项艰难和耗时的任务。然而,目前我国的高中口语教学效果普遍不理想,学生口语表达能力相对较差;改善目前的困境的一种思路即产出导向法,它是由文秋芳教授首倡的中国本土教学法,在大学英语教学改革方面有良好的教学效果。为探索更好的英语教学模式,本文面向高中英语口语课堂设计了基于产出导向法的教学方案,并借助统计学工具检验产出导向法对高中生英语口语表达的影响。方案基于产出导向法的基本思想,根据产出目标确定教学过程:驱动阶段为教师提出交际挑战、学生尝试产出、教师解释教学目标和产出任务;促成阶段分为师生共同设定评判标准、细分产出任务为各个小任务、教师提供选择性学习材料;评价阶段则包含评价典型学生产出、评价参考样本对话、教师总结评价。该方案使得学生先充分了解产出任务的具体要求,通过有针对性的学习和对产出任务的细化处理,最终对比他人成果后优化自己的口语产出。统计检验结果表明:一、产出导向法对高中学生提高英语口语能力有促进作用;二、产出导向法提高了学生的口语学习动机。本文的创新之处在于:一、基于产出导向法设... 

【文章来源】：五邑大学广东省

【文章页数】：101 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract(Chinese)
Abstract(English)
List of abbreviations
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 The significance of the research
    1.4 Structure of the thesis
Chapter Two Literature review
    2.1 Theoretical bases of POA
        2.1.1 Output Hypothesis
            2.1.1.1 Definition of Output Hypothesis
            2.1.1.2 Functions of Output Hypothesis
            2.1.1.3 Connection between Output Hypothesis and POA
        2.1.2 Interaction Hypothesis
            2.1.2.1 Definition of Interaction Hypothesis
            2.1.2.2 Connection between Interaction Hypothesis and POA
    2.2 Production-Oriented approach(POA)
        2.2.1 The development of POA
        2.2.2 Theoretical framework of POA
            2.2.2.1Teaching principles
            2.2.2.2 Teaching hypotheses
            2.2.2.3 Teaching procedures
        2.2.3 Researches on POA at home
            2.2.3.1 POA in general English teaching
            2.2.3.2 POA in oral English teaching
            2.2.3.3 POA in high school English teaching
            2.2.3.4 Some other studies
        2.2.4 Researches on POA abroad
        2.2.5 Limitation of previous researches and suggestion for further research
    2.3 Oral proficiency
        2.3.1 Definition of oral proficiency
        2.3.2 Evaluation standard of oral proficiency
Chapter Three Research methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Pre-test
        3.3.2 Questionnaire survey
        3.3.3 Post-test
        3.3.4 Interview
        3.3.5 Class observation
    3.4 Procedure of the present study
        3.4.1 Pre-experiment stage
        3.4.2 While-experiment stage
            3.4.2.1 Motivating and enabling
            3.4.2.2 Practicing and assessing
        3.4.3 Post-experiment stage
    3.5 Data collection and analysis methods
Chapter Four Data presentation and discussion
    4.1 Results of pre-test
    4.2 Results of post-test
        4.2.1 Independent t-test results of the post-test
        4.2.2 ANOVA results of the post-test
            4.2.2.1 Results of the post-test in terms of accuracy
            4.2.2.2 Results of the post-test in terms of complexity
            4.2.2.3 Results of the post-test in terms of fluency
    4.3 Results of questionnaire
    4.4 Results of interview
        4.4.1 Results of the interview of teachers
        4.4.2 Results of the interview of students
    4.5 The overall evaluation of POA
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
        5.2.1 Theoretical implications
        5.2.2 Pedagogical implications
            5.2.2.1 Implications for Oral English teaching
            5.2.2.2 Implications for teachers training
            5.2.2.3 Implications of the inadequacies of POA
    5.3 Limitations of the present study
    5.4 Suggestions for further research
References
Appendix I:The questionnaire
Appendix II:The assignments of pre-test and post-test
AppendixⅢ:The interview
AppendixⅣ:Scores of groups in the post-test
作者简历及攻读硕士学位期间取得的研究成果



本文编号：3463609