本文選題：英語(yǔ)電影片段 + 英語(yǔ)口語(yǔ)能力　； 參考：《廣州大學(xué)》2016年碩士論文

【摘要】：由于英語(yǔ)課堂中對(duì)真實(shí)語(yǔ)言環(huán)境的缺失,中國(guó)的口語(yǔ)教學(xué)相對(duì)較弱。大多數(shù)學(xué)生難以提高自己的口語(yǔ)能力,因?yàn)樗麄兒苌佾@得在真實(shí)交際語(yǔ)境中操練口語(yǔ)的機(jī)會(huì)。帶著將生活化場(chǎng)景及其相應(yīng)話題帶入課堂的觀點(diǎn),本研究引入電影片段去促進(jìn)英語(yǔ)課上的口語(yǔ)練習(xí)以期提高英語(yǔ)口語(yǔ)練習(xí)的有效性。受前人口語(yǔ)教學(xué)研究的啟發(fā)以及可理解輸入假設(shè)、多元智能理論和Swain的輸出假設(shè)的理論指導(dǎo)。本研究采用了一次為期七個(gè)月的行動(dòng)研究,自2014年9月至2015年4月。參與者為一中外國(guó)語(yǔ)學(xué)校九年級(jí)1班的39名學(xué)生。本研究主要調(diào)查基于英語(yǔ)電影片段的活動(dòng)是否能提高初中生的英語(yǔ)口語(yǔ)能力,研究還反映了一個(gè)英語(yǔ)老師應(yīng)該如何恰當(dāng)?shù)卦O(shè)計(jì)與組織活動(dòng)來(lái)保證行動(dòng)研究的有效性。研究嚴(yán)格遵照Kemmis提出的(計(jì)劃,行動(dòng),觀察,反思)四步法。在三輪行動(dòng)研究中,共計(jì)制作了210個(gè)電影片段。其中42個(gè)與課本中14個(gè)主題對(duì)應(yīng)的電影片段在課堂上被使用。總共開(kāi)展了84次基于這些片段的活動(dòng),活動(dòng)大體分為四類(lèi)---跟讀練習(xí),角色扮演,電影配音,復(fù)述。第一輪的行動(dòng)研究從14年9月持續(xù)到同年10月,側(cè)重于對(duì)電影片段的準(zhǔn)備以此保證相關(guān)活動(dòng)的順利進(jìn)行,也讓學(xué)生參與一些基于簡(jiǎn)單英語(yǔ)電影片段的簡(jiǎn)單跟讀活動(dòng)。在這輪行動(dòng)中,電影片段長(zhǎng)度為5到10分鐘之間。第二輪從14年10月開(kāi)始同年12月結(jié)束,學(xué)生們參加配音活動(dòng),配音活動(dòng)是在屏幕上有字幕的情況下進(jìn)行的。第三輪行動(dòng)從15年二月持續(xù)到同年4月。然而第三輪行動(dòng)則強(qiáng)調(diào)更好地利用英語(yǔ)電影片段提升學(xué)生的英語(yǔ)口語(yǔ)能力。在這輪行動(dòng)中,電影片段的長(zhǎng)度被縮減至3到5分鐘,配合更豐富的話題加入了角色扮演的活動(dòng)。這輪的配音活動(dòng)在屏幕上不給出字幕。問(wèn)卷調(diào)查和英語(yǔ)口語(yǔ)測(cè)驗(yàn)在研究中被用作收集數(shù)據(jù)的工具。收集到的數(shù)據(jù)由微軟Excel(2007版)來(lái)處理和分析。研究結(jié)果表明:1、后測(cè)口語(yǔ)考試的分?jǐn)?shù)明顯高于前測(cè)口語(yǔ)考試的分?jǐn)?shù)。2、經(jīng)過(guò)三輪行動(dòng)后,學(xué)生的英語(yǔ)口語(yǔ)能力的準(zhǔn)確度和流暢性提高了。基于英語(yǔ)電影片段的活動(dòng)能促進(jìn)學(xué)生的語(yǔ)音準(zhǔn)確性、口語(yǔ)流利度。3、此外,基于電影片段的活動(dòng)對(duì)于學(xué)生的語(yǔ)言模仿能力、表達(dá)觀點(diǎn)的能力、對(duì)于語(yǔ)言的編輯能力皆有促進(jìn)。較大地提升了學(xué)生的英語(yǔ)口語(yǔ)學(xué)習(xí)的積極性、信心、興趣。因?yàn)檠芯窟^(guò)程伴隨著教師的觀察和反思,我們提出以下建議可能會(huì)給其他的英語(yǔ)口語(yǔ)教學(xué)提供一些啟發(fā)。為了在課堂上創(chuàng)造真實(shí)的英語(yǔ)語(yǔ)言環(huán)境,強(qiáng)烈建議在課堂上采用符合學(xué)生語(yǔ)言水平和興趣的英語(yǔ)電影課堂活動(dòng)。應(yīng)同等重視這類(lèi)教學(xué)活動(dòng)的多樣性以保持學(xué)生在口語(yǔ)課上的興趣,引導(dǎo)學(xué)生注意自己的口語(yǔ)的準(zhǔn)確度和流暢性,以及實(shí)際運(yùn)用能力。
[Abstract]:Due to the lack of real language environment in English classroom, spoken English teaching in China is relatively weak. It is difficult for most students to improve their oral ability because they seldom get the chance to practice oral English in real communicative context. With the view of bringing life scenes and their related topics into the classroom, this study introduces film clips to promote oral practice in English classes in order to improve the effectiveness of oral English exercises. It is inspired by the previous oral teaching research and the theory of comprehensible input hypothesis, multiple intelligences theory and Swain's output hypothesis. The study used a seven-month action study from September 2014 to April 2015. The participants were 39 students from Class 1, Grade 9. The present study investigates whether the activities based on English film clips can improve junior high school students' oral English ability. The study also reflects how an English teacher should properly design and organize activities to ensure the effectiveness of action research. The study followed Kemmis's four-step approach (plan, action, observation, and reflection). A total of 210 film clips were produced in three rounds of action research. Of these, 42 film clips corresponding to 14 topics in the textbook are used in class. A total of 84 activities based on these clips were carried out. The activities were divided into four categories-follow-up exercises, role-playing, film dubbing, and retelling. The first round of action research lasted from September 14 to October of the same year, focusing on the preparation of film clips to ensure the smooth progress of related activities, as well as engaging students in some simple follow reading activities based on simple English film clips. In this round of action, the length of the film between 5 and 10 minutes. The second round begins in October 14 and ends in December of the same year. Students participate in dubbing activities with subtitles on the screen. The third round of operations lasted from February 15 to April of the same year. The third round of action, however, emphasizes the better use of English film clips to improve students' oral English proficiency. In this round, the length of the film segment is reduced to 3 to 5 minutes, adding role-playing activities to a wider range of topics. This round of dubbing is not subtitled on the screen. Questionnaires and oral English tests are used as data collection tools in the study. The collected data is processed and analyzed by Microsoft Excel (version 2007). The results show that the score of the post-test oral test is significantly higher than that of the pre-test oral test. After three rounds of action, the accuracy and fluency of the students' oral English ability have been improved. The activities based on English film clips can promote the students' phonetic accuracy and oral fluency. In addition, the activities based on film clips can promote the students' ability of language imitation, expression and editing. It greatly promotes students' enthusiasm, confidence and interest in oral English learning. Because the research process is accompanied by teachers' observation and reflection, we suggest that the following suggestions may provide some inspiration for other oral English teaching. In order to create a real English language environment in the classroom, it is strongly recommended to use English film classroom activities in accordance with the students' language proficiency and interest. Equal attention should be paid to the diversity of such teaching activities in order to maintain students' interest in oral English classes and to guide students to pay attention to the accuracy and fluency of their oral English as well as their practical ability to use it.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.41

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