本文嘗試把交際教學(xué)法和輸出假說理論結(jié)合起來應(yīng)用于醫(yī)學(xué)英語口語教學(xué)中，發(fā)揮交際教學(xué)法和輸出假說的實(shí)用性和有效性，讓醫(yī)學(xué)英語口語課堂教學(xué)真實(shí)化和社會(huì)化，培養(yǎng)醫(yī)學(xué)生流利、準(zhǔn)確地運(yùn)用英語進(jìn)行交際的能力,通過實(shí)驗(yàn)探索出有效的,符合醫(yī)學(xué)英語口語教學(xué)特點(diǎn)的教學(xué)方法。本研究采用了文獻(xiàn)綜述、實(shí)驗(yàn)、問卷、訪談等方法。首先收集國內(nèi)外關(guān)于交際教學(xué)法、輸出假說和口語教學(xué)的相關(guān)資料，加以整理和分析，作為研究的理論依據(jù)。并且在醫(yī)學(xué)英語口語教學(xué)中嘗試運(yùn)用交際策略，通過對(duì)七年制本碩連讀醫(yī)學(xué)生為時(shí)一個(gè)學(xué)期的實(shí)驗(yàn)研究，分析數(shù)據(jù)，總結(jié)基于輸出假說理論的交際教學(xué)法在這個(gè)特殊的領(lǐng)域醫(yī)學(xué)英語口語教學(xué)實(shí)際運(yùn)用中的優(yōu)點(diǎn)和不足。本文作者在中國醫(yī)科大學(xué)七年制本碩連讀大二兩個(gè)班（2011級(jí)）的醫(yī)學(xué)生進(jìn)行了基于輸出假說理論的交際法實(shí)驗(yàn)研究。本文的研究問題是：（1）應(yīng)用基于輸出假說理論的交際教學(xué)法提高醫(yī)學(xué)英語口語學(xué)習(xí)興趣,能提高到什么程度？（2）如何應(yīng)用基于輸出假說理論的交際教學(xué)法來提高七年制本碩連讀醫(yī)學(xué)生的醫(yī)學(xué)英語口語交際水平？（3）教師應(yīng)該如何把基于輸出假說理論的交際教學(xué)法應(yīng)用于醫(yī)學(xué)英語口語課堂教學(xué)中？實(shí)驗(yàn)結(jié)果表明:基于輸出假說理論的交際教... 

【文章來源】：遼寧師范大學(xué)遼寧省

【文章頁數(shù)】：73 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
List of Tables and Figures
Contents
Chapter One Introduction
    1.1 Research background
    1.2 Significance and purposes of the study
    1.3 Overall structure of the study
    1.4 The Significance and Characteristics of the Spoken Medical English Teaching
Chapter Two Literature Review
    2.1 Communicative Language Teaching and Its Relevant Issues
        2.1.1 Theoretical bases of CLT
        2.1.2 Characteristic Features of CLT
    2.2 Swain’s Output Hypothesis and Its Relevant Issue
        2.2.1 The Proposal of Output Hypothesis and Its Contents
        2.2.2 Roles of Language Output
    2.3 The Interplay of Communicative Language Teaching and Output Hypothesis
    2.4 Some Related Issues of Spoken English
        2.4.1 The Nature of Oral Communication
        2.4.2 Principles for Teaching Spoken English
    2.5 CLT Based on Output Hypothesis and Spoken Medical English Teaching
        2.5.1 Current situation of Spoken Medical English Teaching in China
        2.5.2 Features of Traditional Spoken Medical English Course
        2.5.3 Merits of applying CLT Based on Output Hypothesis to Spoken Medical English Teaching
    2.6 The Related Studies on CLT and Output Hypothesis Abroad and at Home
        2.6.1 The Related Studies on CLT and Output Hypothesis Abroad
        2.6.2 The Related Studies on CLT and Output Hypothesis at Home
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
    3.4 Experimental procedures
        3.4.1 Questionnaire before the experiment
        3.4.2 Pre-test
        3.4.3 Teaching procedures
        3.4.4 Post-test
        3.4.5 Questionnaire after the experiment
        3.4.6 Interview
Chapter Four Data Analysis and Discussion
    4.1 Introduction to data analysis
    4.2 The analysis and comparison of the tests
    4.3 The analysis of the questionnaire
        4.3.1 The analysis of the questionnaire before the experiment
        4.3.2 The analysis of the questionnaire after the experiment
    4.4 The analysis of the interview
        4.4.1 Interview with students
        4.4.2 Interview with teachers
Chapter Five Conclusions and Implications
    5.1 Research conclusions
    5.2 Pedagogic implications for Spoken Medical English teaching and learning
    5.3 Limitations of the study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix III
Appendix IV
Acknowledgements



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