自改革開放以來，中國在大學英語口語教學方面已經(jīng)取得了很大進步，但是仍然存在著很多問題。很多老師和學生都過分關(guān)注大學英語四級和六級的成績，反而忽視了口語的重要性。因此許多大學生中普遍存在“啞巴英語”，尤其是非英語專業(yè)的學生尤為嚴重。究其原因有很多。首先，傳統(tǒng)的教學方法存在很多不足的方面，不能滿足新形勢下大學英語口語教學目標的要求。其次，缺乏實用有效的教學方法，使得學生對口語不感興趣。除此之外，大學英語口語教材的選擇、課時的安排以及學生學習口語的態(tài)度等也是不可忽視的因素。 根據(jù)大學英語課程要求，大學英語的目標是全面發(fā)展學生使用英語的能力，尤其是聽說能力�；谄毡榇嬖诘摹皢“陀⒄Z”現(xiàn)象，筆者認為，對大學英語口語教與學進行研究已是當務之急。據(jù)此，本文提出用Verschueren提出的新的語用學理論—順應理論對大學英語口語教與學進行研究。 從順應理論角度研究大學英語口語教與學具有實際意義。首先，順應理論是Verscheren提出的新的語用學理論，從新的角度對語用學進行理解和詮釋，不同于傳統(tǒng)語用學。其次，順應理論適用于研究口語教學，為老師指引了新的方向，為大學英語口語的教與學提供了全新的教學模式。...

【文章頁數(shù)】：58 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Contents
Introduction
Chapter One Literature Review
    1.1 Oral English
        1.1.1 The Properties of Oral English
        1.1.2 The Rules of Speaking
        1.1.3 Process of Speaking
        1.1.4 Significance of Oral English
    1.2 Existing Common Problems of College Oral English Teaching
        1.2.1 Traditional Teaching Pattern
        1.2.2 Limited Teaching Materials
        1.2.3 Students‘ Negative Oral English Learning
    1.3 Oral English Teaching Model
        1.3.1 Interpretation of Teaching Model
        1.3.2 A Brief Introduction of Teaching Model
    1.4 Status Quo of Research on Oral English
Chapter Two Theoretical Framework—Adaptation Theory
    2.1 Background of Adaptation Theory
        2.1.1 Source of Adaptation Theory
        2.1.2 Interpretation of Adaptation
        2.1.3 Three Characteristics of Language
    2.2 Interpretation of Choice-making and Context
        2.2.1 Characteristics of Choice-making
        2.2.2 Mechanisms of Choice-making
        2.2.3 Context in Adaptation Process
Chapter Three Application of Adaptation Theory in College Oral English Teaching and Studying
    3.1 Contextual Correlates of Adaptation
        3.1.1 Adaptation to the Mental World
        3.1.2 Adaptation to the Physical World
        3.1.3 Adaptation to the Social World
    3.2 Structural Objects of Adaptation
        3.2.1 Adaptation of Various Layers of Lingu istic Structure
        3.2.2 Adaptation of Sound Structure
        3.2.3 Adaptation of Voices
    3.3 Dynamics of Adaptation
        3.3.1 Adaptation of the Temporal Dimension
        3.3.2 Adaptation of Dynamics in Some Contextual Dimension
        3.3.3 Adaptation of Dynamics in Linguistic Structure: Linearity
    3.4 The Salience of Adaptation Process
        3.4.1 Pragmatic Awareness
        3.4.2 Meta-pragmatic Awareness
        3.4.3 The Indicators of Meta-pragmatic Awareness
Chapter Four Optimization of Teaching Model from the Perspective of Adaptation Theory
    4.1 Dominant Position of Teacher
        4.1.1 Setting an Example for Students‘ English Adaptation
        4.1.2 Constructing an Authentic Environment
        4.1.3 Using Practical Teaching Materials
    4.2 Task-based Teaching
    4.4 Transformation of Classroom Teaching Model
        4.4.1 Breaking the Traditional Teaching Concept
        4.4.2 Cultivation of Students‘Learning Strategy
        4.4.3 Creating Language Communication Environment
Conclusion
Bibliography
Acknowledgement



本文編號：3907067