任務型語言教學的提倡者認為,通過任務的方式可以讓學習者在真實語言環(huán)境中獲得豐富的二語/外語體驗,從而培養(yǎng)其交際能力。在影響學習者學習的因素中,情感變量如態(tài)度、動機、焦慮是比較重要的。筆者通過對相關(guān)文獻的閱讀發(fā)現(xiàn),以往的研究者們對“任務類型”、“聽力任務”、“口語任務”、“閱讀任務”、以及“寫作任務”等都進行了一定的研究。但是,將初中生和教材Go for It里面的口語任務結(jié)合起來開展研究的卻相對較少。本研究嘗試探索初中生對完成不同口語任務類型的態(tài)度和其課內(nèi)英語口語交際意愿的關(guān)系,以期為師生提供一些啟示。具體的研究問題為:（1）初中英語教材Go for It提供的口語任務分為哪些類型?（2）初中生對完成這些不同口語任務類型持什么樣的態(tài)度?（3）初中生英語課堂中以“任務”為導向的交際意愿和以“自愿互動”為導向的交際意愿分別呈現(xiàn)什么特點?（4）初中生對完成不同種類的口語任務類型的態(tài)度及其課內(nèi)英語口語交際意愿之間是否存在相關(guān)性?如果存在,具體是什么關(guān)系?研究樣本包括來自云南兩所不同學校的三個不同年級的541名初中生。問卷和半結(jié)構(gòu)式訪談是本研究的數(shù)據(jù)收集工具。數(shù)據(jù)通過SPSS 22.0進行處理和... 

【文章來源】：云南師范大學云南省

【文章頁數(shù)】：88 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 The Background of the Study
        1.1.1 The Importance of the Spoken English
        1.1.2 The Current Situation of Spoken English Teaching and Learning
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 The Structure of the Thesis
Chapter Two Literature Review
    2.1 Task,Task types and Speaking Task Types in Task-Based Language Teaching
        2.1.1 Definition of Task and Characteristics of Task
        2.1.2 Task Types
        2.1.3 Speaking Task Types
    2.2 Studies on Task Types and L2 Task Performance
    2.3 Willingness to Communicate(WTC):From L1 to L2
        2.3.1 Willingness to Communicate in L1
        2.3.2 Willingness to Communicate in L2
    2.4 Theoretical Models on WTC Research
        2.4.1 MacIntyre and Charos’ (1996)WTC Model
        2.4.2 MacIntyre,Clément,D?rnyei and Noels’ (1998)Pyramid Model
        2.4.3 Wen and Clément’s(2003)Modified Model
        2.4.4 Yashima et al.’s(2004)L2 Communication Model
    2.5 Studies on the L2 WTC in the Classroom Context
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 The Textbook Go for It(Book One to Book Five)
        3.3.2 Questionnaires
        3.3.3 Interviews
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1The Results and Discussion of Speaking Task Types in Go for It
    4.2 The Results and Discussion of Junior High School Students’ “Attitudes towardAccomplishing Different Types of Speaking Task”
        4.2.1 Descriptive Analysis of Students’ “Attitudes toward Accomplishing the Types ofSpeaking Task”
        4.2.2 Comparisons of Students’ “Attitudes toward Accomplishing Speaking Tasks”among Three Grade Levels
        4.2.3 Comparisons of Overall Scores of the“Attitudes toward Accomplishing SpeakingTasks”between Boys and Girls
    4.3 The Results and Discussion of Junior High School Students’ “Willingness toCommunicate”in Spoken English
        4.3.1 Results and Discussion of Descriptive Statistics of WTC
        4.3.2 Comparisons of Student’s WTC among Three Grade Levels
        4.3.3 Comparisons of Overall Scores on the Students’WTC between Boys and Girls
    4.4 The Results and Discussion of the Relationship between Students’ “Attitudes towardAccomplishing Different Types of Speaking Task”and Their“Willingness toCommunicate”in Spoken English
        4.4.1 Correlation analysis
        4.4.2 Regression Analysis of the Important Attitudinal Predictor of Students’WTC
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Study and Suggestions for Future Research
References
AppendixⅠ 初中生英語學習調(diào)查問卷
AppendixⅡ Questions for Interview(Chinese Version)
Major Publications


【參考文獻】：
期刊論文
[1]影響學生課堂交際意愿的教師因素研究[J]. 林殿芳,王俊菊.  外語教學. 2018(04)
[2]口語任務類型對英語專業(yè)學生認知立場表達行為的影響研究[J]. 歐元春,黃小蘋.  浙江外國語學院學報. 2016(01)
[3]中國學生外語學習環(huán)境下的口頭交際能力自評與交際意愿[J]. 吳旭東.  現(xiàn)代外語. 2008(03)

碩士論文
[1]初中生情緒智力與課堂內(nèi)口頭英語交際意愿的相關(guān)性研究[D]. 陶芝儉.云南師范大學 2018
[2]不同任務類型與詞匯出現(xiàn)頻率對詞匯附帶習得的影響[D]. 彭麗媛.湖北大學 2013



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