初級(jí)中學(xué)學(xué)生正處于第二語(yǔ)言掌握的重要階段,而課堂教學(xué)是學(xué)生獲得英語(yǔ)能力的核心方式。同時(shí),課堂活動(dòng)又是課堂教學(xué)的重要環(huán)節(jié)。有效的英語(yǔ)口語(yǔ)課堂活動(dòng),對(duì)滿足學(xué)生英語(yǔ)口語(yǔ)學(xué)習(xí)興趣的需求,提高學(xué)生英語(yǔ)口語(yǔ)學(xué)習(xí)的積極性和培養(yǎng)學(xué)生英語(yǔ)交際能力有極其重要的意義。本研究以語(yǔ)言輸入假說(shuō)和語(yǔ)言輸出假說(shuō)為基礎(chǔ),進(jìn)行緊密聯(lián)系的六種英語(yǔ)口語(yǔ)課堂活動(dòng)設(shè)計(jì)。以問(wèn)卷調(diào)查和深度訪談為研究手段,解決本研究的三個(gè)研究問(wèn)題:（1）初級(jí)中學(xué)學(xué)生如何看待英語(yǔ)口語(yǔ)課堂活動(dòng)?（2）初級(jí)中學(xué)學(xué)生能否接受基于輸入輸出假說(shuō)展開(kāi)的英語(yǔ)口語(yǔ)課堂活動(dòng)?（3）本研究能否滿足學(xué)生英語(yǔ)口語(yǔ)學(xué)習(xí)興趣的需求,提高學(xué)生英語(yǔ)口語(yǔ)學(xué)習(xí)積極性和培養(yǎng)學(xué)生英語(yǔ)交際能力?研究者本人為英語(yǔ)口語(yǔ)課堂活動(dòng)的組織者,隨機(jī)選取沈陽(yáng)市某初級(jí)中學(xué)二年級(jí)的2個(gè)自然班,共109名學(xué)生進(jìn)行兩次問(wèn)卷調(diào)查。同時(shí)選取不同性別、不同學(xué)習(xí)能力的8名學(xué)生以訪談法作為輔助手段,分別針對(duì)前后問(wèn)卷進(jìn)行兩次深度調(diào)查。前問(wèn)卷以了解學(xué)生對(duì)英語(yǔ)口語(yǔ)課堂活動(dòng)的看法,后問(wèn)卷以了解學(xué)生能否接受基于輸入輸出假說(shuō)展開(kāi)的英語(yǔ)口語(yǔ)課堂活動(dòng),該設(shè)計(jì)能否滿足學(xué)生英語(yǔ)口語(yǔ)學(xué)習(xí)興趣的需求,提高學(xué)生英語(yǔ)口語(yǔ)學(xué)習(xí)積極性和培養(yǎng)學(xué)生英語(yǔ)交際能力... 

【文章來(lái)源】：沈陽(yáng)師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：115 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Framework of the Thesis
Chapter 2 Literature Review
    2.1 Input and Output Hypothesis
        2.1.1 Krashen’s Input Hypothesis
        2.1.2 Swain’s Output Hypothesis
        2.1.3 Methods for Input and Output Hypothesis
        2.1.4 Enlightenment of Input and Output Hypothesis in China
    2.2 Previous Studies of Input Hypothesis and Output Hypothesis at Home andAbroad
        2.2.1 Previous Studies of Input Hypothesis at Home and Abroad
        2.2.2 Previous Studies of Output Hypothesis at Home and Abroad
        2.2.3 Previous Studies on the Theoretical Relationship between Input andOutput Hypothesis at Home and Abroad
    2.3 Second Language Classroom Activities
        2.3.1 Definition of Second Language Classroom Activities
        2.3.2 Classification of Second Language Classroom Activities
        2.3.3 Previous Studies of Second Language Classroom Activities at Homeand Abroad
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Design
        3.2.1 Participants
        3.2.2 Instruments
        3.2.3 Procedures
        3.2.4 Data Collection
Chapter 4 Results and Discussions
    4.1 Results and Discussions of the Pilot Study of Pre-questionnaire andPost-questionnaire
    4.2 Results and Discussions of Pre-qestionnaire and Pre-interview
        4.2.1 Results and Discussions of Students’General Views on Oral EnglishClassroom Activities
        4.2.2 Results and Discussions of Students’Views on Forms of Oral EnglishClassroom Activities
        4.2.3 Results and Discussions of Students’Views on Language Input inOral English Classroom Activities
        4.2.4 Results and Discussions of Students’Views on Language Output inOral English Classroom Activities
    4.3 Results and Discussion of Post-qestionnaire and Post-interview
        4.3.1 Results and Discussion of Students’Overall Views on Oral EnglishClassroom Activities
        4.3.2 Results and Discussions of Students’Views on Input Activities
        4.3.3 Results and Discussions of Students’Views on Output Activities
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications for the Study
        5.2.1 Oral English Classroom Activity based on Students’Interests
        5.2.2 Oral English Classroom Activity based on Principles of LanguageAcquisition as well as the Relationship between Input and Output
    5.3 Limitations and Recommendations for the Study
Bibliography
Appendix 1 Pre-questionnaire
Appendix 2 Pre-interview
Appendix 3 電影《成長(zhǎng)教育》(An Education)臺(tái)詞
Appendix 4 Post-questionnaire
Appendix 5 Post-interview
Appendix 6 Final grades of Class 3 and Class 4
Resume



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