本文選題：母語使用　切入點：二語口語輸出　出處：《南京航空航天大學》2017年碩士論文　論文類型：學位論文

【摘要】：母語在二語課堂中的使用一直是一個有爭議性的話題。盡管過去人們不鼓勵母語在二語課堂中的使用,但是近年來,越來越多的研究表明母語在二語習得過程中,特別是在互動任務中起著積極的作用。本文旨在探討同伴互動任務中,母語在二語口語輸出中的使用情況。本研究的目的是為了解決以下三個研究問題:(1)學習者在任務中是否將母語作為中介工具?如果是,那么母語在口語互動中具備哪些社會認知功能?(2)母語在二語口語輸出過程中的使用數(shù)量是多少?(3)母語在二語口語輸出過程中的作用是什么?江蘇省某大學一年級非英語專業(yè)26名學生參與了該研究,他們被隨機分為13組配對,每組配對要在30分鐘內合作完成一篇英語作文。作文完成后,6名來自不同配對的同學接受了訪談。討論及訪談內容都被錄音及轉寫。本研究的主要發(fā)現(xiàn)有:(1)在任務中,學習者將母語作為中介工具。母語的社會認知功能主要表現(xiàn)在三方面,即提供腳手架,建立主體間性及私語外化。(2)母語在二語口語輸出中的使用數(shù)量較多。母語字數(shù)及母語話輪占全部字數(shù)和話輪的比例約為66%和61%。(3)約有34%的母語用于討論詞匯的選擇、意義及拼寫;29%的母語話輪用于完成句子;27%的母語話輪用來討論文章的組織框架;10%的母語話輪用于討論與寫作任務無關的話題。上述發(fā)現(xiàn)表明母語在二語口語輸出中的重要性。因此,本研究為中國英語課堂教學提供了一些啟示。一方面,在合作性任務中,英語教師不應該完全禁止母語使用。另一方面,英語口語教師應當適當加強學生的詞匯訓練。
[Abstract]:The use of mother tongue in second language classroom has always been a controversial topic. Although in the past people did not encourage the use of mother tongue in second language classroom, in recent years, more and more studies have shown that mother tongue is used in second language acquisition. In particular, it plays an active role in interactive tasks. The purpose of this study is to solve the following three research questions: 1) do learners use their mother tongue as an intermediary in their task? If so, what are the social cognitive functions of native language in oral interaction? What is the number of native speakers used in the process of second language spoken language output? What is the role of mother tongue in the process of second language spoken language output? Twenty-six non-English majors in a university in Jiangsu Province were randomly divided into 13 pairs. After the composition was completed, 6 students from different pairs were interviewed. The contents of the discussion and interview were recorded and transcribed. The main findings of this study were as follows: 1) in the task, Learners use their mother tongue as an intermediary tool. The social cognitive function of their mother tongue is mainly manifested in three aspects, namely, providing scaffolding, Establishment of intersubjectivity and externalization of whisper. (2) Mother tongue is used more frequently in spoken second language output. The proportion of mother tongue number and mother tongue turn to total number of words and turn is about 66% and 61. 3) about 34% of the mother tongue is used to discuss the choice of vocabulary. Meaning and spelling 29% of the native-speaking turns are used to complete sentences, 27% to discuss the organizational framework of the article, and 10% to discuss topics unrelated to the task of writing. The findings above indicate that the mother tongue is spoken in L2. Therefore, This study provides some enlightenment for Chinese English classroom teaching. On the one hand, English teachers should not completely prohibit the use of their mother tongue in cooperative tasks. On the other hand, oral English teachers should appropriately strengthen their students' vocabulary training.
【學位授予單位】：南京航空航天大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

【參考文獻】

相關期刊論文 前2條

1 王俊菊;助跑器?絆腳石?——一次有關外語教學中母語使用情況的調查[J];現(xiàn)代外語;2003年04期

2 鄭樹棠,衛(wèi)乃興,陳永捷;關于大學英語教學法的研究——大學英語教學現(xiàn)狀研究之四[J];外語界;1997年03期

相關碩士學位論文 前4條

1 馬小芳;母語思維對研究生二語寫作的影響[D];蘭州大學;2011年

2 李潔;中國大學生英語口語輸出過程中的母語使用[D];江西師范大學;2006年

3 尹卓琳;母語在中學外語課堂上的使用情況研究[D];山東大學;2006年

4 袁麗;關于母語在大學英語課堂教學中的使用研究[D];吉林大學;2005年

，

本文編號：1632789