本文選題：交互式語(yǔ)言教學(xué)法 + 英語(yǔ)口語(yǔ)表達(dá)�。� 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：國(guó)內(nèi)高等職業(yè)院校的英語(yǔ)課堂口語(yǔ)教學(xué)通常會(huì)存在耗時(shí)低效的弊端。這種狀況導(dǎo)致了這些學(xué)生們不再愿意在英語(yǔ)課堂上張嘴說英語(yǔ)以及英語(yǔ)學(xué)習(xí)自信心的丟失,致使其英語(yǔ)口語(yǔ)水平不斷下降。在這種情況下,以教師為中心的傳統(tǒng)教學(xué)模式在口語(yǔ)課堂上對(duì)越來(lái)越多的高職院校學(xué)生產(chǎn)生了負(fù)面的影響。因此,在交互式語(yǔ)言教學(xué)的相關(guān)理論基礎(chǔ)上,本論文將探究交互式語(yǔ)言教學(xué)法對(duì)于高職院校學(xué)生交際能力方面的影響。本論文通過交互式語(yǔ)言教學(xué)法在高職院校英語(yǔ)口語(yǔ)課堂中的應(yīng)用研究探討以下兩個(gè)研究問題為:(1)交互式語(yǔ)言教學(xué)法對(duì)于提升高職院校學(xué)生的英語(yǔ)口語(yǔ)有多大效果?(2)對(duì)于英語(yǔ)口語(yǔ)課堂中交互式語(yǔ)言教學(xué)法的應(yīng)用高職院校學(xué)生的態(tài)度是什么?本實(shí)驗(yàn)在某高職院校共進(jìn)行了兩個(gè)學(xué)期,始于2013年3月終于2013年6月。實(shí)驗(yàn)對(duì)象來(lái)自于根據(jù)前測(cè)成績(jī)挑選出來(lái)的兩個(gè)班級(jí):一班被設(shè)定為為實(shí)驗(yàn)班,采用交互式教學(xué)法;二班被設(shè)定為控制班,采用傳統(tǒng)的教學(xué)方法。在實(shí)驗(yàn)的過程中,借助于定性、定量研究方法對(duì)實(shí)驗(yàn)所得數(shù)據(jù)進(jìn)行收集整理。實(shí)驗(yàn)后,控制班與實(shí)驗(yàn)班在英語(yǔ)口語(yǔ)表達(dá)能力方面的實(shí)驗(yàn)結(jié)果為:(1)實(shí)驗(yàn)班學(xué)生在口語(yǔ)表達(dá)中所使用的詞匯和語(yǔ)法結(jié)構(gòu)的準(zhǔn)確程度和復(fù)雜程度顯著提高,而控制班則變化不大。(2)實(shí)驗(yàn)班學(xué)生在英語(yǔ)口語(yǔ)課堂上的學(xué)習(xí)態(tài)度要顯著好于控制班。該研究結(jié)果表明:交互式語(yǔ)言教學(xué)法相對(duì)于傳統(tǒng)的教法,更能有效地提高學(xué)生的英語(yǔ)口語(yǔ)表達(dá)能力,改善他們的英語(yǔ)口語(yǔ)學(xué)習(xí)態(tài)度。但是本次研究由于試驗(yàn)班級(jí)學(xué)生人數(shù)的限制和實(shí)驗(yàn)時(shí)間的局限,不可避免的存在一定程度的局限性。就結(jié)構(gòu)而言,本研究共包括五部分:第一部分介紹了研究背景、目的和意義;第二部分回顧了交互式語(yǔ)言教學(xué)法在國(guó)內(nèi)外的研究現(xiàn)狀、交互式語(yǔ)言教學(xué)法的重要概念和理論基礎(chǔ),以及交互式語(yǔ)言教學(xué)模式;第三章主要闡述實(shí)驗(yàn)設(shè)計(jì)、實(shí)驗(yàn)過程;第四章闡述了交互式語(yǔ)言教學(xué)法對(duì)提高英語(yǔ)口語(yǔ)和英語(yǔ)學(xué)習(xí)態(tài)度改善的作用;第五部分對(duì)本研究進(jìn)行了總結(jié),指出了本研究對(duì)英語(yǔ)教學(xué)的啟示、局限性和未來(lái)的發(fā)展方向。
[Abstract]:Oral English teaching in higher vocational colleges and universities in China usually has the disadvantages of time-consuming and low-efficiency. As a result, the students are no longer willing to open their mouths and lose their self-confidence in English learning, which leads to a decline in their oral English proficiency. In this case, the traditional teacher-centered teaching model has a negative impact on more and more students in higher vocational colleges. Therefore, on the basis of the relevant theories of interactive language teaching, this thesis will explore the influence of interactive language teaching method on students' communicative competence in higher vocational colleges. In this paper, the application of interactive language teaching method in spoken English classroom in higher vocational colleges is discussed. The following two research questions are as follows: 1) how effective interactive language teaching method can improve students' spoken English in higher vocational colleges What is the attitude of students in higher vocational colleges? The experiment was conducted in a vocational college for two semesters, beginning in March 2013 and ending in June 2013. The subjects were selected from two classes according to the pre-test results: the first class was set as the experimental class with interactive teaching method, and the second class was set as the control class, using the traditional teaching method. In the course of experiment, the data are collected and sorted by qualitative and quantitative methods. After the experiment, the accuracy and complexity of the lexical and grammatical structures used by the students in the control class and the experimental class were significantly improved. However, the control class has little change.) the students in the experimental class have significantly better learning attitude in oral English class than in the control class. The results show that the interactive language teaching method is more effective than the traditional teaching method in improving students' oral English expression ability and their oral English learning attitude. However, due to the limitation of the number of students in the experimental class and the limitation of the experimental time, this study inevitably has some limitations. In terms of structure, this study consists of five parts: the first part introduces the background, purpose and significance of the research, and the second part reviews the current research situation of the interactive language teaching method at home and abroad. The main concepts and theoretical basis of interactive language teaching, as well as the interactive language teaching model, the third chapter mainly describes the experimental design, experimental process; Chapter four discusses the role of interactive language teaching in improving oral English and English learning attitude, and the fifth part summarizes this research, and points out the enlightenment, limitation and future development direction of this study to English teaching.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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