【摘要】：一直以來(lái),中國(guó)的英語(yǔ)學(xué)習(xí)環(huán)境都有其特殊性:學(xué)生學(xué)習(xí)英語(yǔ)的時(shí)間長(zhǎng),但練習(xí)口語(yǔ)的機(jī)會(huì)少。身處非目標(biāo)語(yǔ)語(yǔ)境,加上我國(guó)高考并不考查學(xué)生的英語(yǔ)口語(yǔ)能力,教師的教學(xué)重點(diǎn)和學(xué)生的學(xué)習(xí)重點(diǎn)一直都放在英語(yǔ)讀寫能力的培養(yǎng)上。長(zhǎng)期以來(lái),造成了我國(guó)學(xué)生的英語(yǔ)口語(yǔ)水平普遍滯后于其寫作水平�；谶@一特點(diǎn)和現(xiàn)狀,本文研究英語(yǔ)寫作對(duì)英語(yǔ)口語(yǔ)的逆向強(qiáng)化作用,在此基礎(chǔ)上發(fā)展了“以寫促說(shuō)”的教學(xué)方法。即在英語(yǔ)口語(yǔ)課堂中,充分發(fā)揮“寫”的促進(jìn)作用,讓學(xué)生在口語(yǔ)活動(dòng)前進(jìn)行書面上的言語(yǔ)規(guī)劃,以期減輕學(xué)生的口語(yǔ)課堂焦慮并提高其口語(yǔ)水平。本文旨在解決以下兩個(gè)問題:(1)非英語(yǔ)專業(yè)學(xué)生在英語(yǔ)口語(yǔ)課堂上是否感到焦慮?“以寫促說(shuō)”能否減輕其課堂焦慮水平?(2)“以寫促說(shuō)”能否提高其英語(yǔ)口語(yǔ)水平?從語(yǔ)言的準(zhǔn)確性和范圍、話語(yǔ)的長(zhǎng)短和連貫性、靈活性和適切性這三方面來(lái)看,哪些方面得到了提高?基于以上兩大研究問題,本文提出并詳細(xì)闡述了寫對(duì)說(shuō)的逆向強(qiáng)化作用,從認(rèn)知角度探討了口語(yǔ)活動(dòng)前的書面言語(yǔ)規(guī)劃可以減輕非目標(biāo)語(yǔ)環(huán)境下英語(yǔ)學(xué)習(xí)者的口語(yǔ)焦慮并提高其口語(yǔ)水平,試圖為“以寫促說(shuō)”提供理論基礎(chǔ);并以文秋芳的輸出驅(qū)動(dòng)假設(shè)為基礎(chǔ),提出了完整的教學(xué)過(guò)程及詳細(xì)的課堂教學(xué)步驟。本研究以南陽(yáng)理工學(xué)院工商管理專業(yè)二年級(jí)兩個(gè)班的六十一名學(xué)生為受試,將他們分為實(shí)驗(yàn)班和對(duì)照班,進(jìn)行了為期兩個(gè)月的實(shí)證研究。實(shí)驗(yàn)班接受“以寫促說(shuō)”教學(xué),對(duì)照班進(jìn)行常規(guī)的口語(yǔ)課堂教學(xué)。通過(guò)對(duì)實(shí)驗(yàn)前后兩次口語(yǔ)課堂焦慮調(diào)查問卷和兩次口語(yǔ)測(cè)試分?jǐn)?shù)的統(tǒng)計(jì)分析,結(jié)合實(shí)驗(yàn)后對(duì)實(shí)驗(yàn)班五名同學(xué)的訪談情況來(lái)看,“寫”對(duì)“說(shuō)”確實(shí)有一定的逆向強(qiáng)化作用。實(shí)驗(yàn)結(jié)果表明:(1)我國(guó)高校非英語(yǔ)專業(yè)二年級(jí)學(xué)生在英語(yǔ)口語(yǔ)課堂上或多或少都經(jīng)受著焦慮的困擾;經(jīng)過(guò)兩個(gè)月的“以寫促說(shuō)”教學(xué),非英語(yǔ)專業(yè)二年級(jí)學(xué)生的口語(yǔ)課堂焦慮得到顯著緩解;(2)“以寫促說(shuō)”教學(xué)可以提高非英語(yǔ)專業(yè)二年級(jí)學(xué)生的口語(yǔ)水平,主要體現(xiàn)在語(yǔ)言的準(zhǔn)確性和范圍、話語(yǔ)的長(zhǎng)短和連貫性等方面。綜上所述,“寫”對(duì)“說(shuō)”確實(shí)有一定的強(qiáng)化作用,“以寫促說(shuō)”教學(xué)可以減輕非英語(yǔ)專業(yè)二年級(jí)學(xué)生口語(yǔ)課堂焦慮并提高其口語(yǔ)水平。
[Abstract]:All along, Chinese English learning environment has its own particularity: students learn English for a long time, but have few opportunities to practice oral English. In the non-target language context and the fact that the college entrance examination in our country does not examine the students' oral English ability, teachers' teaching emphasis and students' learning focus are always on the cultivation of English reading and writing ability. For a long time, our students' oral English has lagged behind their writing level. Based on this characteristic and present situation, this paper studies the reverse reinforcement effect of English writing on spoken English, and then develops the teaching method of "using writing to promote speaking". That is to say, in the oral English classroom, we should give full play to the role of "writing", let the students make written speech planning before the oral activities, in order to alleviate the students' anxiety and improve their oral English level. This paper aims to solve the following two problems: (1) do non-English majors feel anxious in oral English classes? Can writing and speaking reduce their anxiety level in class? (2) can they improve their oral English proficiency by writing and speaking? What aspects have been improved in terms of accuracy and scope of language, length and consistency of discourse, flexibility and relevance? Based on the above two research problems, this paper puts forward and elaborates the reverse reinforcement effect of writing on theory. From the cognitive point of view, the paper discusses that written speech planning before oral activities can reduce the anxiety and improve the oral proficiency of English learners in non-target language environment, and try to provide a theoretical basis for "writing and speaking". On the basis of Wen Qiufang's output-driven hypothesis, a complete teaching process and detailed classroom teaching steps are proposed. In this study, 61 students in two classes of Nanyang Polytechnic Institute of Technology were divided into experimental class and control class, and a two-month empirical study was conducted. The experimental class is taught by writing and speaking, and the control class is taught by oral language. Based on the statistical analysis of the anxiety questionnaire and the scores of the two oral English tests before and after the experiment, and in combination with the interviews with five students in the experimental class after the experiment, it is found that "writing" and "saying" do have a certain reverse strengthening effect. The experimental results show that: (1) Non-English major sophomores in Chinese universities are more or less troubled by anxiety in oral English classes, and after two months of "writing and speaking" teaching, The anxiety of non-English major sophomores in oral English classroom has been significantly alleviated. (2) the teaching of "writing and speaking" can improve the oral proficiency of non-English major sophomores, which is mainly reflected in the accuracy and scope of language. The length and consistency of discourse. To sum up, "writing" does strengthen the "speaking", and the teaching of "writing and speaking" can alleviate the anxiety and improve the oral English level of non-English majors.
【學(xué)位授予單位】：四川外國(guó)語(yǔ)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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