【摘要】：傳統(tǒng)的大學(xué)英語聽說課主要以聽的模式為主,課程內(nèi)容難度大,學(xué)生缺少學(xué)習(xí)興趣和動力。研究指出,大量有效的課堂互動是學(xué)生掌握外語的必要條件之一。然而在中國,“說”作為有一種重要的語言輸出形式,效果差強人意,很多大學(xué)英語教師都遭遇過令人尷尬的課堂沉默現(xiàn)象。Amy B.M.Tsui(1996),HuFell-Eisenkraft(2003)指出:學(xué)生的課堂沉默主要與語言能力不足導(dǎo)致的焦慮有關(guān)。多模態(tài)教學(xué)主張以多媒體為重要教學(xué)手段,引導(dǎo)學(xué)生充分調(diào)動多種模態(tài)進(jìn)行信息輸入,并組織多種課堂活動進(jìn)行信息輸出,從而有效實現(xiàn)課堂互動。因此,本研究將多模態(tài)教學(xué)應(yīng)用于大學(xué)英語聽說課中,意在解決以下三個問題:1)外語口語焦慮是否能有效解釋學(xué)生課堂沉默現(xiàn)象?具體如何解釋?2)通過多模態(tài)教學(xué),學(xué)生外語口語焦慮是否得到有效改善?如果有,具體表現(xiàn)在哪些方面?3)多模態(tài)教學(xué)是否有助于打破學(xué)生課堂沉默現(xiàn)象?如果有,具體表現(xiàn)在哪些方面?本研究以太原工業(yè)學(xué)院127名非英語專業(yè)大一學(xué)生為研究對象,采用問卷、訪談、教學(xué)反思三種研究工具進(jìn)行行動研究。筆者將收集的數(shù)據(jù)通過SPSS17.0及Excel等工具進(jìn)行分析。研究結(jié)果如下:1)通過建立多元線性回歸方程發(fā)現(xiàn),外語口語焦慮能很好地解釋課堂沉默現(xiàn)象;2)多模態(tài)教學(xué)總體上可以有效緩解學(xué)生口語焦慮:外語口語焦慮六個因子中,只有“回避行為傾向”未得到有效改善;3)多模態(tài)教學(xué)在一定程度上有助于打破課堂沉默現(xiàn)象,如“與老師進(jìn)行英語交談”、“組內(nèi)英語交談”及“課堂英語演講”等方面得到了顯著提高;但“與同學(xué)用英語交談”、“個人努力”兩方面未得到有效改善。同時,本文也指出本研究的局限性以及對英語課堂教學(xué)的啟示。在多模態(tài)聽說課上,使用任務(wù)教學(xué)法,課前布置學(xué)生進(jìn)行自主背景語言知識積累;因時制宜地進(jìn)行課堂教學(xué)設(shè)計,合理使用模態(tài)或模態(tài)組合;充分使用多媒體的基礎(chǔ)上,防止課堂娛樂化現(xiàn)象,以免干擾學(xué)生注意力;在確保學(xué)生課堂主體地位的前提下,不可忽略教師的主導(dǎo)作用;多給學(xué)生積極正面反饋。
[Abstract]:The traditional college English listening and speaking course is mainly based on listening mode, which is difficult for students to learn and lack of interest and motivation. It is pointed out that effective classroom interaction is one of the necessary conditions for students to master a foreign language. In China, however, as an important form of language output, the effect of "speaking" is not satisfactory. Many college English teachers have experienced embarrassing classroom silence phenomenon. Amy B.M.Tsui (1996), HuFell-Eisenkraft (2003) pointed out that students' classroom silence is mainly related to anxiety caused by lack of language competence. Multi-modal teaching advocates taking multimedia as an important teaching means to guide students to fully mobilize various modes for information input and organize various classroom activities to carry out information output so as to effectively realize classroom interaction. Therefore, the purpose of this study is to solve the following three problems by applying multimodal teaching to college English listening and speaking: 1) can spoken language anxiety effectively explain the phenomenon of classroom silence? How to explain? 2) through multi-modal teaching, can students' oral English anxiety be effectively improved? If so, what are the specific aspects? 3) does multimodal teaching help to break the phenomenon of classroom silence? If so, in what areas? In this study, 127 non-English major freshmen in Taiyuan Institute of Technology were investigated with questionnaire, interview and teaching reflection. I will collect the data through SPSS17.0 and Excel and other tools to analyze. The results are as follows: 1) by establishing multiple linear regression equations, we find that spoken language anxiety can explain the phenomenon of classroom silence; 2) Multi-modal teaching can effectively alleviate students' oral anxiety: of the six factors of foreign language anxiety, only "avoidance behavior tendency" has not been effectively improved; 3) Multi-modal teaching can help to break the phenomenon of classroom silence to some extent, such as "having English conversation with teachers", "in-group English conversation" and "classroom English speech", etc. But "talking with students in English" and "personal efforts" have not been effectively improved. At the same time, the paper also points out the limitations of this study and its implications for English classroom teaching. In the multi-modal listening and speaking class, we use the task-based teaching method, arrange the students to accumulate their own background language knowledge before class, carry out the classroom teaching design according to the circumstances, use the modal or modal combination reasonably; On the basis of making full use of multimedia, we can prevent the phenomenon of classroom entertainment so as to avoid interfering with students' attention; under the premise of ensuring students' main position in class, we should not ignore the leading role of teachers, and give students more positive feedback.
【學(xué)位授予單位】：中北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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