本文選題：初中英語　切入點：口語作業(yè)量　出處：《揚(yáng)州大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：中國英語學(xué)習(xí)者的口語水平尚不盡如意。雖然眾多研究者在口語這一領(lǐng)域進(jìn)行了諸多研究,但大多數(shù)研究主要針對在校大學(xué)生。對于中學(xué)生,特別是初中生的英語口語關(guān)注則相對較少。本研究聚焦于初中生英語口語學(xué)習(xí),在全面了解英語口語作業(yè)現(xiàn)狀的基礎(chǔ)上,采用實驗的方法,探討增加作業(yè)量對初中生英語口語水平產(chǎn)生的影響�；贙rashen的輸入假說及情感過濾假說,以及Swain的輸出假設(shè),本研究主要探討了以下三個問題：1.初中英語口語作業(yè)量對學(xué)生口語流利性有何影響?2.初中英語口語作業(yè)量對學(xué)生口語準(zhǔn)確性有何影響?3.初中英語口語作業(yè)量對學(xué)生口語復(fù)雜性有何影響?江蘇省海門市某中學(xué)初二兩個班共82名學(xué)生參與了本次實驗。實驗班8名學(xué)生及該班教師參與了實驗后的訪談。實驗中采用的測試工具為兩次口語測試及訪談,用以獲取前后測成績。實驗結(jié)果的分析方式主要采用了獨(dú)立樣本T檢驗和配對樣本T檢驗。本研究有以下三點發(fā)現(xiàn)：首先,增加口語作業(yè)量對學(xué)生英語口語總體水平有積極影響。前測時,控制組的平均成績高于實驗組；然而,后測結(jié)果卻正好相反,實驗組的平均成績高于控制組。兩者存在顯著差異。且實驗后的訪談表明此口語作業(yè)布置方式深受學(xué)生們的歡迎,他們認(rèn)為自己的口語水平得到了較大提高。與此同時,學(xué)習(xí)英語的自信,激情與興趣也日趨增長。其次,兩組學(xué)生口語流利性之間也存在顯著差異。前測時控制班學(xué)生口語流利性的平均成績要高于實驗班的學(xué)生,而在后測中,實驗班學(xué)生口語流利水平超過了控制班學(xué)生,表明增加英語口語作業(yè)量對學(xué)生口語流利性有積極作用。教師訪談也間接證明了這一點。最后,兩組學(xué)生在口語準(zhǔn)確性和復(fù)雜性方面并沒有顯著差異。這表明,增加口語作業(yè)量對學(xué)生口語表達(dá)的準(zhǔn)確性和復(fù)雜性沒有積極影響。訪談中,教師表明她會盡最大努力想出可行方法提高學(xué)生口語準(zhǔn)確性和復(fù)雜性,從而保證口語三方面水平平衡發(fā)展。本研究有三點不足：首先,實驗及訪談樣本偏小,不足以推及整體現(xiàn)狀。其次,本研究局限于探究口語作業(yè)量對學(xué)生口語水平的影響,沒有涉及到對英語整體能力的影響。最后,本研究實驗時間不長,僅7周,不能保證口語作業(yè)量對學(xué)生口語水平的長期影響。
[Abstract]:The oral proficiency of Chinese EFL learners is not satisfactory. Although many researchers have done a lot of research in the field of oral English, most of the studies have focused on college students. In particular, junior high school students pay less attention to oral English. This study focuses on junior high school students' oral English learning, and on the basis of a comprehensive understanding of the present situation of oral English homework, we adopt an experimental method. To explore the effect of increased workload on junior high school students' oral English proficiency. Based on Krashen's input hypothesis and affective filtering hypothesis, and Swain's output hypothesis, this paper discusses the effects of increasing workload on the oral English proficiency of junior high school students. This study focuses on the following three questions: 1. How does the volume of oral English exercises in junior high school affect students' oral fluency? 2. How does the volume of oral English work in junior high school affect the oral accuracy of students? 3. How does the volume of oral English work in junior high school affect the complexity of spoken English? A total of 82 students from the second middle school in Haimen City, Jiangsu Province participated in the experiment. Eight students and their teachers in the experimental class participated in the interview after the experiment. The test tools used in the experiment were two oral tests and interviews. In order to obtain the results before and after the test, the main analysis methods of the experimental results are independent sample T test and paired sample T test. There are three main findings in this study: first of all, The average score of the control group was higher than that of the experimental group, but the post-test result was just the opposite. The average score of the experimental group was higher than that of the control group. There was a significant difference between the two groups. The interviews after the experiment showed that the oral assignment was well received by the students, and they thought that their oral English proficiency had been greatly improved. The confidence, passion and interest in learning English are also increasing. Secondly, there are significant differences between the two groups in oral fluency. The average scores of the students in the pre-test control class are higher than those in the experimental class, but in the post-test, the average scores of the students in the pre-test control class are higher than those in the experimental class. The level of oral fluency in the experimental class is higher than that in the controlled class, which shows that increasing the amount of oral English exercises has a positive effect on the oral fluency of the students. There was no significant difference in the accuracy and complexity of oral English between the two groups. The teacher indicated that she would try her best to find feasible ways to improve the accuracy and complexity of oral English, so as to ensure the balanced development of oral English in three aspects. Secondly, the present study is limited to the study of the effect of speaking volume on students' oral English proficiency, and does not involve the impact on the overall English proficiency. Finally, the experiment is conducted for only 7 weeks. There is no guarantee of the long-term effect of oral exercise on students' oral proficiency.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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