發(fā)布時間：2018-03-15 09:05

  本文選題：交際意愿　切入點：英語成績　出處：《揚州大學》2017年碩士論文　論文類型：學位論文

【摘要】：交際意愿是影響英語學習過程的一個重要因素。語言學習的最終目標是培養(yǎng)學生積極主動尋求交際的機會及實現(xiàn)交流的意愿。中國有著世界上最大的英語學習者群體,加之其特殊的英語語言學習環(huán)境,即絕大多數(shù)英語學習者僅在教室里由非母語者教師完成英語學習。因此,對中國學生尤其是對高中國際班學生進行英語交際意愿的實證研究極其重要。鑒于交際意愿在英語學習過程中的重要作用及實際需要,本研究試圖解決以下三個問題:1)高中國際班學生課堂英語交際意愿的總體情況如何?2)高、低分組學生在課堂英語交際意愿上是否存在差異?如有差異,主要表現(xiàn)在哪些方面?3)課堂英語交際意愿與學生英語成績是否相關(guān)?如相關(guān),程度如何?為了獲得足夠可信的數(shù)據(jù)和信息,本研究采用定量和定性兩種研究方法。定量研究主要包括一份問卷,該問卷以MacIntyre等人(2001)設(shè)計的“課堂交際意愿問卷”為基礎(chǔ)進行適當改編。問卷于2016年11月發(fā)放給北京新東方揚州外國語學校國際高中部三個班級共85名高二學生,最終78份有效。接著,研究者采用SPSS19.0對問卷數(shù)據(jù)進行了統(tǒng)計分析。定性研究采用半結(jié)構(gòu)訪談形式,訪談對象為高分組和低分組各3名學生。他們都參與了先前的問卷調(diào)查且其問卷均有效。訪談用中文進行,研究者對整個過程進行錄音。通過對所采集的數(shù)據(jù)進行的定量和定性分析,本研究得出如下結(jié)論:首先,高中國際班學生課堂英語交際意愿水平總體上處于中等偏上水平。其中,學生的“閱讀交際意愿”最高,均值為4.04;其次為“聽力交際意愿”,均值為4.02;“口語和寫作交際意愿”較低,均值分別為3.65和3.63。其中在閱讀交際意愿中,“閱讀英語為母語者的來信”最受學生歡迎。其次,獨立樣本T檢驗結(jié)果顯示,高、低分組學生課堂英語交際意愿在“聽、說、讀、寫”四個方面均存在顯著差異(p.05)。高分組學習者在四個方面的交際意愿均顯著高于低分組學習者,其中,“口語交際意愿”方面差異最為顯著(p.01),高分組學習者“口語交際意愿”的平均值為3.90,遠高于低分組的3.12。在具體的口語交際意愿項目中,除了“用英語和同學打招呼”(p=.077.05)和“用英語向同學介紹你最喜歡的一項游戲規(guī)則”(p=.271.05)外,其余項目均存在顯著差異。第三,相關(guān)性分析結(jié)果顯示,學生“口語交際意愿”和“聽力交際意愿”與“聽、說、讀、寫”四個方面的英語成績均存在顯著正相關(guān)。然而,“閱讀交際意愿”只與除了閱讀之外的口語、寫作和聽力三個方面的英語成績存在顯著正相關(guān),“寫作交際意愿”只與除了口語之外的閱讀、寫作和聽力三個方面的英語成績存在顯著正相關(guān)。以上研究結(jié)果對高中英語教學具有一定的指導意義。首先,要增強學生交際意愿意識,認識到交際意愿的有效性和實用價值。教師應(yīng)盡量設(shè)計多種有趣的課堂活動,為學生提供多樣的交際機會。其次,教師應(yīng)創(chuàng)設(shè)生動的口語練習情境,為學生提供地道的聽力材料,平衡聽、說、讀、寫四種語言技能的教學時間。第三,教師應(yīng)多關(guān)注英語成績低分者,給他們提供更多的英語交際機會,并及時給予他們鼓勵,幫助他們盡快提高口語交流意識及能力。
[Abstract]:Communicative intention is an important factor influencing English learning process. The ultimate goal of language learning is to cultivate the students to actively seek opportunities to communicate and achieve the communication intention. China has the world's largest population of English learners, and the special English language learning environment, most English learners in the classroom by non-native speakers of English learning teachers. Therefore, the Chinese students especially the empirical research on willingness to communicate in English for senior high school international students is extremely important. In view of willingness to communicate in English learning process plays an important role and practical needs, this study attempts to answer the following three questions: 1) how the overall situation in Senior high school class students' willingness to communicate in English? 2), whether in the classroom there are differences on the willingness to communicate in English low achievers? If there are differences, mainly in what areas? 3) class Willingness to communicate in English and their English scores are related? How to related degree? In order to obtain sufficient credible data and information, this study uses two quantitative and qualitative methods. Quantitative research mainly includes a questionnaire, the questionnaire by MacIntyre et al. (2001) the design of "communicative intention questionnaire" as the basis for appropriate adaptation questionnaire. Released in November 2016 to Beijing Yangzhou New Oriental Foreign Language School International high school three classes a total of 85 students, the final 78 valid. Then, the researchers used SPSS19.0 for statistical analysis of the questionnaire data. Qualitative study using semi-structured interviews, interviews for high and low groups each 3 the students. They are involved in the questionnaire survey and the previous questionnaires were valid. Interviews with Chinese, researchers recorded the whole process. Based on the collected data. The quantitative and qualitative analysis, the main conclusions are as follows: first, an international high school class students willingness to communicate in English level in the middle level. Among them, the students' willingness to communicate in reading "the highest average is 4.04; followed by" will "mean 4.02 communicative listening, speaking and writing;" communicative intention the low average is 3.65 and 3.63. respectively in the willingness to communicate in reading, reading English speakers from "the most popular with the students. Secondly, independent samples T test showed that the high and low score students willingness to communicate in English in the classroom listening, say, read, write" four aspects are significant differences (p.05). High achievers in the four aspects of the WTC were significantly higher than the low achievers, the difference between "intention" communicative aspects of the most significant (P.01), the average high score learners "oral communicative intention" A value of 3.90, far higher than the low 3.12. group in the project will specific oral communication, in addition to greet people in English and students "(p=.077.05)" and introduces a game you most love to your classmates in English "(p=.271.05), there were significant differences in the rest of the project. In third, the result of correlation analysis show the students" oral communicative intention "and" communicative listening intention "and" listen, say, read, write "four aspects of the English scores were significantly positively related. However, the willingness to communicate only with reading" besides reading English, was positively related to the three aspects of writing and listening English "writing, willingness to communicate only with the addition of oral English outside reading, was positively related to the three aspects of writing and listening English. The above research results have certain guiding significance for English Teaching in senior high school. First, to enhance learning Students' willingness to communicate in consciousness, to realize effective communication intention and practical value. The teacher should try to design a variety of interesting classroom activities, provide a variety of communication opportunities for students. Secondly, teachers should create a lively oral practice, provide authentic listening materials for the students to listen, say, read, balance, written in four languages the skills of teaching time. Third, teachers should pay more attention to English low achievers, offer them more opportunities for English communication and timely, and give them encouragement to help them improve their consciousness and ability of oral communication as soon as possible.

【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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本文編號：1615348