本文選題：口語(yǔ)教學(xué) + 語(yǔ)境理論　； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：在語(yǔ)言教學(xué)中,聽(tīng)、說(shuō)、讀、寫(xiě)是學(xué)生需要掌握的四項(xiàng)基本語(yǔ)言技能。在初中英語(yǔ)教學(xué)中,對(duì)于學(xué)生的四項(xiàng)基本技能習(xí)得也有相應(yīng)的要求。聽(tīng)和讀被視為語(yǔ)言的輸入環(huán)節(jié),而說(shuō)和寫(xiě)則是語(yǔ)言的輸出環(huán)節(jié)。受到傳統(tǒng)評(píng)價(jià)方式的影響,在初中英語(yǔ)的教學(xué)過(guò)程中,比較注重書(shū)面語(yǔ)的教授,而口語(yǔ)教學(xué)則未受到足夠的重視。久而久之,部分學(xué)生會(huì)忽略自身口語(yǔ)的訓(xùn)練及培養(yǎng),能夠在筆試中取得高分的學(xué)生未必有較強(qiáng)的口語(yǔ)表達(dá)能力,甚至有部分學(xué)生未能達(dá)到課程標(biāo)準(zhǔn)的要求。本論文結(jié)合上海某初中英語(yǔ)口語(yǔ)教學(xué)的實(shí)際案例,對(duì)于初中學(xué)生英語(yǔ)口語(yǔ)的學(xué)習(xí)情況進(jìn)行剖析,以期發(fā)現(xiàn)學(xué)生們?cè)诳谡Z(yǔ)學(xué)習(xí)上的錯(cuò)誤和缺失之處,并提出一些解決方法。鑒于交際活動(dòng)的語(yǔ)言應(yīng)用(即索緒爾的parole或喬姆斯基的performance)總是發(fā)生在特定的語(yǔ)境中,且非研究性的外語(yǔ)學(xué)習(xí)總是以培養(yǎng)交際能力(海姆斯的communicative competence)為主要目的,本研究將語(yǔ)境理論和口語(yǔ)教學(xué)相結(jié)合,使英語(yǔ)口語(yǔ)學(xué)習(xí)能夠在創(chuàng)設(shè)的仿真情境下進(jìn)行,提高教學(xué)效果。本論文以具體教學(xué)案例,論述在英語(yǔ)口語(yǔ)課堂創(chuàng)設(shè)語(yǔ)境的方法,并通過(guò)口語(yǔ)測(cè)試來(lái)檢測(cè)教學(xué)效果。筆者對(duì)在英語(yǔ)口語(yǔ)教學(xué)中創(chuàng)設(shè)語(yǔ)境有以下幾點(diǎn)假設(shè):(1)設(shè)置得當(dāng)?shù)恼Z(yǔ)境有利于提升學(xué)生學(xué)習(xí)英語(yǔ)的興趣。(2)在語(yǔ)境下的初中英語(yǔ)口語(yǔ)教學(xué)有助于學(xué)生完成口語(yǔ)任務(wù)。3)在語(yǔ)境下的初中英語(yǔ)口語(yǔ)教學(xué)有助于提高學(xué)生語(yǔ)言輸出的流利性、準(zhǔn)確性和語(yǔ)言的復(fù)雜性。在調(diào)查研究中,本文作者將對(duì)實(shí)驗(yàn)班和參照班的研究結(jié)果進(jìn)行對(duì)比分析,從而對(duì)上述三項(xiàng)假設(shè)的合理性進(jìn)行了檢驗(yàn)。本論文采用文獻(xiàn)研究法、比較分析法、問(wèn)卷調(diào)查法、訪談法等研究方法,對(duì)語(yǔ)境教學(xué)法在初中英語(yǔ)口語(yǔ)的應(yīng)用進(jìn)行研究,旨在為更多的英語(yǔ)教師在完善英語(yǔ)口語(yǔ)教學(xué)中提供建設(shè)性的建議,通過(guò)教學(xué)模式與方法的改進(jìn),幫助學(xué)生進(jìn)行英語(yǔ)口語(yǔ)練習(xí),從而提高其英語(yǔ)語(yǔ)言的綜合能力。
[Abstract]:In language teaching, listening, speaking, reading and writing are four basic language skills students need to master. In junior middle school English teaching, there are corresponding requirements for students' acquisition of four basic skills. Listening and reading are regarded as input of language, while speaking and writing are output of language. Under the influence of traditional evaluation methods, in the middle school English teaching process, more attention is paid to the teaching of written language, but the oral teaching is not paid enough attention to. Over time, some students will ignore their oral English training and training, the students who can get high scores in the written test may not have a strong oral expression ability, or even some students fail to meet the requirements of the curriculum standards. Based on the actual case of oral English teaching in a junior high school in Shanghai, this paper analyzes the learning situation of spoken English in junior high school students, in order to find out the mistakes and shortcomings of the students in oral English learning, and put forward some solutions. In view of the fact that the language application of communicative activities (i.e. Saussure's parole or Chomsky's performance) always occurs in a specific context, and that the main purpose of non-research foreign language learning is to develop the communicative competence (communicative competence). This study combines context theory with oral English teaching so that oral English learning can be carried out in a simulated environment to improve the teaching effect. This paper discusses the method of creating context in spoken English classroom with specific teaching cases, and tests the teaching effect by oral test. The author has the following hypotheses on creating context in oral English teaching: (1) proper setting of context is conducive to enhancing students' interest in learning English. (2) Oral English teaching in junior middle school under context can help students to complete oral tasks. In context, oral English teaching in junior high school helps to improve the fluency of students' language output. Accuracy and language complexity. In the investigation and research, the author will compare the results of the experimental class and the reference class, and test the rationality of the above three hypotheses. This thesis uses literature research, comparative analysis, questionnaire survey, interview and other research methods to study the application of contextual teaching method in junior high school spoken English. The purpose of this paper is to provide constructive suggestions for more English teachers to improve their oral English teaching. Through the improvement of teaching mode and method, students can be helped to practice oral English and improve their comprehensive ability of English language.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：2010297