本文選題：輸出假說(shuō) + 改進(jìn)策略�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：隨著全球化進(jìn)程不斷地深入,我國(guó)的國(guó)際地位越來(lái)也高,國(guó)民與外國(guó)人交流合作的機(jī)會(huì)也越來(lái)越多。英語(yǔ)作為一門(mén)國(guó)際交流的工具,在日常交流中英語(yǔ)學(xué)習(xí)者的聽(tīng)說(shuō)能力受到了越來(lái)越多的關(guān)注。中小學(xué)作為英語(yǔ)教學(xué)的啟蒙階段,是發(fā)展學(xué)生聽(tīng)說(shuō)能力的關(guān)鍵時(shí)期。而由于目前中考評(píng)價(jià)體系的影響,在初中畢業(yè)時(shí)多數(shù)學(xué)生的語(yǔ)法水平明顯優(yōu)于聽(tīng)說(shuō)與寫(xiě)作的能力,這與日常教學(xué)中教師總是將教學(xué)的重點(diǎn)主要放在讓學(xué)生背誦、理解詞匯和句型以及記憶各種語(yǔ)法規(guī)則有關(guān)。這并不符合語(yǔ)言學(xué)習(xí)的客觀規(guī)律以及英語(yǔ)學(xué)科的“工具性”。隨著中考改革地不斷深入,對(duì)于聽(tīng)說(shuō)的重視程度也與日俱增,因此,如何提高中小學(xué)生的英語(yǔ)聽(tīng)說(shuō)能力成為了一個(gè)迫在眉睫的課題。本文以輸出假說(shuō)為指導(dǎo)、并以實(shí)證研究為基礎(chǔ),旨在探索提高初中英語(yǔ)聽(tīng)說(shuō)教學(xué)行之有效的方法,解決目前聽(tīng)說(shuō)課堂“耗時(shí)低效”的問(wèn)題。本文首先通過(guò)文獻(xiàn)資料法闡述了輸出假說(shuō)的由來(lái),以及國(guó)內(nèi)外對(duì)于輸入與輸出假說(shuō)的研究現(xiàn)狀。此外,筆者還查閱了國(guó)內(nèi)外專(zhuān)家對(duì)于輸入輸出假說(shuō)在英語(yǔ)聽(tīng)說(shuō)教學(xué)中的應(yīng)用,分析了目前初中英語(yǔ)教學(xué)中聽(tīng)說(shuō)課課堂教學(xué)的現(xiàn)在以及其所存在的問(wèn)題,作為實(shí)證研究的基礎(chǔ)。本文的實(shí)驗(yàn)部分,筆者所教的六年級(jí)92名學(xué)生進(jìn)行了為期一年的聽(tīng)說(shuō)課教學(xué)實(shí)驗(yàn)。兩個(gè)班在入學(xué)測(cè)試中處于統(tǒng)一層次,筆者采用了問(wèn)卷調(diào)查、前測(cè)后測(cè)及基于輸出假說(shuō)的聽(tīng)說(shuō)課課堂活動(dòng)設(shè)計(jì)等方式并對(duì)數(shù)據(jù)采用SPSS數(shù)據(jù)分析。問(wèn)卷調(diào)查側(cè)重發(fā)現(xiàn)目前聽(tīng)說(shuō)課課堂教學(xué)中存在的問(wèn)題,通過(guò)將輸出理論運(yùn)用到課堂教學(xué)設(shè)計(jì)中,改變了學(xué)生原來(lái)的聽(tīng)說(shuō)課課堂學(xué)習(xí)“費(fèi)時(shí)低效”的狀況并積極地監(jiān)測(cè)評(píng)價(jià)學(xué)生的產(chǎn)出效果。一年的實(shí)驗(yàn)下來(lái),實(shí)驗(yàn)班與對(duì)照班在聽(tīng)說(shuō)課口語(yǔ)表現(xiàn)方面存在顯著性差異,學(xué)生的積極參與課堂聽(tīng)說(shuō)活動(dòng)的積極性也變高了。該實(shí)驗(yàn)對(duì)探索初中英語(yǔ)聽(tīng)說(shuō)課課堂有效教學(xué)模式有一定的啟示作用。最后本文根據(jù)實(shí)驗(yàn)結(jié)果提出了一些輸出假說(shuō)應(yīng)用與初中英語(yǔ)聽(tīng)說(shuō)教學(xué)的建議和意見(jiàn),即提供更多可理解輸出的機(jī)會(huì)、創(chuàng)造和諧舒適的課堂氛圍,以學(xué)生為中心、豐富更多課內(nèi)外聽(tīng)說(shuō)教學(xué)資源等。同時(shí)最后也談到了本研究存在的不足以及今后需要進(jìn)一步解決的問(wèn)題。
[Abstract]:With the deepening of the globalization process, China's international status has become higher and higher, and the opportunities for nationals and foreigners to exchange and cooperate have become more and more. As a tool of international communication, English learners' listening and speaking ability has attracted more and more attention in daily communication. As the enlightenment stage of English teaching, primary and secondary schools are the key period to develop students' listening and speaking ability. Because of the influence of the current evaluation system of the middle school examination, the grammar level of most students is obviously superior to the ability of listening, speaking and writing when they graduate from junior high school. This is because in the daily teaching, teachers always focus on making the students recite. Understanding vocabulary and sentence patterns and memorizing various grammatical rules. This does not conform to the objective law of language learning and the instrumental nature of English. With the deepening of the reform of the middle school entrance examination, the degree of attention to listening and speaking is increasing. Therefore, how to improve the English listening and speaking ability of primary and middle school students has become an urgent issue. Guided by the output hypothesis and based on empirical research, this paper aims to explore effective ways to improve the teaching of English listening and speaking in junior high schools and to solve the problem of "time-consuming and inefficient" listening and speaking classes. In this paper, the origin of the output hypothesis and the current situation of the research on the input and output hypothesis at home and abroad are described by the method of literature. In addition, the author also refers to the application of input and output hypothesis in English listening and speaking teaching, and analyzes the present situation and existing problems of listening and speaking classroom teaching in junior middle school English teaching, which is the basis of empirical research. In the experiment part of this paper, 92 students of sixth grade were taught in the course of listening and speaking for one year. The two classes are at the same level in the entrance test. The author adopts the methods of questionnaire, pre-test and post-test and classroom activity design based on output hypothesis, and uses SPSS data to analyze the data. The questionnaire survey focuses on the problems existing in the classroom teaching of listening and speaking classes, and applies the output theory to the classroom teaching design. It changes the original situation of students'"time-consuming and inefficient" learning in listening and speaking class and actively monitors and evaluates the students' output effect. After one year's experiment, there are significant differences between the experimental class and the control class in oral performance of listening and speaking class, and the students' enthusiasm to actively participate in the classroom listening and speaking activities has also become higher. The experiment has some enlightening effect on exploring the effective teaching mode of English listening and speaking class in junior high school. Finally, based on the experimental results, this paper puts forward some suggestions and suggestions on the application of output hypothesis and English listening and speaking teaching in junior high school, that is, to provide more opportunities for comprehensible output, to create a harmonious and comfortable classroom atmosphere, and to focus on students. Enrich more listening and speaking teaching resources and so on. At the same time, the shortcomings of this study and the problems that need to be solved in the future are also discussed.
【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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