口語作為四大語言技能之一,在高中英語學習中占據(jù)很重要的位置,而如何提高學生們的口頭表達能力卻成為老師們的一項艱難和耗時的任務。然而,目前我國的高中口語教學效果普遍不理想,學生口語表達能力相對較差;改善目前的困境的一種思路即產(chǎn)出導向法,它是由文秋芳教授首倡的中國本土教學法,在大學英語教學改革方面有良好的教學效果。為探索更好的英語教學模式,本文面向高中英語口語課堂設計了基于產(chǎn)出導向法的教學方案,并借助統(tǒng)計學工具檢驗產(chǎn)出導向法對高中生英語口語表達的影響。方案基于產(chǎn)出導向法的基本思想,根據(jù)產(chǎn)出目標確定教學過程:驅(qū)動階段為教師提出交際挑戰(zhàn)、學生嘗試產(chǎn)出、教師解釋教學目標和產(chǎn)出任務;促成階段分為師生共同設定評判標準、細分產(chǎn)出任務為各個小任務、教師提供選擇性學習材料;評價階段則包含評價典型學生產(chǎn)出、評價參考樣本對話、教師總結評價。該方案使得學生先充分了解產(chǎn)出任務的具體要求,通過有針對性的學習和對產(chǎn)出任務的細化處理,最終對比他人成果后優(yōu)化自己的口語產(chǎn)出。統(tǒng)計檢驗結果表明:一、產(chǎn)出導向法對高中學生提高英語口語能力有促進作用;二、產(chǎn)出導向法提高了學生的口語學習動機。本文的創(chuàng)新之處在于:一、基于產(chǎn)出導向法設... 

【文章來源】：五邑大學廣東省

【文章頁數(shù)】：101 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract(Chinese)
Abstract(English)
List of abbreviations
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 The significance of the research
    1.4 Structure of the thesis
Chapter Two Literature review
    2.1 Theoretical bases of POA
        2.1.1 Output Hypothesis
            2.1.1.1 Definition of Output Hypothesis
            2.1.1.2 Functions of Output Hypothesis
            2.1.1.3 Connection between Output Hypothesis and POA
        2.1.2 Interaction Hypothesis
            2.1.2.1 Definition of Interaction Hypothesis
            2.1.2.2 Connection between Interaction Hypothesis and POA
    2.2 Production-Oriented approach(POA)
        2.2.1 The development of POA
        2.2.2 Theoretical framework of POA
            2.2.2.1Teaching principles
            2.2.2.2 Teaching hypotheses
            2.2.2.3 Teaching procedures
        2.2.3 Researches on POA at home
            2.2.3.1 POA in general English teaching
            2.2.3.2 POA in oral English teaching
            2.2.3.3 POA in high school English teaching
            2.2.3.4 Some other studies
        2.2.4 Researches on POA abroad
        2.2.5 Limitation of previous researches and suggestion for further research
    2.3 Oral proficiency
        2.3.1 Definition of oral proficiency
        2.3.2 Evaluation standard of oral proficiency
Chapter Three Research methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Pre-test
        3.3.2 Questionnaire survey
        3.3.3 Post-test
        3.3.4 Interview
        3.3.5 Class observation
    3.4 Procedure of the present study
        3.4.1 Pre-experiment stage
        3.4.2 While-experiment stage
            3.4.2.1 Motivating and enabling
            3.4.2.2 Practicing and assessing
        3.4.3 Post-experiment stage
    3.5 Data collection and analysis methods
Chapter Four Data presentation and discussion
    4.1 Results of pre-test
    4.2 Results of post-test
        4.2.1 Independent t-test results of the post-test
        4.2.2 ANOVA results of the post-test
            4.2.2.1 Results of the post-test in terms of accuracy
            4.2.2.2 Results of the post-test in terms of complexity
            4.2.2.3 Results of the post-test in terms of fluency
    4.3 Results of questionnaire
    4.4 Results of interview
        4.4.1 Results of the interview of teachers
        4.4.2 Results of the interview of students
    4.5 The overall evaluation of POA
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
        5.2.1 Theoretical implications
        5.2.2 Pedagogical implications
            5.2.2.1 Implications for Oral English teaching
            5.2.2.2 Implications for teachers training
            5.2.2.3 Implications of the inadequacies of POA
    5.3 Limitations of the present study
    5.4 Suggestions for further research
References
Appendix I:The questionnaire
Appendix II:The assignments of pre-test and post-test
AppendixⅢ:The interview
AppendixⅣ:Scores of groups in the post-test
作者簡歷及攻讀碩士學位期間取得的研究成果



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