浸入式教學(xué)法對(duì)初中英語(yǔ)口語(yǔ)教學(xué)的影響研究
發(fā)布時(shí)間：2023-05-12 23:04
隨著中學(xué)生英語(yǔ)核心素養(yǎng)的提出和新英語(yǔ)課程標(biāo)準(zhǔn)的進(jìn)一步深化以及社會(huì)發(fā)展對(duì)英語(yǔ)口語(yǔ)表達(dá)應(yīng)用能力不斷增強(qiáng)的需求,這對(duì)初中生英語(yǔ)教學(xué)提出了更高更新的要求。英語(yǔ)口語(yǔ)是英語(yǔ)學(xué)習(xí)過程中的一項(xiàng)十分重要的基本技能,同時(shí)也反映了學(xué)生語(yǔ)言使用的綜合能力。然而,中國(guó)當(dāng)前學(xué)生的英語(yǔ)口語(yǔ)教學(xué)狀況不容樂觀:以教師為中心的教學(xué)法占據(jù)著口語(yǔ)教學(xué)的主流地位,長(zhǎng)期以來(lái)重書面表達(dá)輕口語(yǔ)能力培養(yǎng)的現(xiàn)象十分嚴(yán)重,培養(yǎng)出來(lái)的學(xué)生英語(yǔ)口語(yǔ)水平普遍不高,發(fā)音不純正,羞于開口,啞巴英語(yǔ)的現(xiàn)象仍然普遍存在。近年來(lái),外語(yǔ)教學(xué)中的很多專家學(xué)者和奮斗在教學(xué)一線的教師們也深刻地意識(shí)到外語(yǔ)教學(xué)再也不僅僅是局限于語(yǔ)言知識(shí)本身的學(xué)習(xí)和應(yīng)付考試的工具,英語(yǔ)口語(yǔ)能力的提升,跨文化交際能力和學(xué)習(xí)動(dòng)機(jī)的激發(fā)和培養(yǎng)也必須放在重中之重的位置。因此,本文在深入探討口語(yǔ)教學(xué)理論的基礎(chǔ)上,以關(guān)鍵期假設(shè)理論,語(yǔ)言輸入輸出理論和互動(dòng)假設(shè)理論為主要理論依據(jù),利用浸入式教學(xué)法對(duì)初中學(xué)生進(jìn)行有效的英語(yǔ)課堂口語(yǔ)教學(xué),并力圖在實(shí)驗(yàn)中檢驗(yàn)其合理性。在本研究中,浸入式教學(xué)被定義為一種新的教學(xué)方法:浸入式是指用第二語(yǔ)言作為教學(xué)語(yǔ)言的教學(xué)模式,學(xué)生在校園的全部或一半時(shí)間內(nèi),被浸泡在第二語(yǔ)言環(huán)...
【文章頁(yè)數(shù)】：111 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Significance and Purpose
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definition of Crucial Terms
2.1.1 Immersion Teaching Approach
2.1.2 Oral English Teaching
2.1.3 English Speaking Ability
2.1.4 Intercultural Communication Competence (ICC)
2.1.5 Study Motivation
2.2 Theoretical Framework of the Thesis
2.2.1 The Critical Period Hypothesis
2.2.2 The Input Hypothesis and the Output Hypothesis
2.2.3 The Interaction Hypothesis Theory
2.3 Researches on English Speaking Ability through Immersion Teaching Approachboth at Home and Abroad
2.3.1 Studies Abroad
2.3.2 Studies at Home
2.4 Researches on the Cultivation and Improvement of InterculturalCommunication Competence both at Home and Abroad
2.4.1 Studies Abroad
2.4.2 Studies at Home
2.5 Researches on the Cultivation and Improvement of Study Motivation both atHome and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Experimental Method
3.3.2 Questionnaires
3.3.3 Interview
3.3.4 Implementation of Immersion Teaching Approach
3.4 Data Collection and Processing
3.4.1 Data collection
3.4.2 Data Processing
Chapter Four Research Results and Discussion
4.1 Quantitative Research Results
4.1.1 Descriptive Statistics of Results from Pretest
4.1.2 Comparison of Differences between the Results of the ExperimentalClass and Control Class in pretest
4.1.3 Descriptive Statistic of Results from Post-test
4.1.4 Comparison of Differences between the Results of the ExperimentalClass and Control Class in Post-test
4.1.5 Comparison of Pretest and Post-test for Experimental Class
4.1.6 Comparison of Pretest and Post-test for Control Class
4.2 Qualitative Research Results
4.2.1 Effects of Immersion Teaching Approach on Students' speaking Abilityand the Corresponding Reasons
4.2.2 Effects of Immersion Teaching Approach on Students,InterculturalCommunication Competence and the Corresponding Reasons
4.2.3 Effects of Immersion Teaching Approach on Students' study motivationand the Corresponding Reasons
4.2.4 Students' Suggestions on Implementing Immersion Teaching Approach
4.3 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Speaking Ability
4.4 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Intercultural Communication Competence
4.5 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Study Motivation
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for the Future Study
References
Appendices
Appendix Ⅰ Questionnaire Survey on Intercultural Communication Competence
Appendix Ⅱ Scale for Study Motivation
Appendix Ⅲ Outline of Interviews
Appendix Ⅳ Pre-test and Post-test Papers
Appendix Ⅴ Teaching Cases of the Immersion Teaching Approach
Paper Published during 2017-2019
本文編號(hào)：3814810
【文章頁(yè)數(shù)】：111 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Significance and Purpose
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definition of Crucial Terms
2.1.1 Immersion Teaching Approach
2.1.2 Oral English Teaching
2.1.3 English Speaking Ability
2.1.4 Intercultural Communication Competence (ICC)
2.1.5 Study Motivation
2.2 Theoretical Framework of the Thesis
2.2.1 The Critical Period Hypothesis
2.2.2 The Input Hypothesis and the Output Hypothesis
2.2.3 The Interaction Hypothesis Theory
2.3 Researches on English Speaking Ability through Immersion Teaching Approachboth at Home and Abroad
2.3.1 Studies Abroad
2.3.2 Studies at Home
2.4 Researches on the Cultivation and Improvement of InterculturalCommunication Competence both at Home and Abroad
2.4.1 Studies Abroad
2.4.2 Studies at Home
2.5 Researches on the Cultivation and Improvement of Study Motivation both atHome and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Experimental Method
3.3.2 Questionnaires
3.3.3 Interview
3.3.4 Implementation of Immersion Teaching Approach
3.4 Data Collection and Processing
3.4.1 Data collection
3.4.2 Data Processing
Chapter Four Research Results and Discussion
4.1 Quantitative Research Results
4.1.1 Descriptive Statistics of Results from Pretest
4.1.2 Comparison of Differences between the Results of the ExperimentalClass and Control Class in pretest
4.1.3 Descriptive Statistic of Results from Post-test
4.1.4 Comparison of Differences between the Results of the ExperimentalClass and Control Class in Post-test
4.1.5 Comparison of Pretest and Post-test for Experimental Class
4.1.6 Comparison of Pretest and Post-test for Control Class
4.2 Qualitative Research Results
4.2.1 Effects of Immersion Teaching Approach on Students' speaking Abilityand the Corresponding Reasons
4.2.2 Effects of Immersion Teaching Approach on Students,InterculturalCommunication Competence and the Corresponding Reasons
4.2.3 Effects of Immersion Teaching Approach on Students' study motivationand the Corresponding Reasons
4.2.4 Students' Suggestions on Implementing Immersion Teaching Approach
4.3 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Speaking Ability
4.4 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Intercultural Communication Competence
4.5 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Study Motivation
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for the Future Study
References
Appendices
Appendix Ⅰ Questionnaire Survey on Intercultural Communication Competence
Appendix Ⅱ Scale for Study Motivation
Appendix Ⅲ Outline of Interviews
Appendix Ⅳ Pre-test and Post-test Papers
Appendix Ⅴ Teaching Cases of the Immersion Teaching Approach
Paper Published during 2017-2019
本文編號(hào)：3814810
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