低水平学习者续作任务下英语口语表达的个案研究

发布时间：2025-05-28 23:27

　　续作任务是近几年由国内语言教学的学者提出的一种提高语言产出水平的训练方式。王初明教授(2016)曾提出听后续说的短板是口语表达比较松散随意,若想提高语言的精确需要笔头的配合。因此,个案研究设计是以输出假说,支架教学为基础,旨在从实证上探究听读后续说和听读写后续说对低水平学习者的英语口语表达的影响有何差异,据此提出四个研究目的:1)观察和描述两位学习者在听读后续说和听读写后续说的话语数量,是否参照原文中的单词,短语,句型。2)观察和描述在听读写后续说中,语言的准确度是否提高。3)探究和报告两位学习者是如何评价听读后续说和听读写后续说与及他们是否察觉自己口语表达方面的变化。4)观察和报告在两种续说任务的干预下,两位学习者英语口语能力有什么变化,是男生还是女生进步更大。本研究中的研究对象为英语口语测试中的低水平学习者。研究工具包括口语英语能力的前测和后测,两种续说任务训练的材料,学生完成续说任务转写后的文本与及两次访谈。这些研究工具有助于获得整体和深入的观察。研究过程分为两个阶段,前五周是听读后续说,后五周是听读写后续说。在听读后续说训练中,学生阅读文本和听其录音15分钟后开始续说。在听读写后...

【文章页数】：129 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Significance
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Key Concepts
        2.1.1 Oral Continuation Task
        2.1.2 Oral English Ability
        2.1.3 Low Achiever
    2.2 Previous Studies on Continuation Tasks
        2.2.1 Theoretical Studies on Continuation Tasks
        2.2.2 Empirical Studies on Continuation Tasks
    2.3 Previous Studies on Factors Influencing Students’ Speaking Ability
    2.4 Limitations in Previous Research
Chapter Three Theoretical Framework
    3.1 Output Hypothesis
        3.1.1 Overview of Output Hypothesis
        3.1.2 Four Functions of the Output Related to This Study
    3.2 Scaffolding Instruction
        3.2.1 Definition of Scaffolding Instruction
        3.2.2 Classifications of Scaffolding Instruction
        3.2.3 Five Steps of Scaffolding Instruction
        3.2.4 Scaffolding Designed in This Study
Chapter Four Research Methodology
    4.1 Case Study Design
    4.2 Research Questions
    4.3 Participants
    4.4 Instruments and Materials
        4.4.1 Speaking Tests
        4.4.2 Oral Continuation Task Materials
        4.4.3 Texts of Continuation Tasks Completed by Participants
        4.4.4 Semi-structured Interviews
    4.5 Research Procedures
        4.5.1 Pre-training
        4.5.2 Training Process of Oral and Written-oral Continuation Tasks
        4.5.3 Post-training
    4.6 Data Collection and Analysis
        4.6.1 Speaking Tests
        4.6.2 Oral Continuation Task Materials
        4.6.3 Interviews
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Results of the Oral and Written-oral Continuation Tasks
        5.1.2 Results of the Speaking Tests
        5.1.3 Results of the Interviews
    5.2 Discussion
        5.2.1 Discussion in Terms of the First Question
        5.2.2 Discussion in Terms of the Second Question
        5.2.3 Discussion in Terms of the Third Question
        5.2.4 Discussion in Terms of the Fourth Question
Chapter Six Conclusions
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions for Further Research
References
Appendices
    Appendix Ⅰ The Pre-test
    Appendix Ⅱ The Post-test
    Appendix Ⅲ The Results of Pre-test and Post-test
    Appendix Ⅳ The Dimensions of Scoring Criterion on Three Parts of the Tests
    Appendix Ⅴ The Results of S1 and S2’s Scores of the Pre-test
    Appendix Ⅵ The Results of S1 and S2’s Scores of the Post-test
    Appendix Ⅶ The Examples of Oral Continuation Task Materials
    Appendix Ⅷ The Interviews



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