初中英语口语作业量对学生口语水平的影响

发布时间：2018-03-08 03:31

本文选题：初中英语　切入点：口语作业量　出处：《扬州大学》2016年硕士论文　论文类型：学位论文

【摘要】：中国英语学习者的口语水平尚不尽如意。虽然众多研究者在口语这一领域进行了诸多研究,但大多数研究主要针对在校大学生。对于中学生,特别是初中生的英语口语关注则相对较少。本研究聚焦于初中生英语口语学习,在全面了解英语口语作业现状的基础上,采用实验的方法,探讨增加作业量对初中生英语口语水平产生的影响。基于Krashen的输入假说及情感过滤假说,以及Swain的输出假设,本研究主要探讨了以下三个问题：1.初中英语口语作业量对学生口语流利性有何影响?2.初中英语口语作业量对学生口语准确性有何影响?3.初中英语口语作业量对学生口语复杂性有何影响?江苏省海门市某中学初二两个班共82名学生参与了本次实验。实验班8名学生及该班教师参与了实验后的访谈。实验中采用的测试工具为两次口语测试及访谈,用以获取前后测成绩。实验结果的分析方式主要采用了独立样本T检验和配对样本T检验。本研究有以下三点发现：首先,增加口语作业量对学生英语口语总体水平有积极影响。前测时,控制组的平均成绩高于实验组；然而,后测结果却正好相反,实验组的平均成绩高于控制组。两者存在显著差异。且实验后的访谈表明此口语作业布置方式深受学生们的欢迎,他们认为自己的口语水平得到了较大提高。与此同时,学习英语的自信,激情与兴趣也日趋增长。其次,两组学生口语流利性之间也存在显著差异。前测时控制班学生口语流利性的平均成绩要高于实验班的学生,而在后测中,实验班学生口语流利水平超过了控制班学生,表明增加英语口语作业量对学生口语流利性有积极作用。教师访谈也间接证明了这一点。最后,两组学生在口语准确性和复杂性方面并没有显著差异。这表明,增加口语作业量对学生口语表达的准确性和复杂性没有积极影响。访谈中,教师表明她会尽最大努力想出可行方法提高学生口语准确性和复杂性,从而保证口语三方面水平平衡发展。本研究有三点不足：首先,实验及访谈样本偏小,不足以推及整体现状。其次,本研究局限于探究口语作业量对学生口语水平的影响,没有涉及到对英语整体能力的影响。最后,本研究实验时间不长,仅7周,不能保证口语作业量对学生口语水平的长期影响。
[Abstract]:The oral proficiency of Chinese EFL learners is not satisfactory. Although many researchers have done a lot of research in the field of oral English, most of the studies have focused on college students. In particular, junior high school students pay less attention to oral English. This study focuses on junior high school students' oral English learning, and on the basis of a comprehensive understanding of the present situation of oral English homework, we adopt an experimental method. To explore the effect of increased workload on junior high school students' oral English proficiency. Based on Krashen's input hypothesis and affective filtering hypothesis, and Swain's output hypothesis, this paper discusses the effects of increasing workload on the oral English proficiency of junior high school students. This study focuses on the following three questions: 1. How does the volume of oral English exercises in junior high school affect students' oral fluency? 2. How does the volume of oral English work in junior high school affect the oral accuracy of students? 3. How does the volume of oral English work in junior high school affect the complexity of spoken English? A total of 82 students from the second middle school in Haimen City, Jiangsu Province participated in the experiment. Eight students and their teachers in the experimental class participated in the interview after the experiment. The test tools used in the experiment were two oral tests and interviews. In order to obtain the results before and after the test, the main analysis methods of the experimental results are independent sample T test and paired sample T test. There are three main findings in this study: first of all, The average score of the control group was higher than that of the experimental group, but the post-test result was just the opposite. The average score of the experimental group was higher than that of the control group. There was a significant difference between the two groups. The interviews after the experiment showed that the oral assignment was well received by the students, and they thought that their oral English proficiency had been greatly improved. The confidence, passion and interest in learning English are also increasing. Secondly, there are significant differences between the two groups in oral fluency. The average scores of the students in the pre-test control class are higher than those in the experimental class, but in the post-test, the average scores of the students in the pre-test control class are higher than those in the experimental class. The level of oral fluency in the experimental class is higher than that in the controlled class, which shows that increasing the amount of oral English exercises has a positive effect on the oral fluency of the students. There was no significant difference in the accuracy and complexity of oral English between the two groups. The teacher indicated that she would try her best to find feasible ways to improve the accuracy and complexity of oral English, so as to ensure the balanced development of oral English in three aspects. Secondly, the present study is limited to the study of the effect of speaking volume on students' oral English proficiency, and does not involve the impact on the overall English proficiency. Finally, the experiment is conducted for only 7 weeks. There is no guarantee of the long-term effect of oral exercise on students' oral proficiency.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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