高中国际班学生课堂英语交际意愿调查研究

发布时间：2018-03-15 09:05

  本文选题：交际意愿　切入点：英语成绩　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：交际意愿是影响英语学习过程的一个重要因素。语言学习的最终目标是培养学生积极主动寻求交际的机会及实现交流的意愿。中国有着世界上最大的英语学习者群体,加之其特殊的英语语言学习环境,即绝大多数英语学习者仅在教室里由非母语者教师完成英语学习。因此,对中国学生尤其是对高中国际班学生进行英语交际意愿的实证研究极其重要。鉴于交际意愿在英语学习过程中的重要作用及实际需要,本研究试图解决以下三个问题:1)高中国际班学生课堂英语交际意愿的总体情况如何?2)高、低分组学生在课堂英语交际意愿上是否存在差异?如有差异,主要表现在哪些方面?3)课堂英语交际意愿与学生英语成绩是否相关?如相关,程度如何?为了获得足够可信的数据和信息,本研究采用定量和定性两种研究方法。定量研究主要包括一份问卷,该问卷以MacIntyre等人(2001)设计的“课堂交际意愿问卷”为基础进行适当改编。问卷于2016年11月发放给北京新东方扬州外国语学校国际高中部三个班级共85名高二学生,最终78份有效。接着,研究者采用SPSS19.0对问卷数据进行了统计分析。定性研究采用半结构访谈形式,访谈对象为高分组和低分组各3名学生。他们都参与了先前的问卷调查且其问卷均有效。访谈用中文进行,研究者对整个过程进行录音。通过对所采集的数据进行的定量和定性分析,本研究得出如下结论:首先,高中国际班学生课堂英语交际意愿水平总体上处于中等偏上水平。其中,学生的“阅读交际意愿”最高,均值为4.04;其次为“听力交际意愿”,均值为4.02;“口语和写作交际意愿”较低,均值分别为3.65和3.63。其中在阅读交际意愿中,“阅读英语为母语者的来信”最受学生欢迎。其次,独立样本T检验结果显示,高、低分组学生课堂英语交际意愿在“听、说、读、写”四个方面均存在显著差异(p.05)。高分组学习者在四个方面的交际意愿均显著高于低分组学习者,其中,“口语交际意愿”方面差异最为显著(p.01),高分组学习者“口语交际意愿”的平均值为3.90,远高于低分组的3.12。在具体的口语交际意愿项目中,除了“用英语和同学打招呼”(p=.077.05)和“用英语向同学介绍你最喜欢的一项游戏规则”(p=.271.05)外,其余项目均存在显著差异。第三,相关性分析结果显示,学生“口语交际意愿”和“听力交际意愿”与“听、说、读、写”四个方面的英语成绩均存在显著正相关。然而,“阅读交际意愿”只与除了阅读之外的口语、写作和听力三个方面的英语成绩存在显著正相关,“写作交际意愿”只与除了口语之外的阅读、写作和听力三个方面的英语成绩存在显著正相关。以上研究结果对高中英语教学具有一定的指导意义。首先,要增强学生交际意愿意识,认识到交际意愿的有效性和实用价值。教师应尽量设计多种有趣的课堂活动,为学生提供多样的交际机会。其次,教师应创设生动的口语练习情境,为学生提供地道的听力材料,平衡听、说、读、写四种语言技能的教学时间。第三,教师应多关注英语成绩低分者,给他们提供更多的英语交际机会,并及时给予他们鼓励,帮助他们尽快提高口语交流意识及能力。
[Abstract]:Communicative intention is an important factor influencing English learning process. The ultimate goal of language learning is to cultivate the students to actively seek opportunities to communicate and achieve the communication intention. China has the world's largest population of English learners, and the special English language learning environment, most English learners in the classroom by non-native speakers of English learning teachers. Therefore, the Chinese students especially the empirical research on willingness to communicate in English for senior high school international students is extremely important. In view of willingness to communicate in English learning process plays an important role and practical needs, this study attempts to answer the following three questions: 1) how the overall situation in Senior high school class students' willingness to communicate in English? 2), whether in the classroom there are differences on the willingness to communicate in English low achievers? If there are differences, mainly in what areas? 3) class Willingness to communicate in English and their English scores are related? How to related degree? In order to obtain sufficient credible data and information, this study uses two quantitative and qualitative methods. Quantitative research mainly includes a questionnaire, the questionnaire by MacIntyre et al. (2001) the design of "communicative intention questionnaire" as the basis for appropriate adaptation questionnaire. Released in November 2016 to Beijing Yangzhou New Oriental Foreign Language School International high school three classes a total of 85 students, the final 78 valid. Then, the researchers used SPSS19.0 for statistical analysis of the questionnaire data. Qualitative study using semi-structured interviews, interviews for high and low groups each 3 the students. They are involved in the questionnaire survey and the previous questionnaires were valid. Interviews with Chinese, researchers recorded the whole process. Based on the collected data. The quantitative and qualitative analysis, the main conclusions are as follows: first, an international high school class students willingness to communicate in English level in the middle level. Among them, the students' willingness to communicate in reading "the highest average is 4.04; followed by" will "mean 4.02 communicative listening, speaking and writing;" communicative intention the low average is 3.65 and 3.63. respectively in the willingness to communicate in reading, reading English speakers from "the most popular with the students. Secondly, independent samples T test showed that the high and low score students willingness to communicate in English in the classroom listening, say, read, write" four aspects are significant differences (p.05). High achievers in the four aspects of the WTC were significantly higher than the low achievers, the difference between "intention" communicative aspects of the most significant (P.01), the average high score learners "oral communicative intention" A value of 3.90, far higher than the low 3.12. group in the project will specific oral communication, in addition to greet people in English and students "(p=.077.05)" and introduces a game you most love to your classmates in English "(p=.271.05), there were significant differences in the rest of the project. In third, the result of correlation analysis show the students" oral communicative intention "and" communicative listening intention "and" listen, say, read, write "four aspects of the English scores were significantly positively related. However, the willingness to communicate only with reading" besides reading English, was positively related to the three aspects of writing and listening English "writing, willingness to communicate only with the addition of oral English outside reading, was positively related to the three aspects of writing and listening English. The above research results have certain guiding significance for English Teaching in senior high school. First, to enhance learning Students' willingness to communicate in consciousness, to realize effective communication intention and practical value. The teacher should try to design a variety of interesting classroom activities, provide a variety of communication opportunities for students. Secondly, teachers should create a lively oral practice, provide authentic listening materials for the students to listen, say, read, balance, written in four languages the skills of teaching time. Third, teachers should pay more attention to English low achievers, offer them more opportunities for English communication and timely, and give them encouragement to help them improve their consciousness and ability of oral communication as soon as possible.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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本文编号：1615348