语言环境与习得 ——一项对中国非英语专业大学生可及性语言环境型学习的调查研究

论文摘要

要学好英语需要良好的语言环境。中国的英语学习环境历来被当作外语学习环境。这主要是因为学习者欠缺在日常生活中真实地用英语交际的语言环境。另外,由于课堂教学存在的种种问题,导致了中国学生交际能力极差。这样的教学效果不能满足当前学生以及用人单位的需求。然而随着经济全球化及信息技术的高速发展,英语也随之被全球化了。在中国,学生也可以置身于可及性语言环境中习得语言。所谓可及性语言环境指的是易于被普通学生接近及利用的语言环境。本研究旨在证明可及性语言环境是否能有效地促进学生的语言熟练程度。本文通过对定量研究的实验结果进行皮尔森相关系数及T检验分析,并以从定性研究获取的进一步的证据为基础,结果显示可及性语言环境型学习方式可以促进语言习得,可以解决目前英语教学中存在的问题,是课堂教学的重要补充。这种效果不仅体现在考试成绩上同时也体现在了学生的文化知识及口语能力上。当然不容忽视,由于时间仓促、条件有限以及操作难度等可能影响实验效果,因此,在今后的研究中,需要进一步地更精确的实证研究。本研究结果揭示了可及性语言环境的特点,用实证的手段证明了它能有效地促进学生的语言熟练程度并从理论上分析了它能促进语言习得的内在原因。因此它从环境的视角启示了要利用可及性语言环境促进语言习得,并希望更多的大学生能认识到可及性语言环境的重要作用而更多使用它。这样就可以有助于英语教学,满足当前学生以及社会的需求。

论文目录

• Abstract
• 摘要
• Abbreviations
• CONTENTS
• Chapter One: Introduction
• 1.1 Research background of the thesis
• 1.2 The primary hypothesis and the significance of the thesis
• 1.3 The structure of this thesis
• Chapter Two: Language environment and acquisition
• 2.1 Literature review
• 2.1.1 Terms defined
• 2.1.1.1 Language environment
• 2.1.1.2 Foreign language learning environment and second language acquisition environment
• 2.1.1.3 Acquisition and learning
• 2.1.2 Kinds of the accessible language environments （ALEs） in China
• 2.1.3 The factors related to acquisition in language environment
• 2.1.3.1 Input
• 2.1.3.2 Output
• 2.1.3.3 Interaction
• 2.1.4 Culture in language environment
• 2.1.4.1 The definition of culture
• 2.1.4.2 The relation between culture and language
• 2.1.4.3 The status quo of culture learning and teaching in Chinese universities
• 2.1.5 Previous studies
• 2.1.5.1 Studies from the perspective of constructive theory
• 2.1.5.2 Studies from the perspective of SLA theory
• 2.2 The researcher's ideas based on the literature review
• 2.2.1 Chinese learners' personal language environment
• 2.2.2 Chinese learners' ideal way to language proficiency
• 2.2.3 The ALE-based learning
• 2.2.4 The relationship between language environment and acquisition
• 2.3 Summary
• Chapter Three: Theoretical foundation and the characteristics of ALEs
• 3.1 The related theories
• 3.1.1 Input Hypothesis
• 3.1.2 Output Hypothesis and Interaction Hypothesis
• 3.1.3 Affective Filter Hypothesis
• 3.1.4 Constructivist theory
• 3.2 The characteristics of ALEs
• 3.2.1 Rich input in ALEs
• 3.2.2 Interactive activities in ALEs
• 3.2.3 Positive affective factors in ALEs
• 3.2.4 The Learner-centeredness in ALEs
• 3.3 Summary
• Chapter Four: The empirical study
• 4.1 The quantitative study
• 4.1.1 Research questions
• 4.1.2 Subjects
• 4.1.3 Instrument
• 4.1.4 Procedures for data collection
• 4.1.5 The results
• 4.1.6 Summary of the quantitative study
• 4.2 The qualitative study
• 4.2.1 Subjects
• 4.2.2 Instrument
• 4.2.3 Procedures for data collection
• 4.2.4 The results and discussion of the qualitative study
• 4.2.5 Summary of the qualitative study
• Chapter Five: Analysis
• 5.1 From the perspective of SLA theories
• 5.2 From the perspective of Constructivist theory
• 5.2.1 Learner-centeredness of ALEs promotes the learners' interests and motivation
• 5.2.2 Active use of ALEs promotes learners' language acquisition
• 5.2.3 Social interaction promotes learners' language acquisition
• 5.3 Summary
• Chapter Six: Conclusion
• 6.1 The implications
• 6.2 Limitations of the study and areas for further research
• References
• Appendix 1 Profile of the HF and LF learners for interview
• Appendix 2 A cultural knowledge test
• Appendix 3 关于大学生课外语言环境使用情况的问卷调查
• Acknowledgements