高职高专英语课堂互动探究

论文摘要

当今社会对学生的英语要求逐步提高,要求学生生活、工作中能灵活地用英语沟通和交际。高等职业技术教育承担了为社会培养能熟练使用英语的应用性人才这一职责。高职英语教育指导方针为“实用为主、够用为度、应用为目的”,旨在培养学生英语沟通和交际能力。然而,目前在一些高等职业院校中,学生在课堂上仍仅仅是聆听者,缺乏与教师和其他学生之间通过互动来操练英语。本文从目前高等职业院校英语课掌教学师生实施互动的现实情况与存在的障碍角度出发,来探索采取什么策略建立成功的师生互动式的英语课堂教学,并由此获得良好的英语教学效果,从而提高高职学生的英语学习效果与实际应用能力。文中针对这一问题,以建构主义、输入假设、输出假设、互动假设以及社交互动理论作为课堂互动的理论依据,首先采取了教师访谈以及学生问卷结合的方法,探讨了目前高职英语课堂教学为什么缺乏师生互动操练英语的主要障碍及其原因;然后探讨了如何克服高职学生英语基础薄弱、缺乏较强的学习动机、学习自信心不足以及高职课堂规模大等障碍,并从以下方面提出了一系列建立成功高职课堂互动应采取的策略:学生学习动机的培养、意义学习的注重、教学素材的选择、有效学生上课前的准备、有效的课堂提问以及分组活动、课堂活动的设计、课堂反馈、提高学生英语学习自信心的方法、学生自动性的培养、课堂用语的使用等。在此基础上,本文论述了在高职英语课堂互动中的师生角色,从而切实提高高职英语课堂教学过程中师生互动的效果。最后,本文提出了今后如何改进高职英语课堂互动教学的建议。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Overview
• 1.2 Research questions
• 1.3 Thesis structure
• Chapter Two Literature Review
• 2.1 Definitions and connotations of interaction & classroom interaction
• 2.2 Theoretical basis of classroom interaction
• 2.2.1 Constructivism
• 2.2.2 The input hypothesis
• 2.2.3 The output hypothesis
• 2.2.4 The interaction hypothesis
• 2.2.5 Social interactionism
• 2.3 Patterns of classroom interaction
• 2.3.1 Teacher-student pattern
• 2.3.2 Teacher-students pattern
• 2.3.3 Students-students pattern
• 2.4 Learning & interaction process
• 2.4.1 Engagement
• 2.4.2 Study
• 2.4.3 Activation
• 2.5 Classroom interaction principles
• 2.6 Studies by foreign scholars
• 2.7 Studies by Chinese scholars
• Chapter Three Methodology
• 3.1 A pilot study
• 3.1.1 Objective
• 3.1.2 Method
• 3.1.3 Results
• 3.2 A main study
• 3.2.1 Objective
• 3.2.2 Participants
• 3.2.3 Design of questionnaire
• 3.2.4 Data collection and analysis
• Chapter Four Results and Discussion
• 4.1 Main barriers of English classroom interaction in HTVE
• 4.1.1 HTVE students' English foundation
• 4.1.2 HTVE students' learning motivation
• 4.1.3 HTVE students' English learning confidence
• 4.1.4 HTVE class size
• 4.2 Strategies of HTVE English classroom interaction
• 4.2.1 The intrinsic motivation
• 4.2.2 Meaningful learning
• 4.2.3 Effective students' preparation
• 4.2.4 Effective questions
• 4.2.5 Effective groupwork
• 4.2.6 Appropriate feedback from teachers
• 4.2.7 Classroom interactive activities
• 4.2.8 Self-confidence/self-esteem
• 4.2.9 Students' automaticity
• 4.2.10 The language-culture connection
• 4.2.11 Classroom teaching language
• 4.2.12 Interlanguage
• 4.3 The role of the interactive teachers in HTVE
• 4.3.1 Caring roles
• 4.3.2 Managing roles
• 4.3.3 Participator
• 4.3.4 Facilitator of learning
• 4.3.5 Diagnosing role
• 4.3.6 Source of advice
• 4.3.7 Source of expertise
• 4.4 The role of the interactive students in HTVE
• 4.4.1 Goodlistener
• 4.4.2 Selective receiver
• 4.4.3 Good participant
• 4.4.4 Good controller
• 4.4.5 Good co-operator
• Chapter Five Conclusion
• 5.1 Summary of results and conclusion
• 5.2 Implications
• 5.3 Limitation of the study
• 5.4 Suggestions for further study
• References
• Appendix Ⅰ
• Appendix Ⅱ
• 详细摘要