课堂互动对高中生英语口语能力影响的行动研究

论文摘要

本研究以输入假设、输出假设和互动假设为理论框架,调查了英语课堂互动对高中生英语口语流畅性、准确性和复杂性三维度的影响。任意选取的22名高中一年级学生参加了本次行动研究。研究者通过口语前测调查了受试当前的口语水平及口语学习过程中的困难。在此基础上,设计课堂互动方案,对学生进行干预。干预分三阶段：流畅性训练阶段、准确性训练阶段和复杂性训练阶段,为期三个月。每阶段实施两次课堂评价,以促进口语学习的提高和检验互动设计的有效性。对中低口语水平学习的课堂表现进行全程观察和课堂记录,以达到个案研究的目的。训练结束后,进行了口语后测。研究者对收集到的数据进行了定量和定性分析,结果显示：1)课堂互动提高了受试的口语流利性和词汇复杂性。受试的后测成绩在这两方面均显著地高于其前测成绩。2)课堂互动对口语准确性的提高有促进作用,但提高程度不具有统计性意义。3)互动对提高受试的句子复杂性方面效果不明显。4)中等口语水平学习者在流畅性、准确性和词汇复杂性方面均受益于课堂互动,而低等水平者则只在准确性方面有提高。上述发现表明,英语课堂互动对高中生英语口语能力的提高有促进作用。互动假设是成立的。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter one Introduction
• 1.1 Research background
• 1.2 Research objectives
• 1.3 Research significance
• 1.4 Layout of the thesis
• Chapter Two Literature Review
• 2.1 Conceptual and operational definitions of L2 speaking proficiency
• 2.1.1 Conceptual definition of L2 speaking profciency
• 2.1.2 Operational definition of L2 speaking proficiency
• 2.2 Overview of classroom interaction
• 2.2.1 Definition of classroom interaction
• 2.2.2 Principles of classroom interaction
• 2.2.3 Patterns of classroom interaction
• 2.2.4 Role of classroom interaction in language learning
• 2.3 Previous researches on classroom interaction at home and abroad
• 2.3.1 Previous researches on classroom interaction abroad
• 2.3.2 Previous researches on classroom interaction at home
• 2.4 Previous studies on speaking proficiency at home and abroad
• 2.4.1 Previous studies on speaking proficiency abroad
• 2.4.2 Previous studies on speaking proficiency at home
• 2.5 Limitations in the previous researches
• Chapter Three Theoretical Framework
• 3.1 Input hypothesis
• 3.2 Output hypothesis
• 3.3 Interaction hypothesis
• Chapter Four Methodology
• 4.1 Research questions
• 4.2 Research participants
• 4.3 Research instruments
• 4.3.1 Tests
• 4.3.2 Classroom assessment
• 4.3.3 Field notes
• 4.4 Research procedures
• 4.4.1 Introduction of action research
• 4.4.2 Implementation of action research
• 4.5 Data collection
• 4.5.1 Tests
• 4.5.2 Classroom assessment
• 4.5.3 Field notes
• 4.6 Data analysis
• 4.6.1 Comparison between pre-test and post-test on fluency level
• 4.6.2 Comparison between pre-test and post-test on accuracy level
• 4.6.3 Comparison between pre-test and post-test on complexity level
• 4.6.4 Analysis of data from classroom assessment
• 4.6.5 Analysis of data from field notes
• Chapter Five Results and Discussion
• 5.1 Results
• 5.1.1 Results from tests
• 5.1.2 Results from classroom assessment
• 5.1.3 Results from field notes
• 5.2 Discussion
• 5.2.1 Classroom interaction and fluency
• 5.2.2 Classroom interaction and accuracy
• 5.2.3 Classroom interaction and complexity
• Chapter Six Conclusion
• 6.1 Findings
• 6.2 Implications for language teaching
• 6.3 Limitations and suggestions of the study
• References
• Appendix Ⅰ PETS第一级口试试卷
• Appendix Ⅱ PETS第二级口试试卷
• Appendix Ⅲ Results of pre-test
• Appendix Ⅳ Results of post-test