语篇分析理论与高中新课程口语流利性教与学

论文摘要

目前高中英语新课程改革在我国逐步推广实施,《普通高中英语新课程标准(实验稿)》明确要求把外语口语流利性列为高中英语口语教学的目标之一。外语口语流利性是外语学习者外语口语水平的重要标志,是外语学习者和外语教学者在当前形势下追求的基本目标之一。因此加强高中英语口语教学研究,尤其是新课程标准要求下的英语口语流利性教学已成为当务之急。本文将语言产出的发展过程,外语学习条件和外语口语的培养过程及学生实际结合起来对高中新课程外语课堂环境下外语口语流利性的发展进行考察。笔者以心理语言学中的输入假设理论、Anderson的ACT模式、Lelvet言语产出模式为理论基础,运用语篇分析理论指导可理解性输入与输出,并运用新课程改革的注重过程性评价的学分制对口语流利性教与学进行评价,充分利用各种口语流利性活动来调整与第二语言口语流利性发展最为相关的外部因素,从而建立一个高中英语新课程课堂环境下外语口语流利性发展的“过程”模式。本文旨在探讨如何利用语篇分析理论指导学生的可理解性输入的有效性,使学生增强语篇意识,培养语篇连贯和衔接的基本能力,提高学生综和语言运用能力,从而促进高中外语口语流利性教与学。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Introduction
• Chapter One The Necessity of FL Oral Fluency Instruction in SEFC
• 1.1 New Curriculum Stands for SEFC
• 1.2 Chinese Students' Needs for FL Learning
• Chapter Two Theories Concerning FL Oral Fluency Teaching
• 2.1 Accuracy and Fluency
• 2.2 Three Views on Input in Language Acquisition
• 2.3 Input Hypothesis Theory
• 2.4 Anderson's ACT Model
• 2.5 Dulay and Burt's Affective Filter
• 2.6 A Bilingual Production Model: Levelt's 'speaking' Model
• 2.7 The Condition of Second Language Learning
• 2.8 Summary
• Chapter Tree Literature Review
• 3.1 The Development of Discourse Analysis
• 3.2 The Content of Discourse Analysis Theory
• 3.2.1 The Definition of Discourse and Discourse Analysis
• 3.2.2 Discourse Competence and Communicative Competence
• 3.2.3 Context
• 3.2.4 Language Functions
• 3.2.5 Theme and Thematic Structure
• 3.3 Summary
• Chapter Four Classroom FL Comprehensible Input under Discourse Analysis
• 4.1 Significance of Discourse Structure to Instructing Learners' Retelling
• 4.2 Significance of Language Functions in Discourse to Comprehensible Input
• 4.3 Significance of the Context of Culture to Cross-Culture Teaching
• 4.4 Significance of Theme and thematic structure to Comprehensible Input
• 4.5 Summary
• Chapter Five Classroom FL Oral Fluency Practice
• 5.1 Methods of Elicitation Adopted in Students' FL Oral Fluency Practice
• 5.2 The Bases for Fluency Activity. Small-Group work and a "Natural" Linguistic Environment
• 5.2.1 Why Small-Group Work and a "Natural" Linguistic Environment?
• 5.2.2 Types of Fluency Activities
• 5.2.3 Notices for These Activities
• 5.3 Teachers' Role
• 5.4 Students' Practice of FL Oral Fluency
• 5.4.1 Related Psycholinguistics
• 5.4.2 Being an Active Participant
• 5.5 Summary
• Conclusion
• Bibliography
• Acknowledgements