口语课课堂语境的构建 ——小组活动的组织

论文摘要

语言交际能力的培养需要一个有利的环境。在中国这样一个英语作为外语的环境下,口语教学在很大程度上依赖于课堂。根据作者的观察,在目前的口语课课堂语境中存在着一些问题,如在老师的角色,课堂活动,学生对英语口语的学习动机,课堂气氛,学生之间的合作,学生的心理状态等方面。这些问题大体可分为三类:情景的,社会的和心理的。观察结果给英语口语教学的启示是:构建一个有利于口语教学的包含情景语境,社会语境和心理语境的三维课堂语境。在情景语境中,老师应根据实际需要转变自己的角色。对于小组成员构成,小组活动安排等方面,应进行策略分析。在社会语境中,两大对好的社会语境的构成必不可少的因素不应忽视:老师的启发和引导及小组活力。在心理语境中,老师要考虑到焦虑,抑制,自尊和动机等因素的影响并采取措施克服其不良影响。

论文目录

• 中文摘要
• ABSTRACT
• CHAPTER ONE INTRODUCTION
• 1.1 ENGLISH TEACHING IN CHINA
• 1.2 ENGLISH TEACHING CONTEXT IN CHINA
• 1.3 INTENTION OF THE PRESENT STUDY
• 1.4 GENERAL ORGANIZATION
• CHAPTER TWO LITERATURE REVIEW
• 2.1 COMMUNICATIVE COMPETENCE
• 2.2 TEACHING CONTEXT
• 2.2.1 Context
• 2.2.2 Teaching Context
• 2.2.2.1 Definition
• 2.2.2.2 The necessity of the construction of the classroom teaching context
• 2.2.2.3 Factors that need to be considered when constructing teaching context
• 2.3 THEORETICAL BASES OF GROUP WORK
• 2.3.1 Cooperative Learning
• 2.3.2 Learner-centered Instruction Approach
• 2.3.3 Social Identity Theory
• 2.4 CONSTRUCTION OF GROUP WORK
• 2.4.1 Advantages of Group Work
• 2.4.2 Inhibitions of Group Work
• 2.4.3 Implementation of Group Work in EFL Spoken English Classroom
• 2.4.3.1 The role of teacher
• 2.4.3.2 Grouping of students
• 2.4.3.3 Group size
• CHAPTER THREE STUDY
• 3.1 CLASSROOM RESEARCH
• 3.1.1 Research Objective
• 3.1.2 Observation Design
• 3.1.2.1 Subjects
• 3.1.2.2 Setting
• 3.1.2.3 Procedures
• 3.1.2.4 Materials
• 3.1.3 Questionnaire
• 3.2 RESULTS AND DISCUSSIONS
• 3.2.1 Encouraging Points
• 3.2.2 Problems
• 3.2.2.1 Teacher’s role
• 3.2.2.2 Class activities
• 3.2.2.3 Teacher’s time of speaking and teaching content
• 3.2.2.4 Learner’s attitude and motivation
• 3.2.2.5 Psychological state and affective factors
• 3.2.2.6 Class atmosphere and the cooperation between learners
• 3.2.3 Summary
• CHAPTER FOUR PEDAGOGICAL IMPLICATIONS FOR SPOKEN ENGLISH TEACHING
• 4.1 SITUATIONAL CONTEXT
• 4.2 SOCIAL CONTEXT
• 4.2.1 Facilitation
• 4.2.2 Group Dynamics
• 4.3 PSYCHOLOGICAL CONTEXT
• 4.3.1 Affective Factors
• 4.3.2 Motivation
• 4.4 SUGGESTIONS FOR SPOKEN—ENGLISH TEACHING
• 4.4.1 From Instructor to Facilitator
• 4.4.1.1 To be empathic and sincere in the classroom
• 4.4.1.2 To be more negotiating in class
• 4.4.1.3 To pay more attention to the process of learning
• 4.4.2 From Fake-Communication to Natural Communication
• 4.5 SUMMARY
• CHAPTER FIVE CONCLUSION AND LIMITATIONS
• 5.1 CONCLUSION
• 5.2 LIMITATIONS
• ACKNOWLEDGEMENTS
• REFERENCES
• APPENDIX Ⅰ
• APPENDIX Ⅱ
• APPENDIX Ⅲ
• APPENDIX Ⅳ
• 独创性声明
• 学位论文版权使用授权书