关于提高大学生口语交际能力的初步研究

论文摘要

英语作为一种交际语言在当今世界起着越来越重要的作用,同时英语教学也越来越被社会所关注。为了了解大学生的口语交际能力,我们对贵州省143 名大学生进行了问卷调查。以往对口语交际能力的分析多从言语行为和与用失误角度进行,而本文综合了Verchueren, Sperber & Wilison 和Cumperz 提出的三大交际观,构建了一种分析模式,即以语境化提示(contextualization cue)为切入点结合推理过程对问卷结果进行分析。结果发现大学生的口语交际能力欠缺,其主要原因在于缺乏语境意识及文化意识,反映在教学上就是传统的教学法过分强调了语法教学而忽略了语言在现实中的运用。也就是说传统的外语教学缺乏语言实际运用的环境。因此笔者提出将任务型教学法运用到大学英语教学中。任务型教学法是一种通过完成任务学习真实语言的方法,它能够为交际提供近乎真实的语言环境,并具有独特的形式及教学步骤。随后进行的实验证明,将任务型教学法运用到大学英语教学中是可行的。同时笔者指出,这只是初步的研究,任务型教学法的有效运用还有待于进一步的实践。笔者也指出我们在应用任务型教学法的同时不应排斥其他方法,而要取长补短,使之相得益彰。此外,调查、分析和实验也给英语教学提供了几点启示即:课程设计要以培养交际能力为目标,以学生为中心;同时教学要注重文化、语境意识的培养。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Significance of the Research and Focus of the Thesis
• 1.2 Communicative Competence
• Chapter Two Theoretical Background
• 2.1 The Dynamics of Language Use
• 2.2 The Communicative Perspective of Verschueren
• 2.2.1 Variability
• 2.2.2 Negotionability
• 2.2.3 Adaptability
• 2.3 The Communicative Perspective of Sperber & Wilison
• 2.4 The Communicative Perspective of Gumperz
• 2.4.1 The Notion of Contextualization Cue
• 2.4.2 How Do Contextualization Cues Work in the Process of Inference
• Chapter Three Investigation and Analysis
• 3.1 Introduction
• 3.1.1 Objectives of This Investigation
• 3.1.2 Methods for Collecting the Data
• 3.2 A Questionnaire Survey
• 3.2.1 Subjects of This Questionnaire
• 3.2.2 Structure of the Questionnaire Survey
• 3.2.3 The Concrete Method of Collecting the Data in the Questionnaire Survey
• 3.2.4 Statistic and Analysis of the Data
• 3.3 Analysis of College Students’Utterances
• 3.4 Discussion on College Students’ Oral Communicative Competence
• Chapter Four An Experiment on Task-based Teaching
• 4.1 Introduction
• 4.2 Task-based Language Teaching
• 4.2.1 Definitions and Typologies of Task
• 4.2.2 Techniques
• 4.2.3 Language Data
• 4.2.4 Steps in Designing a Task-based Program
• 4.3 Experiment Procedure
• 4.3.1 Goals of Practicing the Method
• 4.3.2 Some Attentions of Task Design
• 4.3.3 A Sample Lesson
• 4.4.4 Results of the Experiment
• Chapter Five Implications of Foreign Language Teaching
• 5.1 Language Curriculum Design
• 5.2 Classroom FLT Instruction
• 5.3 Language Teaching Methodology
• 5.3.1 Emphasis on Context
• 5.3.2 Emphasis on Culture Knowledge
• Chapter Six Conclusion
• Bibliography
• Appendix: The Questionnaire of Oral Communicative Competence