建构主义理论在职业学院英语口语课堂教学中的应用

论文摘要

本研究是把建构主义理论应用到职业学院英语口语课堂教学中的实证研究,旨在尝试为职业学院英语口语教学寻求新的有效方法。本研究在文献综述的基础上提出了以建构主义理论为基础的大学英语口语课堂教学的框架。然后,选取了两组学生作为被试对象,进行了为期一个学期的实验。实验组采用建构主义英语口语课堂教学而控制组则用传统的口语教学,并对两组分别进行了口语能力的前测和后测。实验后,独立样本T检验和配对样本T检验(P<0.05)分别表明一学期后实验组学生英语口语成绩明显高于控制组,并且与学期初相比有明显进步,但控制组学生的口语水平却没有显著提高。本研究结合问卷调查、课堂实录和采访等形式,经过讨论最后得出如下结论:建构主义英语口语课堂教学能够提高职业学院学生学习英语的兴趣和信心,并有利于学生的课堂交流互动和协作,进而促进学生的批判性思维、创造性思维、意义建构和语言产出能力的发展。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Rationales for the present research
• 1.2 Aims of the present research
• 1.3 Methodology of the present research
• 1.4 Organization of the thesis
• Chapter Two Literature Review
• 2.1 Constructivism
• 2.1.1 Interpretation of Constructivism
• 2.1.2 Philosophical basis of Constructivism
• 2.1.3 Psychological basis of Constructivism
• 2.2 Constructivist perspectives on theory of TEFL
• 2.2.1 Criticisms of Behaviourism
• 2.2.2 Development of Cognitive theory
• 2.2.3 Role of Input and Output
• 2.2.4 Coherence with Interactionists Position
• 2.3 Relevant studies on application of Constructivism
• Chapter Three A Proposed Constructivist Framework of TEFL
• 3.1 Guiding principles from Constructivism for TEFL
• 3.1.1 Constructivist views on learners
• 3.1.2 Constructivist views on teachers
• 3.1.3 Constructivist views on tasks
• 3.1.4 Constructivist views on contexts
• 3.2 A design of the Proposed Framework of TEFL
• 3.3 A sample lesson
• Chapter Four Empirical Study of the Proposed Framework
• 4.1 Research design
• 4.1.1 Participants
• 4.1.2 Instruments
• 4.1.3 Data collection
• 4.2 Findings
• 4.2.1 Spoken English tests
• 4.2.2 Questionnaires
• 4.2.3 Classroom observations
• 4.2.4 Interviews
• Chapter Five Discussion
• 5.1 Students’interest and confidence
• 5.2 Students’real classroom participation
• 5.3 Learner’s critical, creative thinking and interlanguage development
• 5.4 Learner’s meaning construction and language production
• 5.5 Students’oral English achievement
• Chapter Six Conclusion and Implications
• 6.1 Major findings of the research
• 6.2 Major contributions of the research
• 6.3 Limitations and further studies
• Acknowledgements
• Appendices
• Appendix I Spoken English tests
• Appendix II Questionnaires for vocational college students
• Appendix III Rating scale of the CET-SET
• Appendix IV Data of students’spoken English tests
• Appendix V Data of the questionnaires
• Bibliography
• Publications