影响中国英语专业学生口语流利性的因素分析及教学策略探究Word文件下载.docx
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影响中国英语专业学生口语流利性的因素分析及教学策略探究Word文件下载.docx
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SupervisedbyGuoFei
ForeignLanguagesSchool
ofQingdaoAgriculturalUniversity
June17,2014
Contents
1.Introduction…………………………………………………………...............................1
2.TheConceptofOralFluency………………................................................1
3.Method…………………………………………………….…………….............................2
4.ResultsandAnalysis……………………………………………………..3
4.1TheInterferenceofMotherTongue…………………………………..5
4.2LanguageEnvironment…………………………………………….....6
4.3NegativeLearningMotivationandAnxiety..........................................6
4.4KnowledgeofTargetCulture………………………………………...7
4.5TheQuantityofInput………………………………………………...7
4.6TeachingPlansandTaskTypes………………………………………8
5.TeachingStrategies……………………………………………………...8
5.1CreatingaGoodLanguageEnvironment…………………………....8
5.2RemovingtheInfluenceofnegativeAffections…………...................9
5.3EnrichtheInput……………………………………………………..10
5.4GivetheStudentsMoreTimetoPrepare…………………………....10
6.Conclusion………………………………………………….…….……..11
References………………………………………………….……….….....11
Appendix…………………………………………………………………..13
ChengFangfang
(Class1,2010,ForeignLanguageSchool,QingdaoAgricultureUniversity)
Abstract:
OralfluencyisespeciallyimportantforEnglishmajorsastheyarethelargestgrouptotakejobsrelatedtoEnglish.ButthepresentconditionsofEnglishmajor’soralfluencyisnotsatisfying.Therefore,itisimportanttoinvestigatethefactorsaffectingoralfluencyandputforwardeffectivestrategiestoimproveit.16possiblefactorsthatmayinfluencestudents’oralfluencyarediscoveredthroughtheinvestigationofliterature.ThenaquestionnaireisdesignedandconductedandsixmainfactorsthataffectingEnglishmajorsoralfluencyarediscovered.Theyaretheinfluenceofmothertongue,thelackofEnglish-speakingenvironment,personalaffectionfactors,theinefficientoftargetcultureknowledge,theabsenceofinputandthedifficultydegreeofteachingplan.Aftertheanalysisoftheseaffectingfactors,thepaperproposessomerelatedteachingstrategieswhichcancontributetoEnglishmajors’oralfluency.
Keywords:
Oralfluency;
EnglishMajors;
Affectingfactors;
Teachingstrategies
摘要:
随着全球化的进一步发展,人们有越来越多的机会与外国人交流,口语的流利性也显得更加重要,英语专业学生,作为外语方向的主要从业人员,其口语流利性尤为重要,但是英语专业学生的口语现状却不尽人意。
因此本文通过问卷调查,得出了影响英语专业学生口语流利性的主要因素,如受母语的影响、缺乏说英语的环境和机会、文化差异、个人情感因素的影响、缺少知识储备、教学计划和教学任务的难易程度,再通过走访调查并征集优秀学生和与经验教师的意见,给出了相应的解决这些问题的教学策略。
本论文采用问卷调查和文献研究相结合的研究方法,旨在找到能够提高英语专业学生口语流利性的有效方法。
关键字:
口语流利性;
英语专业学生;
影响因素;
教学建议
1.Introduction
ThepresentconditionofEnglishmajor’soralfluencyisnotsatisfying.AlotofEnglishmajorcannotcommunicateinEnglishfluently.AsurveyonoralfluencyofEnglishmajorswasmadebyProfessorXiong(2002).Among122Englishmajorparticipants,63%ofthemwereunqualifiedjudgingfromtherequirementsofcollegeEnglishteachingsyllabus.Theperformanceconductedby26.2%ofthetotalparticipantswasrelativelysatisfactory.Andtheremainingstudents,only10.8%,werelabeledasfluentspeakers.Inresentyears,researchersbegintopaymoreandmoreattentiontoEnglishmajors’oralfluency.Andamountofstudiesaboutoralfluencyappeared.Fromtheinvestigationofliterature,wecanfindthattheresearchfieldsbothincludeaffectingfactorsandteachingmethods.Butsomeexistingproblemsstillcanbediscovered:
“
(1)theresearchesofaffectingfactorswerenotsystematic.
(2)Theteachingmethodstendtobesubjectiveandcannotbeimplementedinaneffectiveway.”(WenQiufang,2010).So,thispaperaimstoinvestigatetheaffectingfactorsinasystematicwayandtoproposeeffectivestrategiestosolvetheseproblems.Throughliteraturereview,thispaperdiscovered16possiblefactorsandbasedonwhichaquestionnairewasdesigned.Andthequestionnairewasgivento112EnglishmajorsinQingdaoAgriculturalUniversity.Throughanalyzingthedata,sixmainfactorsaffectingEnglishmajors’oralfluencywerefound.Aftertheanalysisofthesefactors,thepapergivessomerelatedteachingstrategiesaccordingtosomeoralfluencytheoriesanddateanalysisfromsomepreviousstudies,suchasnegativetransferofnativelanguagetheory,thetheoryof
lexical
chunksteaching
theempiricalresearchofanxiety.
2.TheConceptofOralFluency
Althoughtheword“fluency”hasbeenusedforalongtimeinlinguistics,theunderstandingoforalfluencyislimitedandoralfluencyisconsideredasthespeedofspeaking.Amongtheoralfluencyresearchers,Fillmorewasaninfluentialone.Intheprocessofanalyzingspeechoutput,Fillmore(1979)putforwardfourabilitiesreflectingoralfluency.
(1)Theabilitytofillintimewithwords.Itmeansthattherearenotoomuchandtoolong
pauseswhenapersonspeaks.Thequantityofwordsismoreimportantthanthequality.Thisabilitycanreflectthatthespeaker’ssupervisiontothebrainhascometothedegreeofunconsciousnessandautomation.
(2)Theabilitytospeakoutcompact,reasonableandsemanticintensivesentences.Obviously,thisabilitycanshowthespeaker’sconfidencetothemeaningandgrammarofthelanguage.
(3)Theabilitytospeakoutpropersentencesindifferentoccasions.Thisabilitymeansthatthespeakerstillhastheabilitytotalkwhenhe/shestaywithstrangersorinastrangesituation.Thatistosaythespeakerhastheabilitytoadapttotheconversation.
(4)Theabilityofcreationandimaginationinlanguageuse.Thisabilityemphasizesthespeaker’sflexibilityoflanguage,suchasplayingjokes,usingmetaphorandequivoque.
Fillmore’sthoughtoflanguageoralfluencywasvaluablebecausehehadwidenedtheconceptoflanguagefluency.Thoughhisreferenceobjectwasmothertongue,it’sfavorableforourstudyrelatedtooralfluency,suchasthecorrectness,flexibility,creativityandlogicalityofexpression.
AnotherrepresentativeviewwaspointedoutbySajavaarainoneofhisarticlenamedthespokenlanguageoutputofasecondlanguage—affectingfactorsoforalfluency.Sajavaarathoughtoralfluencyincludingtwoaspects.Oneaspectisthecontinuityofutterance.Anotheraspectistheacceptabilityoftheutterance.Theconceptof“acceptability”isvaluablebecauseitnotonlycontainsthelowerlimitofgrammarandlanguageaccuracybutalsocontainssocialandculturalfactors.Anditmakesusknowthatoralfluencyisrelatedtobothspeakerandlistener.
Accordingtotheaboveanalysis,theconceptoforalfluencycanbesummarizedas:
Inatrueandnaturalcommunication,aperson’sabilityofusinganacceptedsecondlanguagevarianttoexpresshisthoughttimely,effectivelyandconsistentlysoastofinishthetaskofcommunication.
3.Method
Theresearchingmethodsofthispaperaredocumentaryanalysisandquestionnairesurvey.Throughdocumentaryanalysis,severalinfluentialtheoriesaboutSecondLanguageAcquisitionwerefound.TheyareMonitorTheory(krashen,1981),OutputHypothesis(swain,1985),SecondLanguageAcquisitionEnvironmentalism.MonitorTheorywasthemostinfluentialone.Kreshenputforthhistheorythroughfivehypothesizes:
(1)theAcquisition-LearningHypothesis.HethoughttheSLAprocessincludingtwoprocesses:
acquisitionprocessandlearningprocess.Acquisitionprocesshappensunconsciouslyanditusuallyhappenswhenlearningthemothertongue.Learningprocesshappensconsciouslyanditusuallyhappenswhenlearningasecondlanguage.Thishypothesisrelatedtolearningenvironmentandtheteachers’teaching.
(2)TheMonitorhypothesis.It’sreferstotheeditwaywhenthespeakerexpressesalanguage.Themonitordegreeisrelatedtothefamiliaritydegreetothetargetlanguageandculture.(3)TheNaturalOrderHypothesis.Ifwewanttograspalanguage,weusuallyobeytheorderoflearningalanguage.Thisrelatedtotheteachers’teachingtasksandmaterials.(4)TheInputHypothesis.Krashenthoughtthecontentofinputmustbecomprehensibleandtheamountofinputshouldachieveacertainnumber.(5)TheAffectiveFilterHypothesis.Krashenthoughttheaffectionmainlyreferstomotivation,anxietyandpersonality.
OralfluencyasanimportantpartofSecondLanguageAcquisition,itsaffectingfactorsareinseparablewiththeaffectingfactorsofSecondLanguageAcquisition.Besidestheaffectingfactorsrelatedtokrashen’sMonitortheory,someotherfactorswerefoundthroughsearchingZhiwang.AllthepossiblefactorsthatmayaffectEnglishMajors’oralfluencyareasfollow(Table1):
environment-relatedleaner-relatedprocess-related
Interferenceofmothertongue
self-confidence
learningstyles
languageenvironment
motivation&
anxiety
teachingtechniques
familybackground
previouslearning
teachingmaterials
social&
economicstatus
Englishproficiency
teachingplanesandtasktypes
knowledgeoftargetculture
pronunciation
thequantityofinput
Table1:
possiblefactors
AccordingtothestepsinthebookofForeignlanguageteachingquestionnaire(QinXiaoqing,2009),Table1wasmadeintoaquestionnairewhichwasdistributedto118EnglishmajorsofQingdaoAgriculturalUniversity.The118studentsinclude8juniorsand110seniors,becausetheyhavelearnedintheuniversityforseveralyears.Asaresult,theirspokenEnglishlevelismuchhigherandtheyaremorerepresentative.ThequestionnairewasdistributedonApril10th.116ofthesequestionnaireswerereturned
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- 关 键 词:
- 影响 中国 英语专业 学生 口语 流利 因素 分析 教学策略 探究