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基于高教自考课堂的互动英语教学研究

作　者: 范洁
导　师: 黄皓
学　校: 上海外国语大学
专　业: 英语语言文学
关键词: 二语习得互动英语教学高教自学考试
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 47次
引　用: 0次
阅　读: 论文下载

内容摘要

高等教育自学考试(简称高教自考)是中国特有的高等教育形式,为高考落榜生及其他社会人员打开了获得本科文凭和学士学位的大门。长期以来,英语(二)被认为是自考体系中最难通过的学科之一,通过率低下,高校组织的自考助学效果也不很理想。由于自考助学不属于高校常规教学体制范畴,高校教师针对这自考生的教研和科研几乎是一片空白。互动在第二语言习得中的重要作用得到了各个学派语言学家的认可,然而基础良莠不齐、课堂纪律涣散、唯“试”是图是自考助学课堂上的普遍现象,一直困扰着任课教师,也直接导致课堂上师生互动质量不佳、生生沟通数量不足、对课堂互动怀有偏见等问题。针对这些情况,作者提出了在自考助学课堂上开展互动教学的设想。60名文化产业专业的二年级自考学生被分成两个班参与了教学实验,B班仍延用传统教学法,A班引用互动教学法。在四个月后的实战考试中,A班学生在通过率、平均分、综合成绩等各方面都胜出一筹。虽然自考没有口语、听力等与互动最直接相关的题型,但是由于在课堂上能更多地参与意义协商与互动,学生的兴趣得到激发,信心得到增强,整体水平得到提高,这些都直接作用并反映到翻译、阅读等考察综合能力的题型上来。据此,作者得出结论:虽然自考助学课堂是以应试为直接目的,师生压力极大,但一味地埋头于课本和模拟题并不利用成绩和通过率的提高。相反,如果广大助学教师和自考学生能将目光放长远,摆脱急功近利的思想,致力于英语综合水平的提高,积极地采用和参与到互动教学中来,结果可能是事半功倍。

全文目录

Acknowledgements  4-5
Abstract (Chinese)  5-6
Abstract (English)  6-10
Chapter One Introduction  10-14
  1.1 Research background  10-11
  1.2 Significance of the study  11-12
  1.3 Overall structure of the thesis  12-14
Chapter Two Theoretical Foundations of Interactive English Language Teaching  14-29
  2.1 Interaction and input, output in SLA  14-21
    2.1.1 Input and interaction  15-18
      2.1.1.1 Krashen’s Input Hypothesis and Long’s Interaction Hypothesis  15-17
      2.1.1.2 Input and meaning negotiations  17-18
    2.1.2 Output and interaction  18-21
      2.1.2.1 Swain’s Output Hypothesis and Long’s Interaction Hypothesis  18-19
      2.1.2.2 Output and meaning negotiations  19-21
    2.1.3 Summary  21
  2.2 Socio-cultural theories and interaction  21-26
    2.2.1 The theory of Zone of Proximal Development  22-23
    2.2.2 Scaffolding  23-26
  2.3 Socio-constructive theories and interaction  26-28
  2.4 Summary  28-29
Chapter Three Problem Analysis in STHEE English Class  29-39
  3.1 Problems in STHEE College English tutoring class  29-32
    3.1.1 Small quantity of peer interaction  29-31
    3.1.2 Low quality of teacher-student interaction  31-32
    3.1.3 Bias on classroom interaction  32
    3.1.4 Summary  32
  3.2 Causes of the problems  32-36
    3.2.1 Students’poor foundation in English  32-33
    3.2.2 Students’weariness and lack of confidence in English learning  33-34
    3.2.3 Influence of the traditional way —PPP pedagogy  34-35
    3.2.4 Exam-pressed and exam-oriented class  35-36
  3.3 Interactive ELT —a possible way out  36-39
Chapter Four An Experimental Study  39-48
  4.1 Description  39
  4.2 Subjects  39-40
  4.3 Instrument  40
  4.4 Procedure and data collection  40-42
    4.4.1 Pre-test  40-41
    4.4.2 Implementation  41-42
    4.4.3 Post-test  42
    4.4.4 Post-survey  42
  4.5 A description of the teaching activities  42-45
  4.6 Results of the teaching experiment  45-47
    4.6.1 The results of pre-test  45-46
    4.6.2 The results of post-test  46-47
  4.7 Results of the questionnaire  47
  4.8 Research findings  47-48
Chapter Five Analysis and Discussion  48-59
  5.1 Analysis of the experiment data  48-53
    5.1.1 STHEE pass rate  48-49
    5.1.2 Total average  49
    5.1.3 Average score of each part in post-test  49-50
    5.1.4 Effectiveness of traditional ELT on different test parts in Class B  50-52
    5.1.5 Effectiveness of interactive ELT on different test parts in Class A  52-53
  5.2 Discussion on interactive ELT in STHEE classroom  53-56
    5.2.1 Interaction and meaning negotiations  53-54
    5.2.2 Role transformation in the teacher  54-56
    5.2.3 Role transformation in students  56
  5.3 Answers to the research questions  56-57
  5.4 Major findings and pedagogical implications  57-59
Chapter Six Conclusion  59-63
  6.1 Suggestions for interactive ELT in STHEE classroom  60-61
  6.2 Limitations of the research and recommendations for further study  61-63
Appendix Ⅰ Pre-test  63-71
Appendix Ⅱ Post-test  71-81
Appendix Ⅲ Scores of Pre-test  81-85
Appendix Ⅳ Scores of Post-test  85-89
Appendix Ⅴ Post-survey  89-90
References  90-95

基于高教自考课堂的互动英语教学研究

内容摘要

全文目录

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