本文對(duì)中國(guó)啞巴英語(yǔ)這一現(xiàn)象進(jìn)行剖析,發(fā)現(xiàn)口語(yǔ)課教學(xué)方法缺乏多樣性和創(chuàng)新性,英語(yǔ)口語(yǔ)課課堂缺乏互動(dòng),以及英語(yǔ)學(xué)習(xí)者口語(yǔ)表達(dá)水平普遍較低達(dá)不到教學(xué)大綱對(duì)英語(yǔ)口語(yǔ)水平的要求。由于英語(yǔ)口語(yǔ)表達(dá)是一種知識(shí)的輸出,良好的輸出是建立在良好的輸入之上。良好的輸入是良好輸出的先決條件,良好的輸出又反作用于輸入,兩者相輔相成,不可分離。筆者從輸入的材料著手,基于輸入輸出理論,經(jīng)過(guò)調(diào)查分析后,筆者建立了把輸入輸出與口語(yǔ)練習(xí)材料相結(jié)合的策略—模仿-復(fù)述美國(guó)之聲新聞材料(the IR-VOA Strategy)。 模仿-復(fù)述策略有著堅(jiān)實(shí)的理論基礎(chǔ)—克拉申的輸入假說(shuō)和斯溫納的輸出假說(shuō)。模仿在二語(yǔ)習(xí)得中既是語(yǔ)言材料的輸入又是輸出。在模仿學(xué)習(xí)材料之后,最終能夠把原材料的內(nèi)容復(fù)述出來(lái)則是語(yǔ)言的輸出。模仿作為一種輸入方式,學(xué)生在練習(xí)的過(guò)程中,多種感覺器官同時(shí)參與,其語(yǔ)音、語(yǔ)調(diào)和語(yǔ)感能夠得到提高并達(dá)到熟練的程度；由于英語(yǔ)中有大量塊狀短語(yǔ)結(jié)構(gòu)存在,通過(guò)模仿其語(yǔ)言特點(diǎn),能有效減少中式英語(yǔ)表達(dá)。在提高口語(yǔ)的流利程度的同時(shí),也能使其表達(dá)更準(zhǔn)確更地道。復(fù)述不是機(jī)械的復(fù)述,本文強(qiáng)調(diào)創(chuàng)新性的復(fù)述。復(fù)述是語(yǔ)言輸出方式的一種,便于操作,具有...

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【文章目錄】：
摘要
Abstract
Introduction
Chapter One Previous Studies on Strategies of Imitation and Retelling
    1.1 Previous Studies on Oral English Teaching
        1.1.1 Tendency of Oral English Teaching Research
        1.1.2 Previous Research Methods and Problems
    1.2 Previous Studies on Imitation
    1.3 Previous Studies on Retelling
        1.3.1 Major Studies on Retelling Abroad
        1.3.2 Major Studies on Retelling in China
    1.4 Theoretical Foundations - Input and Output Theories
        1.4.1 Krashen's Input Hypothesis
        1.4.2 Swain's Output Hypothesis
        1.4.3 Relationship between Input and Output
        1.4.4 Input and Output Researches at Home
Chapter Two Some Aspects of the IR-VOA strategy
    2.1 An Introduction to IR-VOA strategy
    2.2 A survey on oral English learning strategy
    2.3 Imitation and Retelling
        2.3.1 Imitation
        2.3.2 Retelling
    2.4 VOANews
        2.4.1 VOA Special English News
        2.4.2 Advantages of Using VOA Special English News
    2.5 The Advantages of IR-VOA strategy
Chapter Three Methodology
    3.1 Experimental Research
    3.2 Research Questions and Hypotheses
    3.3 Subjects
    3.4 Instruments
        3.4.1 Tests
        3.4.2 Questionnaire
    3.5 Procedures
        3.5.1 Experimental procedures
        3.5.2 Teaching procedure
        3.5.3 Data Collection
        3.5.4 Data Processing
Chapter Four Results and Discussions
    4.1 Data Analysis of Pre-tests and Post-tests
    4.2 Data Analysis of Questionnaire 2
    4.3 Effects of the IR-VOA strategy in Oral English Learning and Teaching
        4.3.1 Effects in Oral English Learning
        4.3.2 Effects in Oral English Teaching
Conclusion
Bibliography
Appendix
Acknowledgements
在讀期間科研成果目錄



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