初級中學學生正處于第二語言掌握的重要階段,而課堂教學是學生獲得英語能力的核心方式。同時,課堂活動又是課堂教學的重要環(huán)節(jié)。有效的英語口語課堂活動,對滿足學生英語口語學習興趣的需求,提高學生英語口語學習的積極性和培養(yǎng)學生英語交際能力有極其重要的意義。本研究以語言輸入假說和語言輸出假說為基礎,進行緊密聯(lián)系的六種英語口語課堂活動設計。以問卷調(diào)查和深度訪談為研究手段,解決本研究的三個研究問題:（1）初級中學學生如何看待英語口語課堂活動?（2）初級中學學生能否接受基于輸入輸出假說展開的英語口語課堂活動?（3）本研究能否滿足學生英語口語學習興趣的需求,提高學生英語口語學習積極性和培養(yǎng)學生英語交際能力?研究者本人為英語口語課堂活動的組織者,隨機選取沈陽市某初級中學二年級的2個自然班,共109名學生進行兩次問卷調(diào)查。同時選取不同性別、不同學習能力的8名學生以訪談法作為輔助手段,分別針對前后問卷進行兩次深度調(diào)查。前問卷以了解學生對英語口語課堂活動的看法,后問卷以了解學生能否接受基于輸入輸出假說展開的英語口語課堂活動,該設計能否滿足學生英語口語學習興趣的需求,提高學生英語口語學習積極性和培養(yǎng)學生英語交際能力... 

【文章來源】：沈陽師范大學遼寧省

【文章頁數(shù)】：115 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Framework of the Thesis
Chapter 2 Literature Review
    2.1 Input and Output Hypothesis
        2.1.1 Krashen’s Input Hypothesis
        2.1.2 Swain’s Output Hypothesis
        2.1.3 Methods for Input and Output Hypothesis
        2.1.4 Enlightenment of Input and Output Hypothesis in China
    2.2 Previous Studies of Input Hypothesis and Output Hypothesis at Home andAbroad
        2.2.1 Previous Studies of Input Hypothesis at Home and Abroad
        2.2.2 Previous Studies of Output Hypothesis at Home and Abroad
        2.2.3 Previous Studies on the Theoretical Relationship between Input andOutput Hypothesis at Home and Abroad
    2.3 Second Language Classroom Activities
        2.3.1 Definition of Second Language Classroom Activities
        2.3.2 Classification of Second Language Classroom Activities
        2.3.3 Previous Studies of Second Language Classroom Activities at Homeand Abroad
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Design
        3.2.1 Participants
        3.2.2 Instruments
        3.2.3 Procedures
        3.2.4 Data Collection
Chapter 4 Results and Discussions
    4.1 Results and Discussions of the Pilot Study of Pre-questionnaire andPost-questionnaire
    4.2 Results and Discussions of Pre-qestionnaire and Pre-interview
        4.2.1 Results and Discussions of Students’General Views on Oral EnglishClassroom Activities
        4.2.2 Results and Discussions of Students’Views on Forms of Oral EnglishClassroom Activities
        4.2.3 Results and Discussions of Students’Views on Language Input inOral English Classroom Activities
        4.2.4 Results and Discussions of Students’Views on Language Output inOral English Classroom Activities
    4.3 Results and Discussion of Post-qestionnaire and Post-interview
        4.3.1 Results and Discussion of Students’Overall Views on Oral EnglishClassroom Activities
        4.3.2 Results and Discussions of Students’Views on Input Activities
        4.3.3 Results and Discussions of Students’Views on Output Activities
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications for the Study
        5.2.1 Oral English Classroom Activity based on Students’Interests
        5.2.2 Oral English Classroom Activity based on Principles of LanguageAcquisition as well as the Relationship between Input and Output
    5.3 Limitations and Recommendations for the Study
Bibliography
Appendix 1 Pre-questionnaire
Appendix 2 Pre-interview
Appendix 3 電影《成長教育》(An Education)臺詞
Appendix 4 Post-questionnaire
Appendix 5 Post-interview
Appendix 6 Final grades of Class 3 and Class 4
Resume



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