口語(yǔ)作為四大語(yǔ)言技能之一,在高中英語(yǔ)學(xué)習(xí)中占據(jù)很重要的位置,而如何提高學(xué)生們的口頭表達(dá)能力卻成為老師們的一項(xiàng)艱難和耗時(shí)的任務(wù)。然而,目前我國(guó)的高中口語(yǔ)教學(xué)效果普遍不理想,學(xué)生口語(yǔ)表達(dá)能力相對(duì)較差;改善目前的困境的一種思路即產(chǎn)出導(dǎo)向法,它是由文秋芳教授首倡的中國(guó)本土教學(xué)法,在大學(xué)英語(yǔ)教學(xué)改革方面有良好的教學(xué)效果。為探索更好的英語(yǔ)教學(xué)模式,本文面向高中英語(yǔ)口語(yǔ)課堂設(shè)計(jì)了基于產(chǎn)出導(dǎo)向法的教學(xué)方案,并借助統(tǒng)計(jì)學(xué)工具檢驗(yàn)產(chǎn)出導(dǎo)向法對(duì)高中生英語(yǔ)口語(yǔ)表達(dá)的影響。方案基于產(chǎn)出導(dǎo)向法的基本思想,根據(jù)產(chǎn)出目標(biāo)確定教學(xué)過(guò)程:驅(qū)動(dòng)階段為教師提出交際挑戰(zhàn)、學(xué)生嘗試產(chǎn)出、教師解釋教學(xué)目標(biāo)和產(chǎn)出任務(wù);促成階段分為師生共同設(shè)定評(píng)判標(biāo)準(zhǔn)、細(xì)分產(chǎn)出任務(wù)為各個(gè)小任務(wù)、教師提供選擇性學(xué)習(xí)材料;評(píng)價(jià)階段則包含評(píng)價(jià)典型學(xué)生產(chǎn)出、評(píng)價(jià)參考樣本對(duì)話、教師總結(jié)評(píng)價(jià)。該方案使得學(xué)生先充分了解產(chǎn)出任務(wù)的具體要求,通過(guò)有針對(duì)性的學(xué)習(xí)和對(duì)產(chǎn)出任務(wù)的細(xì)化處理,最終對(duì)比他人成果后優(yōu)化自己的口語(yǔ)產(chǎn)出。統(tǒng)計(jì)檢驗(yàn)結(jié)果表明:一、產(chǎn)出導(dǎo)向法對(duì)高中學(xué)生提高英語(yǔ)口語(yǔ)能力有促進(jìn)作用;二、產(chǎn)出導(dǎo)向法提高了學(xué)生的口語(yǔ)學(xué)習(xí)動(dòng)機(jī)。本文的創(chuàng)新之處在于:一、基于產(chǎn)出導(dǎo)向法設(shè)... 

【文章來(lái)源】：五邑大學(xué)廣東省

【文章頁(yè)數(shù)】：101 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract(Chinese)
Abstract(English)
List of abbreviations
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 The significance of the research
    1.4 Structure of the thesis
Chapter Two Literature review
    2.1 Theoretical bases of POA
        2.1.1 Output Hypothesis
            2.1.1.1 Definition of Output Hypothesis
            2.1.1.2 Functions of Output Hypothesis
            2.1.1.3 Connection between Output Hypothesis and POA
        2.1.2 Interaction Hypothesis
            2.1.2.1 Definition of Interaction Hypothesis
            2.1.2.2 Connection between Interaction Hypothesis and POA
    2.2 Production-Oriented approach(POA)
        2.2.1 The development of POA
        2.2.2 Theoretical framework of POA
            2.2.2.1Teaching principles
            2.2.2.2 Teaching hypotheses
            2.2.2.3 Teaching procedures
        2.2.3 Researches on POA at home
            2.2.3.1 POA in general English teaching
            2.2.3.2 POA in oral English teaching
            2.2.3.3 POA in high school English teaching
            2.2.3.4 Some other studies
        2.2.4 Researches on POA abroad
        2.2.5 Limitation of previous researches and suggestion for further research
    2.3 Oral proficiency
        2.3.1 Definition of oral proficiency
        2.3.2 Evaluation standard of oral proficiency
Chapter Three Research methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Pre-test
        3.3.2 Questionnaire survey
        3.3.3 Post-test
        3.3.4 Interview
        3.3.5 Class observation
    3.4 Procedure of the present study
        3.4.1 Pre-experiment stage
        3.4.2 While-experiment stage
            3.4.2.1 Motivating and enabling
            3.4.2.2 Practicing and assessing
        3.4.3 Post-experiment stage
    3.5 Data collection and analysis methods
Chapter Four Data presentation and discussion
    4.1 Results of pre-test
    4.2 Results of post-test
        4.2.1 Independent t-test results of the post-test
        4.2.2 ANOVA results of the post-test
            4.2.2.1 Results of the post-test in terms of accuracy
            4.2.2.2 Results of the post-test in terms of complexity
            4.2.2.3 Results of the post-test in terms of fluency
    4.3 Results of questionnaire
    4.4 Results of interview
        4.4.1 Results of the interview of teachers
        4.4.2 Results of the interview of students
    4.5 The overall evaluation of POA
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
        5.2.1 Theoretical implications
        5.2.2 Pedagogical implications
            5.2.2.1 Implications for Oral English teaching
            5.2.2.2 Implications for teachers training
            5.2.2.3 Implications of the inadequacies of POA
    5.3 Limitations of the present study
    5.4 Suggestions for further research
References
Appendix I:The questionnaire
Appendix II:The assignments of pre-test and post-test
AppendixⅢ:The interview
AppendixⅣ:Scores of groups in the post-test
作者簡(jiǎn)歷及攻讀碩士學(xué)位期間取得的研究成果



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