浸入式教学法对初中英语口语教学的影响研究
发布时间：2023-05-12 23:04
随着中学生英语核心素养的提出和新英语课程标准的进一步深化以及社会发展对英语口语表达应用能力不断增强的需求,这对初中生英语教学提出了更高更新的要求。英语口语是英语学习过程中的一项十分重要的基本技能,同时也反映了学生语言使用的综合能力。然而,中国当前学生的英语口语教学状况不容乐观:以教师为中心的教学法占据着口语教学的主流地位,长期以来重书面表达轻口语能力培养的现象十分严重,培养出来的学生英语口语水平普遍不高,发音不纯正,羞于开口,哑巴英语的现象仍然普遍存在。近年来,外语教学中的很多专家学者和奋斗在教学一线的教师们也深刻地意识到外语教学再也不仅仅是局限于语言知识本身的学习和应付考试的工具,英语口语能力的提升,跨文化交际能力和学习动机的激发和培养也必须放在重中之重的位置。因此,本文在深入探讨口语教学理论的基础上,以关键期假设理论,语言输入输出理论和互动假设理论为主要理论依据,利用浸入式教学法对初中学生进行有效的英语课堂口语教学,并力图在实验中检验其合理性。在本研究中,浸入式教学被定义为一种新的教学方法:浸入式是指用第二语言作为教学语言的教学模式,学生在校园的全部或一半时间内,被浸泡在第二语言环...
【文章页数】：111 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Significance and Purpose
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definition of Crucial Terms
2.1.1 Immersion Teaching Approach
2.1.2 Oral English Teaching
2.1.3 English Speaking Ability
2.1.4 Intercultural Communication Competence (ICC)
2.1.5 Study Motivation
2.2 Theoretical Framework of the Thesis
2.2.1 The Critical Period Hypothesis
2.2.2 The Input Hypothesis and the Output Hypothesis
2.2.3 The Interaction Hypothesis Theory
2.3 Researches on English Speaking Ability through Immersion Teaching Approachboth at Home and Abroad
2.3.1 Studies Abroad
2.3.2 Studies at Home
2.4 Researches on the Cultivation and Improvement of InterculturalCommunication Competence both at Home and Abroad
2.4.1 Studies Abroad
2.4.2 Studies at Home
2.5 Researches on the Cultivation and Improvement of Study Motivation both atHome and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Experimental Method
3.3.2 Questionnaires
3.3.3 Interview
3.3.4 Implementation of Immersion Teaching Approach
3.4 Data Collection and Processing
3.4.1 Data collection
3.4.2 Data Processing
Chapter Four Research Results and Discussion
4.1 Quantitative Research Results
4.1.1 Descriptive Statistics of Results from Pretest
4.1.2 Comparison of Differences between the Results of the ExperimentalClass and Control Class in pretest
4.1.3 Descriptive Statistic of Results from Post-test
4.1.4 Comparison of Differences between the Results of the ExperimentalClass and Control Class in Post-test
4.1.5 Comparison of Pretest and Post-test for Experimental Class
4.1.6 Comparison of Pretest and Post-test for Control Class
4.2 Qualitative Research Results
4.2.1 Effects of Immersion Teaching Approach on Students' speaking Abilityand the Corresponding Reasons
4.2.2 Effects of Immersion Teaching Approach on Students,InterculturalCommunication Competence and the Corresponding Reasons
4.2.3 Effects of Immersion Teaching Approach on Students' study motivationand the Corresponding Reasons
4.2.4 Students' Suggestions on Implementing Immersion Teaching Approach
4.3 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Speaking Ability
4.4 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Intercultural Communication Competence
4.5 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Study Motivation
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for the Future Study
References
Appendices
Appendix Ⅰ Questionnaire Survey on Intercultural Communication Competence
Appendix Ⅱ Scale for Study Motivation
Appendix Ⅲ Outline of Interviews
Appendix Ⅳ Pre-test and Post-test Papers
Appendix Ⅴ Teaching Cases of the Immersion Teaching Approach
Paper Published during 2017-2019
本文编号：3814810
【文章页数】：111 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Significance and Purpose
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definition of Crucial Terms
2.1.1 Immersion Teaching Approach
2.1.2 Oral English Teaching
2.1.3 English Speaking Ability
2.1.4 Intercultural Communication Competence (ICC)
2.1.5 Study Motivation
2.2 Theoretical Framework of the Thesis
2.2.1 The Critical Period Hypothesis
2.2.2 The Input Hypothesis and the Output Hypothesis
2.2.3 The Interaction Hypothesis Theory
2.3 Researches on English Speaking Ability through Immersion Teaching Approachboth at Home and Abroad
2.3.1 Studies Abroad
2.3.2 Studies at Home
2.4 Researches on the Cultivation and Improvement of InterculturalCommunication Competence both at Home and Abroad
2.4.1 Studies Abroad
2.4.2 Studies at Home
2.5 Researches on the Cultivation and Improvement of Study Motivation both atHome and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Experimental Method
3.3.2 Questionnaires
3.3.3 Interview
3.3.4 Implementation of Immersion Teaching Approach
3.4 Data Collection and Processing
3.4.1 Data collection
3.4.2 Data Processing
Chapter Four Research Results and Discussion
4.1 Quantitative Research Results
4.1.1 Descriptive Statistics of Results from Pretest
4.1.2 Comparison of Differences between the Results of the ExperimentalClass and Control Class in pretest
4.1.3 Descriptive Statistic of Results from Post-test
4.1.4 Comparison of Differences between the Results of the ExperimentalClass and Control Class in Post-test
4.1.5 Comparison of Pretest and Post-test for Experimental Class
4.1.6 Comparison of Pretest and Post-test for Control Class
4.2 Qualitative Research Results
4.2.1 Effects of Immersion Teaching Approach on Students' speaking Abilityand the Corresponding Reasons
4.2.2 Effects of Immersion Teaching Approach on Students,InterculturalCommunication Competence and the Corresponding Reasons
4.2.3 Effects of Immersion Teaching Approach on Students' study motivationand the Corresponding Reasons
4.2.4 Students' Suggestions on Implementing Immersion Teaching Approach
4.3 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Speaking Ability
4.4 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Intercultural Communication Competence
4.5 Discussing the Results of Quantitative Research and Those of QualitativeResearch with Regard to Study Motivation
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Research
5.4 Suggestions for the Future Study
References
Appendices
Appendix Ⅰ Questionnaire Survey on Intercultural Communication Competence
Appendix Ⅱ Scale for Study Motivation
Appendix Ⅲ Outline of Interviews
Appendix Ⅳ Pre-test and Post-test Papers
Appendix Ⅴ Teaching Cases of the Immersion Teaching Approach
Paper Published during 2017-2019
本文编号：3814810
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