續(xù)作任務(wù)是近幾年由國內(nèi)語言教學(xué)的學(xué)者提出的一種提高語言產(chǎn)出水平的訓(xùn)練方式。王初明教授(2016)曾提出聽后續(xù)說的短板是口語表達比較松散隨意,若想提高語言的精確需要筆頭的配合。因此,個案研究設(shè)計是以輸出假說,支架教學(xué)為基礎(chǔ),旨在從實證上探究聽讀后續(xù)說和聽讀寫后續(xù)說對低水平學(xué)習(xí)者的英語口語表達的影響有何差異,據(jù)此提出四個研究目的:1)觀察和描述兩位學(xué)習(xí)者在聽讀后續(xù)說和聽讀寫后續(xù)說的話語數(shù)量,是否參照原文中的單詞,短語,句型。2)觀察和描述在聽讀寫后續(xù)說中,語言的準(zhǔn)確度是否提高。3)探究和報告兩位學(xué)習(xí)者是如何評價聽讀后續(xù)說和聽讀寫后續(xù)說與及他們是否察覺自己口語表達方面的變化。4)觀察和報告在兩種續(xù)說任務(wù)的干預(yù)下,兩位學(xué)習(xí)者英語口語能力有什么變化,是男生還是女生進步更大。本研究中的研究對象為英語口語測試中的低水平學(xué)習(xí)者。研究工具包括口語英語能力的前測和后測,兩種續(xù)說任務(wù)訓(xùn)練的材料,學(xué)生完成續(xù)說任務(wù)轉(zhuǎn)寫后的文本與及兩次訪談。這些研究工具有助于獲得整體和深入的觀察。研究過程分為兩個階段,前五周是聽讀后續(xù)說,后五周是聽讀寫后續(xù)說。在聽讀后續(xù)說訓(xùn)練中,學(xué)生閱讀文本和聽其錄音15分鐘后開始續(xù)說。在聽讀寫后...

【文章頁數(shù)】：129 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Significance
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Key Concepts
        2.1.1 Oral Continuation Task
        2.1.2 Oral English Ability
        2.1.3 Low Achiever
    2.2 Previous Studies on Continuation Tasks
        2.2.1 Theoretical Studies on Continuation Tasks
        2.2.2 Empirical Studies on Continuation Tasks
    2.3 Previous Studies on Factors Influencing Students’ Speaking Ability
    2.4 Limitations in Previous Research
Chapter Three Theoretical Framework
    3.1 Output Hypothesis
        3.1.1 Overview of Output Hypothesis
        3.1.2 Four Functions of the Output Related to This Study
    3.2 Scaffolding Instruction
        3.2.1 Definition of Scaffolding Instruction
        3.2.2 Classifications of Scaffolding Instruction
        3.2.3 Five Steps of Scaffolding Instruction
        3.2.4 Scaffolding Designed in This Study
Chapter Four Research Methodology
    4.1 Case Study Design
    4.2 Research Questions
    4.3 Participants
    4.4 Instruments and Materials
        4.4.1 Speaking Tests
        4.4.2 Oral Continuation Task Materials
        4.4.3 Texts of Continuation Tasks Completed by Participants
        4.4.4 Semi-structured Interviews
    4.5 Research Procedures
        4.5.1 Pre-training
        4.5.2 Training Process of Oral and Written-oral Continuation Tasks
        4.5.3 Post-training
    4.6 Data Collection and Analysis
        4.6.1 Speaking Tests
        4.6.2 Oral Continuation Task Materials
        4.6.3 Interviews
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Results of the Oral and Written-oral Continuation Tasks
        5.1.2 Results of the Speaking Tests
        5.1.3 Results of the Interviews
    5.2 Discussion
        5.2.1 Discussion in Terms of the First Question
        5.2.2 Discussion in Terms of the Second Question
        5.2.3 Discussion in Terms of the Third Question
        5.2.4 Discussion in Terms of the Fourth Question
Chapter Six Conclusions
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions for Further Research
References
Appendices
    Appendix Ⅰ The Pre-test
    Appendix Ⅱ The Post-test
    Appendix Ⅲ The Results of Pre-test and Post-test
    Appendix Ⅳ The Dimensions of Scoring Criterion on Three Parts of the Tests
    Appendix Ⅴ The Results of S1 and S2’s Scores of the Pre-test
    Appendix Ⅵ The Results of S1 and S2’s Scores of the Post-test
    Appendix Ⅶ The Examples of Oral Continuation Task Materials
    Appendix Ⅷ The Interviews



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