語(yǔ)境理論在大學(xué)體育專業(yè)英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用研究
發(fā)布時(shí)間：2024-12-07 00:27
當(dāng)前世界各國(guó)的體育交流日益密切，如在奧運(yùn)會(huì)等國(guó)際賽事中，各國(guó)體育健兒積極展現(xiàn)自我，爭(zhēng)先為國(guó)爭(zhēng)光。英語(yǔ)作為主要的交流工具也因而變得越來(lái)越重要。但研究顯示，參與體育競(jìng)爭(zhēng)或從事專業(yè)交流的體育專業(yè)大學(xué)生對(duì)外國(guó)文化缺乏深刻的認(rèn)識(shí)。在英語(yǔ)學(xué)習(xí)中他們?nèi)匀幻鎸?duì)以教師為主導(dǎo)的傳統(tǒng)教學(xué)模式；再加上語(yǔ)言環(huán)境的缺失等因素，他們的口語(yǔ)水平很難達(dá)到標(biāo)準(zhǔn)流利的程度。 本研究旨在探索應(yīng)用語(yǔ)境理論對(duì)體育專業(yè)大學(xué)生口語(yǔ)能力的促進(jìn)效果。研究選取體育專業(yè)大一A、B兩班共60名學(xué)生為研究對(duì)象，其中A班30人，B班30人。首先，對(duì)他們進(jìn)行了問(wèn)卷調(diào)查和口語(yǔ)考試，結(jié)果表明多數(shù)人在英語(yǔ)口語(yǔ)方面比較薄弱，而且兩個(gè)班間口語(yǔ)成績(jī)無(wú)顯著差異。接著研究者對(duì)A、B班（社會(huì)體育專業(yè)大一的兩個(gè)平行班）進(jìn)行了一學(xué)期的比較性教學(xué)實(shí)驗(yàn)。班級(jí)A采用傳統(tǒng)的教學(xué)模式，班級(jí)B則采用語(yǔ)境教學(xué)模式，盡可能地為學(xué)生營(yíng)造真實(shí)的英語(yǔ)語(yǔ)境。實(shí)驗(yàn)最后一周，研究者分別對(duì)兩個(gè)班進(jìn)行了口語(yǔ)測(cè)試。數(shù)據(jù)顯示，測(cè)試結(jié)果存在明顯差異，B班學(xué)生口語(yǔ)平均得分顯著高于A班學(xué)生。同時(shí)，經(jīng)過(guò)一個(gè)學(xué)期的學(xué)習(xí)，相比A班，B班學(xué)生學(xué)習(xí)英語(yǔ)口語(yǔ)的興趣也有明顯提高。 全文共分六個(gè)章節(jié)。第一章介紹了本文的背...
【文章頁(yè)數(shù)】：70 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract
摘要
Tables
Abbreviations
1. Introduction
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
2. Literature Review
2.1 Communicative Competence
2.2 Oral English
2.3 Studies on Oral English Teaching
2.3.1 Studies Abroad
2.3.2 Studies in China
2.4 Summary
3. Theoretical Framework
3.1 The Context Theory
3.1.1 The Blueprint Stage
3.1.2 The Foundation Stage
3.1.3 The Development Stage
3.2 Context in Oral English Teaching
3.2.1 Linguistic Context
3.2.2 Creation of Situational Context
3.2.3 Context of Culture
4. Methodology
4.1 Rationale
4.2 Research Question
4.3 Subjects
4.4 Instruments
4.4.1 Questionnaire
4.4.2 Oral Proficiency Test
4.5 Teaching Method and Procedure
5. Data Analysis and Discussion
5.1 Analysis of Learners' Oral English
5.2 Data Analysis and Discussion of Pre- and Post -Tests
6. Conclusion
6.1 Major Findings
6.2 Pedagogical Implication
6.2.1 Developing Students' Overall Language Ability
6.2.2 Developing Students' Non-linguistic Context Ability
6.3 Summary
Acknowledgments
Bibliography
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Published Papers
本文編號(hào)：4014495
【文章頁(yè)數(shù)】：70 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract
摘要
Tables
Abbreviations
1. Introduction
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
2. Literature Review
2.1 Communicative Competence
2.2 Oral English
2.3 Studies on Oral English Teaching
2.3.1 Studies Abroad
2.3.2 Studies in China
2.4 Summary
3. Theoretical Framework
3.1 The Context Theory
3.1.1 The Blueprint Stage
3.1.2 The Foundation Stage
3.1.3 The Development Stage
3.2 Context in Oral English Teaching
3.2.1 Linguistic Context
3.2.2 Creation of Situational Context
3.2.3 Context of Culture
4. Methodology
4.1 Rationale
4.2 Research Question
4.3 Subjects
4.4 Instruments
4.4.1 Questionnaire
4.4.2 Oral Proficiency Test
4.5 Teaching Method and Procedure
5. Data Analysis and Discussion
5.1 Analysis of Learners' Oral English
5.2 Data Analysis and Discussion of Pre- and Post -Tests
6. Conclusion
6.1 Major Findings
6.2 Pedagogical Implication
6.2.1 Developing Students' Overall Language Ability
6.2.2 Developing Students' Non-linguistic Context Ability
6.3 Summary
Acknowledgments
Bibliography
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Published Papers
本文編號(hào)：4014495
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