交际教学法在大学非英语专业学生英语课中的应用研究

摘要

交际教学法一直是充满争议的话题，长期以来对于是否采用交际教学法进行应用教学都存在不同的意见和看法，尤其对于交际法是否适用于国内高校非英语专业英语教学具有不同观点。尽管传统教学法在英语教学中一直占据主导地位，但是随着当今社会对学生语言交际沟通能力的不断提高，听说能力已被视为评价学生英语能力及教学成果评价的重要因素。本研究旨在了解交际教学法对非英语专业学生英语学习的影响。70名来自辽宁工程技术大学的大二学生参与了此研究，并分别应用交际教学法及传统教学法进行英语教学。我们安排一名教师教授控制班的英语课，另一名教师教授实验班的英语课，以期达到检验传统教学法及交际教学法间的教学成果差距。运用社会科学统计包分析(1)实验班是否在口语成绩方面高于控制班，(2)实验班的学生是否在口头交流方面表现出高于控制班的动力。结果表明在应用交际教学法的班级学生表现出比教师为中心的环境下学习的学生更高的口语测试成绩。本研究为英语教学研究者提供了第一手数据，为以后进一步研究交际法在教学中的应用提供了理论及现实依据，也给研究者进一步完善理论及研究工具提供了直接素材。

目录

文摘

英文文摘

Inrtoduction

Chapter l Literature Review

1.1 Language Teaching Methodology

1.1.1 Background

1.1.2 Language Teaching Methodology Defined

1.2 Where Does Communicative Language Teaching Come From

1.2.1 What is Communicative Language Teaching

1.2.2 What Are Some Examples of Communicative Exercises

1.2.3 How do the Roles of the Teacher and Student Change in Communicative Language Teaching

1.2.4 The Development of CLT

1.3 A Review of CLT Studies

1.3.1 Reconceptualizing Language

1.3.2 Relevance of Language Teaching to General Education

1.3.3 Transmission versus Interpretation Models of Learning

1.3.4 Ineffectiveness of Traditional Approaches

1.3.5 Role of Learners

1.3.6 Approach to Learning

1.3.7 Approach to Language

Chapter 2 Methodology

2.1 Research Questions

2.2 Subjects

2.3 Research setting and Research Procedures

2.4 The Research Instrument

2.4.1 Oral Test

2.4.2 Motivational Questionnaires

2.5 Procedures of Data Collection

2.5.1 Performance in Oral Test

2.5.2 Scores of the Position Points on the Motivational Questionnaires

2.5.3 Data Analysis

Chapter 3 Results and Discussion

3.1 Analysis of Data for the First Research Question

3.1.1 Compating the Oral Performance of the Two Classes on Oral Test l and Oral Test 2

3.2 Analysis of Data for the Second Research Question

3.2.1 Comparing the All Participants' Oral Communicative Motivation

3.2.2 Comparison of all Participants' Oral Communicative Motivation on Six Aspects

3.2.3 Differences in Motivation between the Experimental and Control Groups

3.2.4 Comparing the Male and Female Students on speaking Motivation

3.2.5 Comparing the Male Students'Speaking Motivation on Six Aspects

3.2.6 Comparing the Female Students'Speaking Motivation on Six Aspects

3.2.7 Motivational Differences of Motivation between Male and Female in the Experimental Group

3.2.8 Motivational Analysis between Male and Female Participants in the Experimental Group

Chapter 4 Pedagogical Implications and Conclusion

4.1 Pedagogical Implications

4.2 Implication for Further Research

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E

Bibliography

Acknowledgements

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