影响中国英语专业学生口语流利性的因素分析及教学策略探究.docx

影响中国英语专业学生口语流利性的因素分析及教学策略探究.docx

《影响中国英语专业学生口语流利性的因素分析及教学策略探究.docx》由会员分享，可在线阅读，更多相关《影响中国英语专业学生口语流利性的因素分析及教学策略探究.docx（14页珍藏版）》请在冰豆网上搜索。

影响中国英语专业学生口语流利性的因素分析及教学策略探究

青岛农业大学

毕业论文

AstudyonFactorsAffectingEnglishMajors’OralFluencyandTeachingStrategies

ChengFangfang

AThesisSubmittedinConformitywiththeRequirements

fortheDegreeofBachelorofArts

SupervisedbyGuoFei

ForeignLanguagesSchool

ofQingdaoAgriculturalUniversity

June17,2014

Contents

1.Introduction…………………………………………………………...............................1

2.TheConceptofOralFluency………………................................................1

3.Method…………………………………………………….…………….............................2

4.ResultsandAnalysis……………………………………………………..3

4.1TheInterferenceofMotherTongue…………………………………..5

4.2LanguageEnvironment…………………………………………….....6

4.3NegativeLearningMotivationandAnxiety..........................................6

4.4KnowledgeofTargetCulture………………………………………...7

4.5TheQuantityofInput………………………………………………...7

4.6TeachingPlansandTaskTypes………………………………………8

5.TeachingStrategies……………………………………………………...8

5.1CreatingaGoodLanguageEnvironment…………………………....8

5.2RemovingtheInfluenceofnegativeAffections…………...................9

5.3EnrichtheInput……………………………………………………..10

5.4GivetheStudentsMoreTimetoPrepare…………………………....10

6.Conclusion………………………………………………….…….……..11

References………………………………………………….……….….....11

Appendix…………………………………………………………………..13

AstudyonFactorsAffectingEnglishMajors’OralFluencyandTeachingStrategies

ChengFangfang

（Class1,2010,ForeignLanguageSchool,QingdaoAgricultureUniversity）

Abstract:

OralfluencyisespeciallyimportantforEnglishmajorsastheyarethelargestgrouptotakejobsrelatedtoEnglish.ButthepresentconditionsofEnglishmajor’soralfluencyisnotsatisfying.Therefore,itisimportanttoinvestigatethefactorsaffectingoralfluencyandputforwardeffectivestrategiestoimproveit.16possiblefactorsthatmayinfluencestudents’oralfluencyarediscoveredthroughtheinvestigationofliterature.ThenaquestionnaireisdesignedandconductedandsixmainfactorsthataffectingEnglishmajorsoralfluencyarediscovered.Theyaretheinfluenceofmothertongue,thelackofEnglish-speakingenvironment,personalaffectionfactors,theinefficientoftargetcultureknowledge,theabsenceofinputandthedifficultydegreeofteachingplan.Aftertheanalysisoftheseaffectingfactors,thepaperproposessomerelatedteachingstrategieswhichcancontributetoEnglishmajors’oralfluency.

Keywords:

Oralfluency;EnglishMajors;Affectingfactors;Teachingstrategies

影响中国英语专业学生口语流利性的因素分析及教学策略探究

摘要：

随着全球化的进一步发展，人们有越来越多的机会与外国人交流，口语的流利性也显得更加重要，英语专业学生，作为外语方向的主要从业人员，其口语流利性尤为重要，但是英语专业学生的口语现状却不尽人意。

因此本文通过问卷调查，得出了影响英语专业学生口语流利性的主要因素，如受母语的影响、缺乏说英语的环境和机会、文化差异、个人情感因素的影响、缺少知识储备、教学计划和教学任务的难易程度，再通过走访调查并征集优秀学生和与经验教师的意见，给出了相应的解决这些问题的教学策略。

本论文采用问卷调查和文献研究相结合的研究方法，旨在找到能够提高英语专业学生口语流利性的有效方法。

关键字：

口语流利性；英语专业学生；影响因素；教学建议

1.Introduction

ThepresentconditionofEnglishmajor’soralfluencyisnotsatisfying.AlotofEnglishmajorcannotcommunicateinEnglishfluently.AsurveyonoralfluencyofEnglishmajorswasmadebyProfessorXiong（2002）.Among122Englishmajorparticipants,63%ofthemwereunqualifiedjudgingfromtherequirementsofcollegeEnglishteachingsyllabus.Theperformanceconductedby26.2%ofthetotalparticipantswasrelativelysatisfactory.Andtheremainingstudents,only10.8%,werelabeledasfluentspeakers.Inresentyears,researchersbegintopaymoreandmoreattentiontoEnglishmajors’oralfluency.Andamountofstudiesaboutoralfluencyappeared.Fromtheinvestigationofliterature,wecanfindthattheresearchfieldsbothincludeaffectingfactorsandteachingmethods.Butsomeexistingproblemsstillcanbediscovered:

“

（1）theresearchesofaffectingfactorswerenotsystematic.

（2）Theteachingmethodstendtobesubjectiveandcannotbeimplementedinaneffectiveway.”（WenQiufang,2010）.So,thispaperaimstoinvestigatetheaffectingfactorsinasystematicwayandtoproposeeffectivestrategiestosolvetheseproblems.Throughliteraturereview,thispaperdiscovered16possiblefactorsandbasedonwhichaquestionnairewasdesigned.Andthequestionnairewasgivento112EnglishmajorsinQingdaoAgriculturalUniversity.Throughanalyzingthedata,sixmainfactorsaffectingEnglishmajors’oralfluencywerefound.Aftertheanalysisofthesefactors,thepapergivessomerelatedteachingstrategiesaccordingtosomeoralfluencytheoriesanddateanalysisfromsomepreviousstudies,suchasnegativetransferofnativelanguagetheory,thetheoryof lexical chunksteaching ,theempiricalresearchofanxiety.

2.TheConceptofOralFluency

Althoughtheword“fluency”hasbeenusedforalongtimeinlinguistics,theunderstandingoforalfluencyislimitedandoralfluencyisconsideredasthespeedofspeaking.Amongtheoralfluencyresearchers,Fillmorewasaninfluentialone.Intheprocessofanalyzingspeechoutput,Fillmore（1979）putforwardfourabilitiesreflectingoralfluency.

（1）Theabilitytofillintimewithwords.Itmeansthattherearenotoomuchandtoolong

pauseswhenapersonspeaks.Thequantityofwordsismoreimportantthanthequality.Thisabilitycanreflectthatthespeaker’ssupervisiontothebrainhascometothedegreeofunconsciousnessandautomation.

（2）Theabilitytospeakoutcompact,reasonableandsemanticintensivesentences.Obviously,thisabilitycanshowthespeaker’sconfidencetothemeaningandgrammarofthelanguage.

（3）Theabilitytospeakoutpropersentencesindifferentoccasions.Thisabilitymeansthatthespeakerstillhastheabilitytotalkwhenhe/shestaywithstrangersorinastrangesituation.Thatistosaythespeakerhastheabilitytoadapttotheconversation.

（4）Theabilityofcreationandimaginationinlanguageuse.Thisabilityemphasizesthespeaker’sflexibilityoflanguage,suchasplayingjokes,usingmetaphorandequivoque.

Fillmore’sthoughtoflanguageoralfluencywasvaluablebecausehehadwidenedtheconceptoflanguagefluency.Thoughhisreferenceobjectwasmothertongue,it’sfavorableforourstudyrelatedtooralfluency,suchasthecorrectness,flexibility,creativityandlogicalityofexpression.

AnotherrepresentativeviewwaspointedoutbySajavaarainoneofhisarticlenamedthespokenlanguageoutputofasecondlanguage—affectingfactorsoforalfluency.Sajavaarathoughtoralfluencyincludingtwoaspects.Oneaspectisthecontinuityofutterance.Anotheraspectistheacceptabilityoftheutterance.Theconceptof“acceptability”isvaluablebecauseitnotonlycontainsthelowerlimitofgrammarandlanguageaccuracybutalsocontainssocialandculturalfactors.Anditmakesusknowthatoralfluencyisrelatedtobothspeakerandlistener.

Accordingtotheaboveanalysis,theconceptoforalfluencycanbesummarizedas:

Inatrueandnaturalcommunication,aperson’sabilityofusinganacceptedsecondlanguagevarianttoexpresshisthoughttimely,effectivelyandconsistentlysoastofinishthetaskofcommunication.

3.Method

Theresearchingmethodsofthispaperaredocumentaryanalysisandquestionnairesurvey.Throughdocumentaryanalysis,severalinfluentialtheoriesaboutSecondLanguageAcquisitionwerefound.TheyareMonitorTheory（krashen,1981）,OutputHypothesis（swain,1985）,SecondLanguageAcquisitionEnvironmentalism.MonitorTheorywasthemostinfluentialone.Kreshenputforthhistheorythroughfivehypothesizes:

（1）theAcquisition-LearningHypothesis.HethoughttheSLAprocessincludingtwoprocesses:

acquisitionprocessandlearningprocess.Acquisitionprocesshappensunconsciouslyanditusuallyhappenswhenlearningthemothertongue.Learningprocesshappensconsciouslyanditusuallyhappenswhenlearningasecondlanguage.Thishypothesisrelatedtolearningenvironmentandtheteachers’teaching.

（2）TheMonitorhypothesis.It’sreferstotheeditwaywhenthespeakerexpressesalanguage.Themonitordegreeisrelatedtothefamiliaritydegreetothetargetlanguageandculture.（3）TheNaturalOrderHypothesis.Ifwewanttograspalanguage,weusuallyobeytheorderoflearningalanguage.Thisrelatedtotheteachers’teachingtasksandmaterials.（4）TheInputHypothesis.Krashenthoughtthecontentofinputmustbecomprehensibleandtheamountofinputshouldachieveacertainnumber.（5）TheAffectiveFilterHypothesis.Krashenthoughttheaffectionmainlyreferstomotivation,anxietyandpersonality.

OralfluencyasanimportantpartofSecondLanguageAcquisition,itsaffectingfactorsareinseparablewiththeaffectingfactorsofSecondLanguageAcquisition.Besidestheaffectingfactorsrelatedtokrashen’sMonitortheory,someotherfactorswerefoundthroughsearchingZhiwang.AllthepossiblefactorsthatmayaffectEnglishMajors’oralfluencyareasfollow（Table1）:

environment-relatedleaner-relatedprocess-related

Interferenceofmothertongue

self-confidence

learningstyles

languageenvironment

motivation&anxiety

teachingtechniques

familybackground

previouslearning

teachingmaterials

social&economicstatus

Englishproficiency

teachingplanesandtasktypes

knowledgeoftargetculture

pronunciation

thequantityofinput

Table1:

possiblefactors

AccordingtothestepsinthebookofForeignlanguageteachingquestionnaire（QinXiaoqing,2009）,Table1wasmadeintoaquestionnairewhichwasdistributedto118EnglishmajorsofQingdaoAgriculturalUniversity.The118studentsinclude8juniorsand110seniors,becausetheyhavelearnedintheuniversityforseveralyears.Asaresult,theirspokenEnglishlevelismuchhigherandtheyaremorerepresentative.ThequestionnairewasdistributedonApril10th.116ofthesequestionnaireswerereturned