發(fā)布時(shí)間：2018-01-17 16:10

  本文關(guān)鍵詞：高中課堂情境下學(xué)生英語交際意愿研究　出處：《重慶師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 交際意愿 英語課堂 個(gè)性 社會情境

【摘要】：本研究旨在對我國高中生在課堂情境下英語交際意愿進(jìn)行研究,針對以下三個(gè)問題進(jìn)行:(1)在多大程度上我國高中生愿意在課堂上使用英語進(jìn)行交際?(2)在課堂上英語交際意愿高的學(xué)生與英語交際意愿低的學(xué)生具有哪些異同點(diǎn)?(3)哪些因素會對學(xué)生在課堂上的英語交際意愿?本研究采用了定量與定性相結(jié)合的方法,在第一階段使用調(diào)查問卷對高中生課堂內(nèi)英語交際意愿進(jìn)行統(tǒng)計(jì),采用SPSS19.0進(jìn)行數(shù)據(jù)分析,第二階段進(jìn)行課堂觀察,結(jié)合學(xué)生課堂反思日志,在第三階段采用訪談的方法探究影響高中生課堂內(nèi)英語交際意愿的因素。研究發(fā)現(xiàn)我國高中生的課堂內(nèi)英語交際意愿整體處于中等程度,女生的交際意愿程度普遍高于男生的交際意愿,對于注重形式的教學(xué)活動(dòng),學(xué)生的交際意愿高于注重意義的教學(xué)活動(dòng),各層次水平間學(xué)生英語交際水平差異不大。經(jīng)課堂觀察,調(diào)查得出的交際意愿高的學(xué)生與低的學(xué)生在實(shí)際課堂上也存在明顯差異,交際意愿高的學(xué)生在課后反思日志自評參與度分?jǐn)?shù)均高于問卷得分低的學(xué)生;交際意愿測評高的學(xué)生在課堂上更加積極回答問題及參與討論;交際意愿高的學(xué)生所在的小組氛圍更活躍,更具有組織性;兩者對待難以表達(dá)的語句的態(tài)度和解決方法不同。而兩者之間也存在相同點(diǎn),不論高低意愿的學(xué)生,對于注重形式的練習(xí)更加感興趣,課堂內(nèi)英語交際意愿更高;學(xué)生上課的狀態(tài)均受上課時(shí)間的影響,早晨的英語課學(xué)生普遍狀態(tài)不佳,原因是困倦感;所參與的課堂討論均不多。據(jù)訪談而得出的影響高中生課堂內(nèi)英語交際意愿的因素多樣,本研究提出了影響高中生英語交際意愿的因素可分為五個(gè)范疇:二語交際能力,性格因素,情感因素,動(dòng)機(jī)傾向和社會情景。
[Abstract]:The purpose of this study is to study Chinese senior high school students' willingness to communicate in English in the classroom context, aiming at the following three questions: (1) to what extent are Chinese high school students willing to use English for communication in the classroom? 2) what are the similarities and differences between the students with high willingness to communicate and those with low willingness to communicate in class? What factors will affect students' willingness to communicate in class? In the first stage, the questionnaire is used to analyze high school students' English communication intention in class, and SPSS19.0 is used to analyze the data. The second stage carries on the classroom observation, unifies the student classroom reflection log. In the third stage, the author uses the interview method to explore the factors that affect the students' English communication willingness in the classroom. It is found that the English communication willingness of the senior high school students in our country is in the middle level as a whole. The communicative will of girls is generally higher than that of boys. For formal teaching activities, students' communicative will is higher than meaningful teaching activities. There is no significant difference between different levels of students' English communication level. Through classroom observation, there are obvious differences between the students with high communicative intention and the low students in the actual classroom. The scores of self-assessment participation of the students with high communicative willingness were higher than those of the students with low scores. Students with high communicative willingness were more active in answering questions and participating in discussion in class; The group atmosphere of the students with high communication intention is more active and organized; They have different attitudes and solutions to inexpressible sentences, and there are similarities between the two. Students, regardless of their willingness, are more interested in form-oriented exercises. Higher willingness to communicate in class; The state of the students in class is affected by the time of class, and the general state of the students in English class in the morning is not good, because of the sense of sleepiness. According to the interviews, there are many factors that affect the communicative willingness of senior high school students in the classroom. The present study suggests that the factors affecting high school students' English communication willingness can be divided into five categories: second language communicative competence, personality factors, affective factors, motivational tendencies and social situations.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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