[優(yōu)秀畢業(yè)設(shè)計精品]利用SCMC 真實語境提高中學生英語交際能力

1、編 號：碩士學位論文題 目： facilitating secondary school efl learners communicative competence via synchronous cmc利用scmc真實語境促進中學生英語交際能力 所 在 院 系 外語學院 學 科 專 業(yè) 學科教學(英語) 指 導 教 師 xxx 研 究 生 學位授予單位 xxxxxx研究生處制abstractthe communicative approach which aims at enhancing learners communicative competence hasnt achieved sa

2、tisfying results after years of classroom implement. because of the overemphasize on l2 function and the neglect of linguistic forms, efl learners speak neither accurately nor fluently, together with the inauthentic communicative activities and anxiety cause learners task avoidance behaviour. to ach

3、ieve real communication, elt activities should realize the roles of output (triggering function, hypothesis testing, metalinguistic function, etc); the roles of interaction (meaning negotiation, feedback, modified interaction, clarification, noticing, scaffolding, zone of proximal development) and t

4、he roles of affective factors (motivation, attitude, anxiety) in sla; it should follow language production process and mechanism, so the research is based on these theories. as the synchronous computer-mediated communication has a great resemblance with real interaction, it also has the unique featu

5、re of both text interaction and voice interaction, which slows down the process of language production, so the speakers will have time to plan before the speech, thus itll probably make up the ineffectiveness in class communication. the research is undertaken in experiment, with the comparisons of t

6、he questionnaires and the comparisons of the pretest/posttest of oral evaluation between the control group (in classroom communication) and the experimental group (in scmc), through statistics analysis, the study proved that scmc has effects on reducing anxiety, enhancing interest and motivation in

7、l2 learning, improving oral capability, facilitating communicative competence. the study explores an effective way of increasing learners exposure and use of the target language with native speakers in a more authentic, motivated, convenient, economical and less anxious environment. key words: commu

8、nicative competence, synchronous computer-mediated communication, l2 production, call摘要外語教學的最終目的是培養(yǎng)學生的交際能力,強調(diào)語言功能的交際法在實際英語教學中并沒有取得理想效果。 在課堂交際活動中,由于語法和言語結(jié)構(gòu)沒有得到充分的練習和鞏固，造成學生言語輸出的大量錯誤，直接影響語言的準確性與流利性。作為外語學習者，學生在言語輸出的低層次階段沒有形成自動化，難以在交際表達時同時考慮言語的內(nèi)容與結(jié)構(gòu)，學生常常焦慮擔心出錯。另外，非真實的目標語言環(huán)境和交際任務(wù)、有限的接觸與使用目標語言的機會，導致學生的消極應(yīng)

9、付行為,學生的口語交際能力即使經(jīng)過幾年的學習也沒有得到提高。本文以認知主義理論和二語習得理論為基礎(chǔ)，通過分析言語輸出假設(shè)，交互理論和情感因素理論在二語習得中的作用，參考了levelt 和 de bot 的言語輸出模式，anderson 的從陳述性知識到過程性知識的三個階段 和 mclaughlin 的言語加工過程的理論，認為促進與實現(xiàn)真正的口語交際能力的教學活動必須遵循言語輸出的過程與機制,在交際活動中實現(xiàn)言語輸出,言語交互和情感因素對二語習得的作用。 隨著信息技術(shù)與因特網(wǎng)的發(fā)展，多媒體與網(wǎng)絡(luò)越來越多地應(yīng)用于外語教學，作為電腦技術(shù)的重要部分，電腦實時同步交互為英語學習者提供了更多的，輕松方便的

10、， 經(jīng)濟的，不受時間地域限制的與英語本族語言者進行真實交際的機會。由于電腦實時同步交互兼具文本交互與語音交互的特點，它符合言語輸出的過程和機制，類似于真實交際，但它降低了交際過程的速度，使交際者有時間考慮言語的內(nèi)容與形式，因而電腦實時同步交互有可能彌補課堂交際的不足。本文通過實驗，用問卷調(diào)查和口語測試的方法比較實驗組（利用電腦實時同步交互）和控制組（在傳統(tǒng)課堂交際環(huán)境下），通過數(shù)據(jù)的分析，推斷出電腦實時同步交互在情感方面對英語學習者具有降低焦慮感，提高學習興趣與動機，形成正確的學習態(tài)度的作用，對學習者的口語能力水平具有提高的作用，對學習者的交際能力具有促進的作用。關(guān)鍵詞: 交際能力，電腦實時交

11、互，二語輸出，計算機輔助教學acknowledgementsi would first like to acknowledge my supervisor, associate professor bai zhigang, who directed and supported me in the field of computer-assisted language learning from the start thinking of the thesis. then he helped and encouraged me to continue with it at every stage

12、 of the thesis writing whenever i met any difficulties or felt puzzled with the thesis. i am extremely grateful for his valuable suggestions in the formation and completion of the very thesis.next i would like to acknowledge those who helped in the correction of the thesis outline, such as prof. zha

13、ng ping, and those who gave me feedback on this manuscript. my heartful thanks go to associate prof. xing jiawei and gao yanying who read through the manuscript carefully and provided many useful comments.i would also like to extend my gratitude to the scholars from abroad, dr. scott payne from penn

14、sylvania state university, us. who sent me the sample of oral proficiency evaluation for foreign language; and mbsdin from the university of malaysia, who sent me some references on call. equally grateful is my feeling to the friends from different countries who offered sincere help and cooperation

15、in the scmc with my students.finally thanks should be also due to my parents love, support and concern.iiitable of contentstitle pageiapproval pageiienglish bstractiiichinese abstractivacknowledgement.vtable of contents.vi chapter one: introduction.11.1 a general description of the study.11.1.1 thes

16、is statement21.1.2 limitation of the study.21.1.3 means of obtaining data.21.1.4 data presentation and analysis techniques.31.2 need for the study.31.3 the overall structure of the thesis.3chapter two: literature review.52.1 communicative language teaching.52.1.1communicative approach and communicat

17、ive competences.5 2.1.2 problems in clt classroom.72.2 theories of sla.92.2.1 the functions of output.92.2.2 interactionist theory 10 2.2.3 the affective factors and language learning122.3 the process and mechanism of language production.132.3.1 levelts speech production model.132.3.2 de bots adapte

18、d model.152.3.3 andersons declarative procedural knowledge model.172.3.4 mclaughlins information processing model.182.4 synchronous computer-mediated communication.212.4.1 call development 212.4.2 interpretation and features of scmc.22 2.4.3 studies of scmc and language learning23chapter three: meth

19、odology263.1 research questions.263.2 design of the experiment.273.2.1 subjects and settings of the research.273.2.2 treatment and procedures of the experiment. 283.3 instruments of the research.323.3.1 questionnaire.323.3.2 pretest and posttest in the experiment. 333.4 data collection and statistic

20、al measurement34 3.4.1 questionnaires comparisons . .343.4.2 pretest and posttest comparisons.35chapter four: results and discussion. 374.1 major findings374.1.1 the effect of scmc on learners affect towards english learning.37 4.1.2 the effect of scmc on facilitating learners oral proficiency. .394

21、.1.3 the effect of scmc on enhancing learners communicative competence.454.2 limitations of the present study.494.3 suggestions for further study.50chapter five: conclusion.54references57appendix i (questionnaires).62appendix ii (oral production interview scale).68appendix iii (speaking tasks).69vch

22、apter one introduction1.1 a general description of the study the communicative approach aims at improving learners communicative competence shifted the emphasis in fl teaching from a focus on linguistic form to activities which involve effective communication from the1970s. in the late 1980s, the ab

23、ility to communicate seemed to have replaced grammatical accuracy as the measure of successful modern language learning even if grammatical errors occurred. however, the 1990s have seen the shortcomings of communicative approach being increasingly pointed out: engaging meaning and enabling communica

24、tion might de-emphasize language grammar and form. many efl learners speak less accurately. in the post-communicative climate, theres an urgency: balancing form and function in fl teaching. efl teachers now urgently need a solution to solve the inefficiency of clt and to increase authentic exposure

25、and use of the target knowledge both inside and outside of the classroom. to foster communicative competence and achieve real l2 communication, elt activities should realize the roles of output (triggering function, hypothesis testing, metalinguistic function, etc); the roles of interaction (meaning

26、 negotiation, feedback, modified interaction, clarification, noticing, scaffolding, zone of proximal development) and the roles of affective factors (motivation, attitude, anxiety) in sla; follow the notions of the output hypothesis from a psycholinguistic perspective as a basis for depicting l2 pro

27、duction process and for proposing mechanisms that influence l2 acquisition according to: levelts model of language production together with de bots adapted model, andersons declarative knowledge to procedure knowledge as well as mclaughlins controlled to automatic processing model.due to the develop

28、ment of computer technology, the internet in particular has become a new medium of communication that is shaping both the processes and the products of communication. while much second language teaching and learning has benefited from the employment of multimedia, its application is still relatively

29、 new to the teaching and learning of efl in china. there still exists an empirical gap between the theories of call and its application in the area of elt. the study was undertaken in experiment to find out if scmc can facilitate secondary school efl learners communicative competence by developing t

30、he same cognitive mechanisms underlying spontaneous conversational speech. the research questions to be addressed in the study are the following: 1. what are the effects of scmc on learners affection towards english learning?2. whats the effect of scmc on facilitating learners oral proficiency?3. wh

31、ats the effect of scmc on enhancing learners communicative competence?1.1.1 thesis statementthe purpose of the paper is to prove and explore synchronous computer-mediated communication has an effect on increasing secondary school efl learners exposure and use of the target language with native speak

32、ers in a more authentic, motivated, convenient, economic and less anxious environment as well as facilitating and developing their communicative competence based on levelt et als process and mechanism of l2 production model, the theories of output hypothesis, interactionism and affective factors. 1.

33、1.2 limitation of the studysince the use of synchronous cmc in the efl classroom is still a young enterprise and so far the full integration of the internet into foreign language teaching has not yet been achieved even in advanced countries. studies conducted so far are often small-scale, sometimes

34、somewhat biased. many claims have not or only partly been backed up by hard evidence, and its hard for the writer who is restricted with time and capacity to find enough references and to make a thorough, extensive and comprehensive research into the field. in addition, it is very early in experimen

35、tally examining communication competence as a result of synchronous cmc, these findings need to be replicated with different populations and different instructional treatments.1.1.3 means of obtaining datadata mainly come from chinese and english publications obtained from shenyang normal university

36、s library and internet resources.1.1.4 data presentation and analysis techniquesit is a quantitative & qualitative study. it is presented and analyzed by tables & graphs coupled with a verbal account.1.2 need for the studythe study is to find the theoretical basis for applying scmc into efl

37、teaching; to provide a practical solution to the problem of efl learners lack of chances for english output and the ineffectiveness in communicative class, thus it realizes the ultimate goal of english teaching.the objectives of the paper are:a) to present the inefficiency of the communicative langu

38、age teaching. b) to find theoretical basis for applying synchronous computer-mediatedcommunication into efl teaching.c) to increase efl learners exposure and use of the target language in a more authentic, motivated, convenient, economic and less anxious environment.d) to enhance learners communicat

39、ive competences via scmc thus to solve theproblem of chinese efl learners low capability of communication.e) to provide a new access to assist and realize the ultimate goal of english teaching.f) to guide the students to use the computer as a tool for language learning.1.3 the overall structure of t

40、he thesisthis thesis consists of five chapters:chapter one is the introduction of the thesis with a general description of the study, need for the study and the overall structure of the thesis.chapter two is the part of literature review. first it reviews the coming of communicative approach, the no

41、tion of communicative competence and points out the problems in the clt classroom. then it introduces the theories of sla: the roles of output, interaction and affective factors to l2 acquisition. the core of the theories is levelts process and mechanism of l1 language production, de bots adapted mo

42、del, andersons declarativeprocedural knowledge model and mclaughlins information processing model. what follows that is the introduction of synchronous computer-mediated communication, including: call development, interpretation and features of scmc and studies of scmc and language learning.chapter

43、three is the section of methodology. it supplies research questions, design of the research experiment, briefly includes the subject and settings of the research; treatment and procedures of the experiment; the instruments of the research are mainly questionnaire and pre-test/post-test comparison of

44、 the experiment; then it illustrates how the data is collected and analyzed to prove the reliability and validity of the statistics.chapter four is the results and discussion of the experiment. it consists of the analysis of the questionnaires comparisons and the analysis of the pretest and posttest

45、 comparisons, the major findings of the research questions after the experiment, limitations of the present study and the suggestions for further study.chapter five is the conclusion and the implications of the research for foreign language teaching.chapter two literature review2.1 communicative lan

46、guage teachingcommunicative language teaching began in britain in the 1960s as a replacement to the earlier structural method, called situational language teaching. this was partly in response to chomskys criticisms of structural theories of language and partly based on the theories of british funct

47、ional linguistis, such as firth and halliday, as well as american sociolinguists, such as hymes, gumperz and labov and the writings of austin and searle on speech acts. communicative approach in language teaching starts from the notion of “competence” which was first put forward by chomsky(1965), an

48、d then was constantly extended by many other linguists such as hymes(1972), canale and swain(1980,1983).communicative competence and communicative approachit was chomsky who first differentiated the two notions of linguistic competence and performance. competence refers to the internalized knowledge

49、 of the structures, rules and systems of a particular language while performance refers to the actual manipulation and application of the underlying knowledge. chomskys notion of competence and performance is of great significance. yet, his competence only discusses linguistic knowledge, its scope b

50、eing too narrow. hymes extended the scope of chomskys linguistic competence into four aspects and proposed the notion of communicative competence. he maintains that a person who acquires communicative competence acquires both knowledge and ability for language use with respect to:(1) whether (and to

51、 what degree) something is formally possible ( the correctness ofa certain language form);(2) whether (and to what degree) something is appropriate in relation to its context in which it is used and evaluated (the appropriateness of a language form in a specific context);(3) whether (and to what deg

52、ree) something is feasible in virtue of the means of implementation available (the practicality of a language form);(4) whether (and to what degree) something is in fact done, actually performed, (theactual performance of a language form in reality) (hymes,1972:281)hymes proposal of the notion of co

53、mmunicative competence is further clarified by canale and swain. according to canale and swain, four dimensions of communicative competence are identified: grammatical competence, sociolinguistic competence, discourse competence and strategic competence.grammatical competence refers to what chomsky

54、calls linguistic competence and what hymes intends by what is “formally possible”. it is the domain of grammatical and lexical capacity.sociolinguistic competence refers to an understanding of the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction. to put it more specifically, it is the ability to use language appropriately in various social contexts.discourse competence refers to the