準(zhǔn)備活動在學(xué)生口語中的作用

畢業(yè)論文

The Role of Pre-Speaking Activities in Students’ Oral Performance

Abstract

The thesis is an attempt to investigate the role of pre-speaking activities in students’ oral performance and find out the way students make progress in their speaking. It mainly elaborates, in the first part of the thesis, Krashen’ s Monitor Theory, the affective filter hypothesis, Swain’ s comprehensible output hypothesis, and the relationship between input and output. Then it illustrates the definition of pre-speaking activities, and the kinds of pre-speaking activities. In the present study, three kinds of pre-speaking activities are discussed. They are listening to the tape, reading the text and watching a video. The third part is the major part of the thesis. It discusses about the effectiveness and the role of pre-speaking activities. It is revealed that students should improve their speaking in the four aspects of pre-speaking activities: topic-relatedness of the activities, content of the speaking, fluency of students’ oral English, and the last not the least, vocabulary choice and use. It concludes that pre-speaking activities play a positive role in activating and encouraging students to speak. It helps to improve students’ oral performance in English class.

Key Words: hypothesis; input; output; pre-speaking activities; effectiveness 

摘  要

本文旨在研究準(zhǔn)備活動在學(xué)生口語中的作用和尋找提高學(xué)生口語水平的途徑。文章的第1部分闡述了Krashen的監(jiān)聽理論、情感過濾假設(shè)、Swain的輸入假設(shè)以及輸入與輸出之間的關(guān)系。接著介紹了口語準(zhǔn)備活動的定義和種類。在本文只討論3種口語準(zhǔn)備活動。這3種準(zhǔn)備活動是：聽磁帶、閱讀課文和觀看視頻影像。第3部分是文章的主體部分：探討和分析口語準(zhǔn)備活動的有效性和作用。本文認(rèn)為，學(xué)生可以從口語準(zhǔn)備活動的以下4個方面來著手：主題相關(guān)性、活動的內(nèi)容、學(xué)生口語的流利程度以及遣詞造句方面。文章最后總結(jié)：口語準(zhǔn)備活動在激發(fā)和鼓勵學(xué)生開口說英語方面起著積極作用，能幫助學(xué)生在英語課堂中有進(jìn)步表現(xiàn)。

關(guān)鍵詞: 假設(shè)、輸入、輸出、準(zhǔn)備活動、有效性

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