试论认知理论与英语口语教学
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摘要
社会的不断发展和国际交流的日益增加，对英语学习者的口头交际能力提出了更高的要求。但是对国内大多数英语学习者来说，“说”仍然是外语学习中最难掌握的技能。众所周知，英语口语教学和研究长期以来是外语教学中的薄弱环节，至今为止尚未取得显著的进展。
随着认知心理学的发展和人们对认知的进一步认识，越来越多的研究者意识到语言是和大脑活动及其内部加工过程紧密相联的。认知理论为外语教学提供了一个崭新的研究视角。根据语言学习的认知理论，学习者是语言学习过程中的主动参与者，他们利用各种策略来学习和掌握语言系统。本文试图对言语生成的加工过程进行认知、心理分析，从而依据口语学习的认知理论制订相应的口语学习策略，以符合学习过程的需要。同时通过对照实验对试验组和对照组进行不同处理，然后收集后测试和问卷调查的结果进行对比：即经过策略教学，学生的口语成绩及其策略使用意识和口语学习的自信心有无改进。
通过对数据进行分析，归纳、总结等研究，作者发现认知理论及其策略培训对大学英语口语教学改革有较大的促进作用。
由于条件所限，文中的试验方法有待进一步改进，同时对比的时间相对较短，难免有不妥之处，敬请各位专家、学者、老师及同学批评、指正。
With the social development and the increase of international exchanges, a higher demand has been placed on EFL learners' communicative competence. However, for the majority of Chinese students, English speaking still remains the most difficult skill for them to master. It is well known the oral English teaching has long been the weak aspect of our EFL teaching and its researches have not made remarkable progress as expected.
With the development of cognitive psychology and further awareness of cognition, more and more researchers have realized that language learning is closely related to the brain activities and internal processes. The cognitive theory brings a totally new research angle to foreign language teaching. Based on the cognitive theory of language learning, this research tries to analyze the cognitive process of oral language learning so as to find out the corresponding speaking strategies related to the needs of learning process. An empirical study is conducted to 97 college students in Northwest University, who are assigned in the experimental group and comparison group at random. The purpose of the empirical study is to see whether students' speaking performance could be improved after they receive strategy instruction by means of collecting data from the posttest and questionnaires and comparing the scores of the learners' speaking performance, their awareness of strategy use, and their self-confidence of English speaking between the experimental group and comparison group.
The results of the study indicate the significance of cognitive theory and the necessity of cognitive strategy instruction in oral English teaching. The author then puts forward the cognition-based instruction model and points out that cognitive theory and the strategy
instruction have important implications for the improvement of oral English teaching.
随着认知心理学的发展和人们对认知的进一步认识，越来越多的研究者意识到语言是和大脑活动及其内部加工过程紧密相联的。认知理论为外语教学提供了一个崭新的研究视角。根据语言学习的认知理论，学习者是语言学习过程中的主动参与者，他们利用各种策略来学习和掌握语言系统。本文试图对言语生成的加工过程进行认知、心理分析，从而依据口语学习的认知理论制订相应的口语学习策略，以符合学习过程的需要。同时通过对照实验对试验组和对照组进行不同处理，然后收集后测试和问卷调查的结果进行对比：即经过策略教学，学生的口语成绩及其策略使用意识和口语学习的自信心有无改进。
通过对数据进行分析，归纳、总结等研究，作者发现认知理论及其策略培训对大学英语口语教学改革有较大的促进作用。
由于条件所限，文中的试验方法有待进一步改进，同时对比的时间相对较短，难免有不妥之处，敬请各位专家、学者、老师及同学批评、指正。
With the social development and the increase of international exchanges, a higher demand has been placed on EFL learners' communicative competence. However, for the majority of Chinese students, English speaking still remains the most difficult skill for them to master. It is well known the oral English teaching has long been the weak aspect of our EFL teaching and its researches have not made remarkable progress as expected.
With the development of cognitive psychology and further awareness of cognition, more and more researchers have realized that language learning is closely related to the brain activities and internal processes. The cognitive theory brings a totally new research angle to foreign language teaching. Based on the cognitive theory of language learning, this research tries to analyze the cognitive process of oral language learning so as to find out the corresponding speaking strategies related to the needs of learning process. An empirical study is conducted to 97 college students in Northwest University, who are assigned in the experimental group and comparison group at random. The purpose of the empirical study is to see whether students' speaking performance could be improved after they receive strategy instruction by means of collecting data from the posttest and questionnaires and comparing the scores of the learners' speaking performance, their awareness of strategy use, and their self-confidence of English speaking between the experimental group and comparison group.
The results of the study indicate the significance of cognitive theory and the necessity of cognitive strategy instruction in oral English teaching. The author then puts forward the cognition-based instruction model and points out that cognitive theory and the strategy
instruction have important implications for the improvement of oral English teaching.
引文
Fraida, D. & Elite, O. (1996). Course Design. Cambridge University Press.
Widdowson, H.G.(1998). Teaching Language As Communication. Shanghai Foreign Language Education Press.
Peter, S.(1998). A Cognitive Approach to Language Learning. Shanghai Foreign Language Education Press.
Simon, G.(1999). Language Processing. Psychology Press.
Vivion, C.(2000). Second Language Learning and Language Teaching. FLT and Research Press.
David,W. C. (2000).Psychology of Language. FLT and Research Press.
Jeremy, H.(2000). How to Teach English. FLT and Research Press.
Elaine, T. & George, Y.(2000). Focus on the Language Learner. Shanghai Foreign Language Education Press.
Andrew, D. C.(2000). Strategies in Learning and Using A Second Language. FLT and Research Press.
Gillian, B.& George, Y.(2000). Teaching the Spoken Language. FLT and Research Press.
Vivian, C.(2000). Linguistics and Second Language Acquisition. FLT and Research Press.
Penny, U.(2000). A Course in Language Teaching: Practice and Theory. FLT and Research Press.
Douglas, B.(2001).Teaching by Principles: An Introductive Approach to Language Pedagogy. FLT and Research Press.
David, N.(2001). Second Language Teaching and Learning. FLT and Research Press.
J.Michael, O.M.& Anna Uhl, C. (2001). Learning Strategies in SLA. Shanghai Foreign Language Education Press.
Martin, P. & Susanne.(2001). Applied Cognitive Linguistics. New York: Mouton de Gruyter.
Michael,G.(2002). Psycholinguistics. Cambridge University Press.
Xuetao, L.(2000). A teaching approach for facilitating English speaking. Teaching English In China. 3, 60-64.
Judit, K.(2000). The role of attention in monitoring second language speech production. Language Learning, 2, 343-384.
Kees de, G.(2002). Lexical retrieval: An aspect of fluent second language production that can be enhanced. Language Learning, 4, 723-754.
Peiling, X.(2002). Chinese learners of English: Encourage greater participation in speaking activities. Teaching English In China, 4, 48-52.
Hongshan, Zuo.(2002). A qualitative study of the effects of strategy-based instruction on high and low achievers in learning oral English. Academic Yearly, 2, 242-250.
Yuan, F. & Rod, E.(2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 1, 1-27.
Shinichi, I.(2003). Comprehension and production processes in second language
learning: In search of the psycholinguistic rationale of the output hypothesis. Applied Linguistics, 2, 168-196.
Binrong, Li. (2003). Oral English teaching. Teaching English In China, 1, 91-93.
皮连生、王小明、王映学，(1998)，《现代认知学习心理学》，警官教育出版社。
李咏吟，(1998)，《认知教学：理论与策略》，心理出版社。
舒白梅、陈佑林，(1999)，《外语教学法》，高等教育出版社。
文秋芳，(1999)，《英语口语测试与教学》，上海外语教育出版社。
吴庆麟，(2000)，《认知教学心理学》，上海科学技术出版社。
曹志希、何玲梅，(2000)，《英语教育与认知发展》，气象出版社。
英海尔得、辛克莱，(2001)，《学习与认知发展》，华东师范大学出版社。
王苏、汪安圣，(2002)，《认知心理学》，北京大学出版社。
袁维新，(2002)，《认知建构论》，中国矿业大学出版社。
张效赤、托德．韩松，(2003)，《“教育与交流”国际学术会议论文集》，四川大学出版社。
陆惊帆，(1997)，认知理论的新发展和教学策略，《教学资料》，第1期，33-34页。
刘谋宏，(1998)，认知理论与大学英语听力教学，《铁道师院学报》，第3期，80-82页。
苗普敬、徐盛桓、翟士钊，(1999)，概念编码和程序编码——中国学生英语口头连贯表达研究，《外语与外语教学》，第5期，7-10页。
王艳，(2002)，在口语教学中培养学生的语言策略能力，《外语界》，第3期41-45页。
牛强，(2002)，论二语习得中将理解和产出合二为一的外语学习策略，《外语界》，第1期，56-61页。
扬淑娴，(2002)，英语写作成功者语不成功者在策略使用上的差异，《外语界》，第3期，57-63页。
程素萍，(2002)，认知心理学的研究及其对教学的启示，《教育理论与实践》，第2期，60-62页。
袁泽礼，(2002)，认知理论与新生听说强化训练刍议，《外语电化教学》，第4期，30-33页。
刘邵龙，(2002)，论“视听说”的认知基础和实践策略，《外语电化教学》，第6期，13-16页。
刘瑞光，(2002)，当代认知理论与教学思想的融合，《山东教育科研》，第5期，24-25页。
王立非，(2002)，大学生英语口语课交际策略教学的实验报告，《外语教学与研究》，第6期，426-430页。
苏远连，(2003)，论听力学习策略的可教性，《现代外语》，第1期，48-58页。
孙倚娜，(2003)，认知法在大学英语口语教学中的应用，《外语界》，第3期，20-25页。
肖辉、陈芙蓉、史志祥，(2003)，认知、心理学背景下外语学习过程中的理解与记忆，《外语界》，第3期，9-13页。
张彦君，(2004)，通过学习者训练培养学习者自主性的实验，《外语界》，第1期，54-61页。
Widdowson, H.G.(1998). Teaching Language As Communication. Shanghai Foreign Language Education Press.
Peter, S.(1998). A Cognitive Approach to Language Learning. Shanghai Foreign Language Education Press.
Simon, G.(1999). Language Processing. Psychology Press.
Vivion, C.(2000). Second Language Learning and Language Teaching. FLT and Research Press.
David,W. C. (2000).Psychology of Language. FLT and Research Press.
Jeremy, H.(2000). How to Teach English. FLT and Research Press.
Elaine, T. & George, Y.(2000). Focus on the Language Learner. Shanghai Foreign Language Education Press.
Andrew, D. C.(2000). Strategies in Learning and Using A Second Language. FLT and Research Press.
Gillian, B.& George, Y.(2000). Teaching the Spoken Language. FLT and Research Press.
Vivian, C.(2000). Linguistics and Second Language Acquisition. FLT and Research Press.
Penny, U.(2000). A Course in Language Teaching: Practice and Theory. FLT and Research Press.
Douglas, B.(2001).Teaching by Principles: An Introductive Approach to Language Pedagogy. FLT and Research Press.
David, N.(2001). Second Language Teaching and Learning. FLT and Research Press.
J.Michael, O.M.& Anna Uhl, C. (2001). Learning Strategies in SLA. Shanghai Foreign Language Education Press.
Martin, P. & Susanne.(2001). Applied Cognitive Linguistics. New York: Mouton de Gruyter.
Michael,G.(2002). Psycholinguistics. Cambridge University Press.
Xuetao, L.(2000). A teaching approach for facilitating English speaking. Teaching English In China. 3, 60-64.
Judit, K.(2000). The role of attention in monitoring second language speech production. Language Learning, 2, 343-384.
Kees de, G.(2002). Lexical retrieval: An aspect of fluent second language production that can be enhanced. Language Learning, 4, 723-754.
Peiling, X.(2002). Chinese learners of English: Encourage greater participation in speaking activities. Teaching English In China, 4, 48-52.
Hongshan, Zuo.(2002). A qualitative study of the effects of strategy-based instruction on high and low achievers in learning oral English. Academic Yearly, 2, 242-250.
Yuan, F. & Rod, E.(2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 1, 1-27.
Shinichi, I.(2003). Comprehension and production processes in second language
learning: In search of the psycholinguistic rationale of the output hypothesis. Applied Linguistics, 2, 168-196.
Binrong, Li. (2003). Oral English teaching. Teaching English In China, 1, 91-93.
皮连生、王小明、王映学，(1998)，《现代认知学习心理学》，警官教育出版社。
李咏吟，(1998)，《认知教学：理论与策略》，心理出版社。
舒白梅、陈佑林，(1999)，《外语教学法》，高等教育出版社。
文秋芳，(1999)，《英语口语测试与教学》，上海外语教育出版社。
吴庆麟，(2000)，《认知教学心理学》，上海科学技术出版社。
曹志希、何玲梅，(2000)，《英语教育与认知发展》，气象出版社。
英海尔得、辛克莱，(2001)，《学习与认知发展》，华东师范大学出版社。
王苏、汪安圣，(2002)，《认知心理学》，北京大学出版社。
袁维新，(2002)，《认知建构论》，中国矿业大学出版社。
张效赤、托德．韩松，(2003)，《“教育与交流”国际学术会议论文集》，四川大学出版社。
陆惊帆，(1997)，认知理论的新发展和教学策略，《教学资料》，第1期，33-34页。
刘谋宏，(1998)，认知理论与大学英语听力教学，《铁道师院学报》，第3期，80-82页。
苗普敬、徐盛桓、翟士钊，(1999)，概念编码和程序编码——中国学生英语口头连贯表达研究，《外语与外语教学》，第5期，7-10页。
王艳，(2002)，在口语教学中培养学生的语言策略能力，《外语界》，第3期41-45页。
牛强，(2002)，论二语习得中将理解和产出合二为一的外语学习策略，《外语界》，第1期，56-61页。
扬淑娴，(2002)，英语写作成功者语不成功者在策略使用上的差异，《外语界》，第3期，57-63页。
程素萍，(2002)，认知心理学的研究及其对教学的启示，《教育理论与实践》，第2期，60-62页。
袁泽礼，(2002)，认知理论与新生听说强化训练刍议，《外语电化教学》，第4期，30-33页。
刘邵龙，(2002)，论“视听说”的认知基础和实践策略，《外语电化教学》，第6期，13-16页。
刘瑞光，(2002)，当代认知理论与教学思想的融合，《山东教育科研》，第5期，24-25页。
王立非，(2002)，大学生英语口语课交际策略教学的实验报告，《外语教学与研究》，第6期，426-430页。
苏远连，(2003)，论听力学习策略的可教性，《现代外语》，第1期，48-58页。
孙倚娜，(2003)，认知法在大学英语口语教学中的应用，《外语界》，第3期，20-25页。
肖辉、陈芙蓉、史志祥，(2003)，认知、心理学背景下外语学习过程中的理解与记忆，《外语界》，第3期，9-13页。
张彦君，(2004)，通过学习者训练培养学习者自主性的实验，《外语界》，第1期，54-61页。