通过加大口语练习量来提高高中生英语成绩的实证研究
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摘要
随着社会的发展,各国之间的交流与合作不断增加,中国人民与外国人的接触也随之增加。英语口语作为媒介在交流的过程中起到了重要的作用,因此英语口语教学也越来越被中国学校所重视。而且,作为四项语言技能(听说读写)之一,英语口语也已得到了许多专家学者的关注。
然而,由于实际原因,英语口语在英语课堂活动中没有被给予充足的时间。在英语课堂上,听力,阅读和写作用的时间往往多于英语口语的练习,这表明英语教师没有正确认识到语言学习过程的统一。
论文的作者在北京市A中学以问卷的形式做了一个英语口语现状的前测,发现学生对英语口语的态度是积极的。然而,他们的口语能力并不是很强,而且他们说英语时的心理状态为紧张且不自信。所以作者说服这两个班的英语老师做一个实验：看看通过增加课堂上的口语练习量能不能提高学生的英语成绩。这两个班是高一的五班和六班,作者还随机选取了一班和三班作为对照班。
这个实验从2010年10月一直持续到学期末。因为学校没有专门的口语课,作者和任课老师就把口语的练习渗入到每种类型的课当中,像阅读,听力,写作,语法,练习等等。这种教学方法一直持续到学期末。学期结束前,作者做了一项教学效果的问卷调查,结果显示通过这三个多月的教学,学生们增加了学习英语的兴趣,他们喜欢以这种形式上课,而且大部分同学都认为这一系列的活动有助于他们英语成绩的提高。期末考试成绩显示,这两个班学生的英语成绩确实提高了,而且和两个对照班之间的差距拉大了。
所以,本项研究的结果如下：通过加大英语口语练习量的高中英语教学,提高了学生的学习成绩,增加了学生学英语的兴趣而且提高了学生说英语的自信。
With the development of the society, oral English plays an important part in communicating with foreigners. Also, as one of the four language skills (listening, speaking, reading and writing), oral English teaching has been paid much attention to by many experts and researchers.
Nowadays, however, oral English teaching has not been given enough time and activities in English classes because of the practical reasons. Practice of listening, reading and writing in English is more given attention than speaking, which suggests that the instructors of English in class have not understood the unity of language learning processes properly.
The author of the thesis made a pretest about the oral English conditions of the students in A Middle School, Grade One. The pretest was made in the form of a questionnaire. The author found that the students'attitudes toward oral English were active. However, their ability of speaking English was not so high and their mental state of speaking was nervous and not confident. So, the author persuaded the teacher of the two classes to make an experiment of increasing chances of speaking English to see weather this way of teaching can improve the English scores of the students. And the two classes are Class Five and Six of Grade One. The author chose two other classes as comparing classes.
The study began in October,2010 and lasted for more than three months. As there were no special oral English classes in this school, the author and the teacher added some English-speaking time into each kind of the classes, such as reading, listening, writing, grammar, exercise and so on. This kind of teaching did not end till the end of the semester. Before the end of the semester, the author conducted another questionnaire to see the teaching effect of the three months and found that through the new way of teaching, students increased their interests in learning English, they liked English classes better and most students think that this way of teaching can help improve their English achievements as well. And the English scores of the two experimental classes improved in the end.
So, the results of the study are as follows:increasing chances for students to speak English in a senior middle school has improved the students'English scores and made students feel more confident while speaking English.
然而,由于实际原因,英语口语在英语课堂活动中没有被给予充足的时间。在英语课堂上,听力,阅读和写作用的时间往往多于英语口语的练习,这表明英语教师没有正确认识到语言学习过程的统一。
论文的作者在北京市A中学以问卷的形式做了一个英语口语现状的前测,发现学生对英语口语的态度是积极的。然而,他们的口语能力并不是很强,而且他们说英语时的心理状态为紧张且不自信。所以作者说服这两个班的英语老师做一个实验：看看通过增加课堂上的口语练习量能不能提高学生的英语成绩。这两个班是高一的五班和六班,作者还随机选取了一班和三班作为对照班。
这个实验从2010年10月一直持续到学期末。因为学校没有专门的口语课,作者和任课老师就把口语的练习渗入到每种类型的课当中,像阅读,听力,写作,语法,练习等等。这种教学方法一直持续到学期末。学期结束前,作者做了一项教学效果的问卷调查,结果显示通过这三个多月的教学,学生们增加了学习英语的兴趣,他们喜欢以这种形式上课,而且大部分同学都认为这一系列的活动有助于他们英语成绩的提高。期末考试成绩显示,这两个班学生的英语成绩确实提高了,而且和两个对照班之间的差距拉大了。
所以,本项研究的结果如下：通过加大英语口语练习量的高中英语教学,提高了学生的学习成绩,增加了学生学英语的兴趣而且提高了学生说英语的自信。
With the development of the society, oral English plays an important part in communicating with foreigners. Also, as one of the four language skills (listening, speaking, reading and writing), oral English teaching has been paid much attention to by many experts and researchers.
Nowadays, however, oral English teaching has not been given enough time and activities in English classes because of the practical reasons. Practice of listening, reading and writing in English is more given attention than speaking, which suggests that the instructors of English in class have not understood the unity of language learning processes properly.
The author of the thesis made a pretest about the oral English conditions of the students in A Middle School, Grade One. The pretest was made in the form of a questionnaire. The author found that the students'attitudes toward oral English were active. However, their ability of speaking English was not so high and their mental state of speaking was nervous and not confident. So, the author persuaded the teacher of the two classes to make an experiment of increasing chances of speaking English to see weather this way of teaching can improve the English scores of the students. And the two classes are Class Five and Six of Grade One. The author chose two other classes as comparing classes.
The study began in October,2010 and lasted for more than three months. As there were no special oral English classes in this school, the author and the teacher added some English-speaking time into each kind of the classes, such as reading, listening, writing, grammar, exercise and so on. This kind of teaching did not end till the end of the semester. Before the end of the semester, the author conducted another questionnaire to see the teaching effect of the three months and found that through the new way of teaching, students increased their interests in learning English, they liked English classes better and most students think that this way of teaching can help improve their English achievements as well. And the English scores of the two experimental classes improved in the end.
So, the results of the study are as follows:increasing chances for students to speak English in a senior middle school has improved the students'English scores and made students feel more confident while speaking English.
引文
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Alschuler, A. S., and associates (1970). Teaching achievement motivation. Middletown, Conn.: Education Ventures.
Anderson, L. M., Brubaker, N. L., Alleman-Brooks, J.,& Duffy, G. G (1985). A qualitative study of seatwork in first-grade classrooms. Elementary School Journal,86,123-140.
Anne Edstrom. (May,2006). Oral Narratives in the Language Classroom:A Bridge between Non-Native, Heritage, and Native-Speaking Learners. Hispania, Vol.89, No.2, pp.336-346
Arthur N. Applebee, Judith A. Langer, Martin Nystrand, Adam Gamoran. (autumn,2003). Discussion-Based Approaches to Developing Understanding:Classroom Instruction and Student Performance in Middle and High School English. American Educational Research Journal, Vol.40, No.3, pp.685-730
Barhoum, Khalil Issa. (1985). A Study of the English Oral Proficiency of Secondary School Students in Jordan. Dissertation Abstracts International.
Baron, R. A. (1998). Psychology (4th ed.) Boston:Allyn & Bacon.
Bergin, D. (1999). Influences on classroom interest. Educational Psychologist,34(2),87-98.
Berlyne, D. E. (1960). Conflict, arousal and curiosity. New York:McGraw-Hill.
Bottge, B. A. (2001). Using intriguing problems to improve math skills. Educational Leadership, 58(6),68-72.
Brophy, J. E. (1998). Motivating students to learn. Boston:McGraw-Hill.
Bruner, J. S. (1966) Toward a theory of instruction. Cambridge, Mass.:Harvard University Press.
Charles Grove. (Dec.,1999). Focusing on Form in the Communicative Classroom:An Output-Centered Model of Instruction for Oral Skills Development. Hispania, Vol.82, No.4, pp.817-829
Cheng, Han-Yin. (2008). The effects of the role play instructional model on Taiwanese ESL students' learning attitude, social skill and oral performance. Dissertation Abstracts International.
Cheng, Ting-Yu. (2007). Taiwanese students' perceived English oral proficiency in relation to communication strategies. Dissertation Abstracts International.
Cordova, D. I.,& Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology,88(4),715-730.
Covington, M. (1999). Caring about learning:The nature and nurturing of subject-matter appreciation. Educatinal Psychologist,34(2),127-136.
Deutch, M. (1949). The effects of cooperation and competition upon group process. Human Relations,2,199-231.
Franke, F. (1884). Die Praktische Spracherlernung auf Grund der Psychologie und der Physiologie der Physiologie der Sprache Dargestellt. Leipzig:O. R. Reisland.
Gage, N. L.,& Berliner, D. C. (1984). Educational psychology (3rd ed.). Boston:Houghton Mifflin.
Gibbons, A. S., Duffin, J.R., Robertson, D. J.,& Thompson, B. (Aprial,1998). Effects of administering feedback following extended problem solving. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Golda Juliet Tulung (2008). Communicative Task-Generation Oral Discourse in a Second Language:A Case Study of Peer Interaction and Non-Native Teacher Talk in an EFL Classroom. University of Ottawa, Canada.
Guthrie, J. T.,& Cox, K. (2001). Classrrom conditions for motivation and engagement in reading. Edicational Psychology Review,13(3),283-32.
Harp, S. F.,& Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations:On the discussion between emotional interest and cognitive interest. Journal of Educational Psychology,89(1),92-102.
Hedge, T. (2002). Teaching and Learning in the Language Classroom. Shanghai:shanghai Foreign Language Education Press.
Hidi, S.,& Harackiewicz, J. M. (2000). Motivating the academically unmotivated:A critical issue for the 21st century. Review of Educational Research,70 (2),151-179.
Hu Wenzhong & Wen Qiufang. (2006). ELT in China (4). Foreign Language Teaching and Research Press.
Iamsen, Sittiporn. (2007). An exploratory study of the factors that lead to the achievement in spoken English:Focusing on the students in the business English program of Suan Dusit Rajabhat University, Bangkok, Thailand. New Mexico State University.
J. Ronayne Cowan, Richard L. Light, B. Ellen Mathews, G. Richard Tucker. (Dec.,1979). English Teaching in China:A Recent Survey. TESOL Quarterly, Vol.13, No.4, pp.465-482
Jack C.Richards. (2004). The Language Teaching Matrix. Shanghai:shanghai Foreign Language Education Press.
Jetton, T. L.,& Alexander, P. A. (2001). Interest assessment and the content area literacy environment:Challenges for research and practice. Educational Psychology Review,13(3), 303-318.
Johnson, K., and H. Johnson (1998). Communicative methodology. Paper presented at the RELC seminar, Singapore.
Kulik, J. A.& Kulik, C. L. (1988). Timing of feedback and verbal learning. Review of Educational Research Journal,21,79-97.
Le, Trang Thi Huynh. (2006). Teaching communication strategies to Vietnamese learners of English. Columbia University Teachers College.
Lee, Cheun-Yeong. (2009). A case study of using synchronous computer-mediated communication system for spoken English teaching and learning based on sociocultural theory and communicative language teaching approach curriculum. Ohio University.
Lepper, M. R. (1985). Microcomputers in education. Motivational and social issues. American Psychologist,53(6),675-676.
Lin Yan. (2007). Assessing achievements in the oral classroom, ELT in china (4) Foreign Language Teaching and Research Press,545-553.
M.Nikolov. (2009). Early Learning of Modern Foreign Languages:Processes and Outcomes. Multilingual Matters,264pp., ISBN-139781847691453
Ma Shuhong. (2001). The Function of Output in Foreign Language Learning Guangxi Normal University,10-22.
Marilyn Kiss. (Mar.,2004). Idea:Using Voice-Mail to Test and Extend Oral Practice. Hispania, Vol.87, No.1, pp.141-142
McClelland, D. C. (1965). Toward a theory of motive acquisition. American Psychologist,20(2), 321-333.
Michael Garman. (2002). Psycholinguistics.Cambridge University Press.
Montserrat Mir. (Sep.,2006). Idea:Using "Oral Journals" to Develop Speaking Fluency, Self-Confidence and Much More! Hispania, Vol.89, No.3, pp.559-561
Murphy, K. P.,& Alexander, P. A. (2000). A motivated exploration of motivation technology. Contemporary Educational Psychology,25(1),3-53.
Nic Underhill. (2004). Testing Spoken Language.Nankai University Press..
Norman A. Sprinthall & Richard C. Sprinthall. (1990). Educational Psychology, A Developmental Approach, Von Hoffmann Press.
Page-Voth, V,& Graham, S. (1999). Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems. Journal of Educational Psychology,91(2),230-240.
Peter Skehan. (1998). A Cognitive Approach to Language Learning. Shanghai Foreign Language Education Press.
Pintrikch, P. (2000). Multiple goals, multiple pathways:The role of goal orientation in learning and achievement. Journal of Educational Psychology,92(3),544-555.
Rebecca Hughes. (2006). Teaching and Researching.Foreign Language Teaching and Research Press.
Richards, J. C. (2002). The Language Teaching Matrix. Shanghai:shanghai Foreign Language Education Press
Richards, J. C.& Rodgers, T. S. (2008). Approaches and Methods in Language Teaching, Second Edition:Foreign Language Teaching and Research University Press
Robert E. Slavin. (2005). Educational Psychology:The ORY & Practice Peking University Press.
Ryan, R. M.,& Deci, E. L. (2000). Intrinsic and extrinsic motivations:Classic definitions and new directions. Contemporary Educational Psychology,25(1),54-67.
Schraw, G., Flowerday, T.,& Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review,13(3),211-224.
Sehunk, D. (2000). Learning theories (3rd ed.). Upper Saddle River, NJ:Merrill/Prentice-Hall.
Shin, S.,& Alexander, J. (2000). Interacting effects of goal setting and self-or other-referenced feedback on children's development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology,92(3),536-543.
Stipek, D. J. (1998). Motivation to learn:From theory to practice (2nd ed.). Boston:Allyn & Bacon.
Wade, S. E. (2001). Research on importance and interest:Implications for curriculum development and future research. Educational Psychology Review,13(3),243-261.
Wei Li. (2001). Input and Output in English Learning:a Study of English Major's Input and Output in Chinese Context.Shanxi Normal University.
White, R. (1959). Motivation reconsidered:The concept of competence. Psychological Review, 66,197-233.
Wilga, M. Rivers. (2000). Interactive Language Teaching.People's Education Press.
Wilkins, D. A. (1972). The linguistics and situational content of the common core in a unit/credit system. MS. Strasbourg:Council of Europe.
Widdowson.H.G. (1978). Teaching Language as Communication. Oxford:Oxford University Press.
Wu, Ching-Hsuan. (2007). Spoken grammaticality and EFL teacher candidates:Measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates. The Ohio State University.
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Alschuler, A. S., and associates (1970). Teaching achievement motivation. Middletown, Conn.: Education Ventures.
Anderson, L. M., Brubaker, N. L., Alleman-Brooks, J.,& Duffy, G. G (1985). A qualitative study of seatwork in first-grade classrooms. Elementary School Journal,86,123-140.
Anne Edstrom. (May,2006). Oral Narratives in the Language Classroom:A Bridge between Non-Native, Heritage, and Native-Speaking Learners. Hispania, Vol.89, No.2, pp.336-346
Arthur N. Applebee, Judith A. Langer, Martin Nystrand, Adam Gamoran. (autumn,2003). Discussion-Based Approaches to Developing Understanding:Classroom Instruction and Student Performance in Middle and High School English. American Educational Research Journal, Vol.40, No.3, pp.685-730
Barhoum, Khalil Issa. (1985). A Study of the English Oral Proficiency of Secondary School Students in Jordan. Dissertation Abstracts International.
Baron, R. A. (1998). Psychology (4th ed.) Boston:Allyn & Bacon.
Bergin, D. (1999). Influences on classroom interest. Educational Psychologist,34(2),87-98.
Berlyne, D. E. (1960). Conflict, arousal and curiosity. New York:McGraw-Hill.
Bottge, B. A. (2001). Using intriguing problems to improve math skills. Educational Leadership, 58(6),68-72.
Brophy, J. E. (1998). Motivating students to learn. Boston:McGraw-Hill.
Bruner, J. S. (1966) Toward a theory of instruction. Cambridge, Mass.:Harvard University Press.
Charles Grove. (Dec.,1999). Focusing on Form in the Communicative Classroom:An Output-Centered Model of Instruction for Oral Skills Development. Hispania, Vol.82, No.4, pp.817-829
Cheng, Han-Yin. (2008). The effects of the role play instructional model on Taiwanese ESL students' learning attitude, social skill and oral performance. Dissertation Abstracts International.
Cheng, Ting-Yu. (2007). Taiwanese students' perceived English oral proficiency in relation to communication strategies. Dissertation Abstracts International.
Cordova, D. I.,& Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology,88(4),715-730.
Covington, M. (1999). Caring about learning:The nature and nurturing of subject-matter appreciation. Educatinal Psychologist,34(2),127-136.
Deutch, M. (1949). The effects of cooperation and competition upon group process. Human Relations,2,199-231.
Franke, F. (1884). Die Praktische Spracherlernung auf Grund der Psychologie und der Physiologie der Physiologie der Sprache Dargestellt. Leipzig:O. R. Reisland.
Gage, N. L.,& Berliner, D. C. (1984). Educational psychology (3rd ed.). Boston:Houghton Mifflin.
Gibbons, A. S., Duffin, J.R., Robertson, D. J.,& Thompson, B. (Aprial,1998). Effects of administering feedback following extended problem solving. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Golda Juliet Tulung (2008). Communicative Task-Generation Oral Discourse in a Second Language:A Case Study of Peer Interaction and Non-Native Teacher Talk in an EFL Classroom. University of Ottawa, Canada.
Guthrie, J. T.,& Cox, K. (2001). Classrrom conditions for motivation and engagement in reading. Edicational Psychology Review,13(3),283-32.
Harp, S. F.,& Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations:On the discussion between emotional interest and cognitive interest. Journal of Educational Psychology,89(1),92-102.
Hedge, T. (2002). Teaching and Learning in the Language Classroom. Shanghai:shanghai Foreign Language Education Press.
Hidi, S.,& Harackiewicz, J. M. (2000). Motivating the academically unmotivated:A critical issue for the 21st century. Review of Educational Research,70 (2),151-179.
Hu Wenzhong & Wen Qiufang. (2006). ELT in China (4). Foreign Language Teaching and Research Press.
Iamsen, Sittiporn. (2007). An exploratory study of the factors that lead to the achievement in spoken English:Focusing on the students in the business English program of Suan Dusit Rajabhat University, Bangkok, Thailand. New Mexico State University.
J. Ronayne Cowan, Richard L. Light, B. Ellen Mathews, G. Richard Tucker. (Dec.,1979). English Teaching in China:A Recent Survey. TESOL Quarterly, Vol.13, No.4, pp.465-482
Jack C.Richards. (2004). The Language Teaching Matrix. Shanghai:shanghai Foreign Language Education Press.
Jetton, T. L.,& Alexander, P. A. (2001). Interest assessment and the content area literacy environment:Challenges for research and practice. Educational Psychology Review,13(3), 303-318.
Johnson, K., and H. Johnson (1998). Communicative methodology. Paper presented at the RELC seminar, Singapore.
Kulik, J. A.& Kulik, C. L. (1988). Timing of feedback and verbal learning. Review of Educational Research Journal,21,79-97.
Le, Trang Thi Huynh. (2006). Teaching communication strategies to Vietnamese learners of English. Columbia University Teachers College.
Lee, Cheun-Yeong. (2009). A case study of using synchronous computer-mediated communication system for spoken English teaching and learning based on sociocultural theory and communicative language teaching approach curriculum. Ohio University.
Lepper, M. R. (1985). Microcomputers in education. Motivational and social issues. American Psychologist,53(6),675-676.
Lin Yan. (2007). Assessing achievements in the oral classroom, ELT in china (4) Foreign Language Teaching and Research Press,545-553.
M.Nikolov. (2009). Early Learning of Modern Foreign Languages:Processes and Outcomes. Multilingual Matters,264pp., ISBN-139781847691453
Ma Shuhong. (2001). The Function of Output in Foreign Language Learning Guangxi Normal University,10-22.
Marilyn Kiss. (Mar.,2004). Idea:Using Voice-Mail to Test and Extend Oral Practice. Hispania, Vol.87, No.1, pp.141-142
McClelland, D. C. (1965). Toward a theory of motive acquisition. American Psychologist,20(2), 321-333.
Michael Garman. (2002). Psycholinguistics.Cambridge University Press.
Montserrat Mir. (Sep.,2006). Idea:Using "Oral Journals" to Develop Speaking Fluency, Self-Confidence and Much More! Hispania, Vol.89, No.3, pp.559-561
Murphy, K. P.,& Alexander, P. A. (2000). A motivated exploration of motivation technology. Contemporary Educational Psychology,25(1),3-53.
Nic Underhill. (2004). Testing Spoken Language.Nankai University Press..
Norman A. Sprinthall & Richard C. Sprinthall. (1990). Educational Psychology, A Developmental Approach, Von Hoffmann Press.
Page-Voth, V,& Graham, S. (1999). Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems. Journal of Educational Psychology,91(2),230-240.
Peter Skehan. (1998). A Cognitive Approach to Language Learning. Shanghai Foreign Language Education Press.
Pintrikch, P. (2000). Multiple goals, multiple pathways:The role of goal orientation in learning and achievement. Journal of Educational Psychology,92(3),544-555.
Rebecca Hughes. (2006). Teaching and Researching.Foreign Language Teaching and Research Press.
Richards, J. C. (2002). The Language Teaching Matrix. Shanghai:shanghai Foreign Language Education Press
Richards, J. C.& Rodgers, T. S. (2008). Approaches and Methods in Language Teaching, Second Edition:Foreign Language Teaching and Research University Press
Robert E. Slavin. (2005). Educational Psychology:The ORY & Practice Peking University Press.
Ryan, R. M.,& Deci, E. L. (2000). Intrinsic and extrinsic motivations:Classic definitions and new directions. Contemporary Educational Psychology,25(1),54-67.
Schraw, G., Flowerday, T.,& Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review,13(3),211-224.
Sehunk, D. (2000). Learning theories (3rd ed.). Upper Saddle River, NJ:Merrill/Prentice-Hall.
Shin, S.,& Alexander, J. (2000). Interacting effects of goal setting and self-or other-referenced feedback on children's development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology,92(3),536-543.
Stipek, D. J. (1998). Motivation to learn:From theory to practice (2nd ed.). Boston:Allyn & Bacon.
Wade, S. E. (2001). Research on importance and interest:Implications for curriculum development and future research. Educational Psychology Review,13(3),243-261.
Wei Li. (2001). Input and Output in English Learning:a Study of English Major's Input and Output in Chinese Context.Shanxi Normal University.
White, R. (1959). Motivation reconsidered:The concept of competence. Psychological Review, 66,197-233.
Wilga, M. Rivers. (2000). Interactive Language Teaching.People's Education Press.
Wilkins, D. A. (1972). The linguistics and situational content of the common core in a unit/credit system. MS. Strasbourg:Council of Europe.
Widdowson.H.G. (1978). Teaching Language as Communication. Oxford:Oxford University Press.
Wu, Ching-Hsuan. (2007). Spoken grammaticality and EFL teacher candidates:Measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates. The Ohio State University.
Zahorik, J. A. (1996). Elementary and secondary teachers'reports of how they make learning interesting. Elementary School Journal,96,551-564.
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