小组纠错与自主学习相结合对学习者口语水平的影响
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摘要
每个英语学习者都希望说一口流利又准确的英语。因此,流利性、准确性是衡量口语好坏的两个必不可少的因素。然而在实际的教学过程中,口语教学对老师和学生而言都是一项艰巨的任务。准确又流利地使用英语是大多数学习者追求的理想境界,事实上在实际的教与学中,准确与流利是很难在短时间里统一的。尽管教学大纲已经把口语的交际功能作为教材编订的一个重点,学校及英语教师也把口语教学作为素质教育的重要部分,但我们不难发现,大部分学生还是无法用英语准确、流利地交流。对大部分学生而言,他们会在说英语的过程中犯不同程度以及不同类型的错误,具体体现在以下五个方面:语音、语法、词汇、表达和语篇上。这些错误影响甚至是阻碍了交流,如果老师对这些错误不及时加以指出和纠正将导致语言的僵化。交流的根本目的是要传递说话双方的信息,需要说话双方准确地表达,因此,在教学过程中,老师更应该注重对口语准确性的重视。在准确地表达基础上学习者通过在自主学习中不断的练习来实现流利性与准确性的统一。本文旨在探讨贵州大学艺术学院学生在口语中所犯的主要错误并探讨通过小组纠错与自主学习相结合能否提高学习者的口语水平。
此次实验采用定性和定量研究两种方法。实验的对象是贵州大学20名二年级学生。此次实验持续时间为12周。艺术学院艺术设计专业的10名学生为实验组,表演专业的10名学生为控制组。笔者对实验组进行小组纠错与自主学习相结合的训练,与此同时,控制组只接受老师纠错的培训。两组学生都参加了前测和后测。后测结束后,研究者对实验组的六个学生进行了访谈。
前测结果表明控制组和实验组在接受实验前没有明显差异,也就是说,两组水平相当。后测结果显示两组存在明显差别,也就是说,实验组的水平高于控制组。与此同时,从六个学生的访谈中,我们得到许多有价值的想法和建议。
根据定量分析的结果,我们发现小组纠错和自主学习相结合可以有助于提高学生的口语水平。从访谈中,我们发现参加访谈的学生都对小组纠错与自主学习持积极态度。
Every English learner who studies English wants to speak English accurately and fluently.Therefore accuracy and fluency are absolutely necessary factors to measure spoken English,but in practical teaching environment,the teaching of spoken English is an arduous task to the teachers and students.It is not difficult to find that most of the students are still not capable of communicating in English accurately and fluently.To a majority of students,they are inclined to make errors in the following five areas:pronunciation, grammar,vocabulary;meaning and discourse.These errors have a negative influence on the communication and even hinder the communication,and then the language fossilization will form if the teachers do not point them out and correct them.The basic purpose of communication is to pass the information of speakers.Therefore in the course of teaching, teachers should focus their attention on the accuracy of spoken English.On the basis of accurate speaking the learners are able to combine the accuracy with fluency through practice in autonomous learning.The present study intends to explore the main errors in spoken English of the students who study in College of Art at Cuizhou University. Specifically it aims to explore whether error-correction under group work together with autonornous learning can improve the students' speaking proficiency.
The quantitative and the qualitative studies are adopted in this experiment.Twenty sophomores majoring respectively in Art Design and Performance at Guizhou University are selected for the quantitative study.The experiment lasts for 12 weeks.Of the two groups,one is the experiment group(EG) with 10 subjects from College of Art,while the other is the control group(CG) with 10 subjects from the same college.In EG,the researcher cmploys error-correction under group work together with autonomous learning while in CG there is no error-correction under group work and autonomous learning employed but the normal error-correction by the teacher.Subjects in EG and CG take the pre-test and post-test.The researcher interviews six students in EG after the post-test.They are asked questions about their opinions and attitude towards error-correction under group work together with autonomous learning.
The results of the pre-test indicate that there is no significant difference that exists between the CG and EG before the treatment,namely,the subjects' performances are at the similar level.The results of the post-test indicate great significant difference found between CG and EG.,namely,we can see that the Experiment Group performs better than the Control Group.At the same time,many good ideas and suggestions are collected from the six interviewees.
According to the results of quantitative study,we find that error-correction under group work together with autonomous learning can help improve the students' speaking proficiency.We also find that the interviewees hold a positive attitude towards error-correction under group work together with autonomous learning.
此次实验采用定性和定量研究两种方法。实验的对象是贵州大学20名二年级学生。此次实验持续时间为12周。艺术学院艺术设计专业的10名学生为实验组,表演专业的10名学生为控制组。笔者对实验组进行小组纠错与自主学习相结合的训练,与此同时,控制组只接受老师纠错的培训。两组学生都参加了前测和后测。后测结束后,研究者对实验组的六个学生进行了访谈。
前测结果表明控制组和实验组在接受实验前没有明显差异,也就是说,两组水平相当。后测结果显示两组存在明显差别,也就是说,实验组的水平高于控制组。与此同时,从六个学生的访谈中,我们得到许多有价值的想法和建议。
根据定量分析的结果,我们发现小组纠错和自主学习相结合可以有助于提高学生的口语水平。从访谈中,我们发现参加访谈的学生都对小组纠错与自主学习持积极态度。
Every English learner who studies English wants to speak English accurately and fluently.Therefore accuracy and fluency are absolutely necessary factors to measure spoken English,but in practical teaching environment,the teaching of spoken English is an arduous task to the teachers and students.It is not difficult to find that most of the students are still not capable of communicating in English accurately and fluently.To a majority of students,they are inclined to make errors in the following five areas:pronunciation, grammar,vocabulary;meaning and discourse.These errors have a negative influence on the communication and even hinder the communication,and then the language fossilization will form if the teachers do not point them out and correct them.The basic purpose of communication is to pass the information of speakers.Therefore in the course of teaching, teachers should focus their attention on the accuracy of spoken English.On the basis of accurate speaking the learners are able to combine the accuracy with fluency through practice in autonomous learning.The present study intends to explore the main errors in spoken English of the students who study in College of Art at Cuizhou University. Specifically it aims to explore whether error-correction under group work together with autonornous learning can improve the students' speaking proficiency.
The quantitative and the qualitative studies are adopted in this experiment.Twenty sophomores majoring respectively in Art Design and Performance at Guizhou University are selected for the quantitative study.The experiment lasts for 12 weeks.Of the two groups,one is the experiment group(EG) with 10 subjects from College of Art,while the other is the control group(CG) with 10 subjects from the same college.In EG,the researcher cmploys error-correction under group work together with autonomous learning while in CG there is no error-correction under group work and autonomous learning employed but the normal error-correction by the teacher.Subjects in EG and CG take the pre-test and post-test.The researcher interviews six students in EG after the post-test.They are asked questions about their opinions and attitude towards error-correction under group work together with autonomous learning.
The results of the pre-test indicate that there is no significant difference that exists between the CG and EG before the treatment,namely,the subjects' performances are at the similar level.The results of the post-test indicate great significant difference found between CG and EG.,namely,we can see that the Experiment Group performs better than the Control Group.At the same time,many good ideas and suggestions are collected from the six interviewees.
According to the results of quantitative study,we find that error-correction under group work together with autonomous learning can help improve the students' speaking proficiency.We also find that the interviewees hold a positive attitude towards error-correction under group work together with autonomous learning.
引文
Benson, P. 1997. The philosophy and politics of learner autonomy. In P. Benson & P. Voller (eds.). Autonomy and Independence in Language Learning. London: Longman.
Brumfit, C. 1984. Communicative Methodology in Language Teaching. Cambridge, London: CPU
Brown, H. D. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall Regents.
Burt, M. and Kiparsky, C. 1972. The Gooficon: A Repair Manual for English. Newbury House, Rowley, MA.
Corder, S. P. 1967. 'The significance of learner's errors', International Review of Applied Linguistics Vol.5 No. 4: 147-60. Reprinted in S.P. Corder, 1981. Error Analysis and Interlanguage. PP. 14-25.
Corder , S. P. 1978. Language distance and the magnitude of the language learning task. Studies in Second LanguageAcquisition 2: 27-36.
Dickinson, L. 1987. Self- instruction in Language Learning. Cambridge: Cambridge Press.
Dickinson, L. 1995. Autonomy and Motivation: A literature review. System 23/2: 165-174
Ellis, R. 1994. The Study of Second Language Acquisition. Shanghai Foreign Language Press
Esmondson, W. and J. House. 1991. Do learners talk too much? The waffle phenomenon in interlanguage pragmatics.In Phillipson,et al. (eds). [11] Ellis, R.1994.The Study of Second Language Acquisition.Oxford: OUP.
Gardner, D. & L. Miller. 1999. Establishing Self-Access: From Theory to Practice. Cambridge: Cambridge University Press.
Hendrickson, James M.1980. "Error correction in foreign language teaching: Recent theory, research, and practice." In Croft, Kenneth (Ed.), Reading on English as a Second Language. Second Edition. Winthrop.
Holec, H. 1981. Autonomous and Foreign Language Learning. Oxford: Pergamon Press.
James, Carl. 1998. Errors in Language Learning and Use: Exploring Error Analysis. Foreign Language Teaching and Research Press.
Knowles,M.1975.Self-Directed Learning:A Guide for Learners and Teachers.New York:Cambridge,The Adult Education Company.
Larsen-Freeman,Diane.1991 and Long,Michael H.1991.An Introduction to Second Language Acquisition Research.Longman.
Li Xiaoyun.2006.A Study of Fossilization of Non-English Majors and Its Implications for College English Teaching.Document URL:http://www.ccun.edu.cn/thesis/htm
Liu.N.F.and Littlewood,W.1997.Why do many students appear reluctant to participate in classroom learning discourse? System,25(3),371-372
Liu Zhen.2003.Reflective-Impulsivity:A Study of the Effect of Learning Styles on Second Language Learners' Oral Production and Strategy Using.Document URL:http//www.lib.gzu.edu.cn
Long,M.H.,and Porter,P.1985."Group work,interlangauge talk,and second language acquisition." TESOL Quarterly 19(2),207-223.
Nakamura,Yuji.1996.Assessment of English speaking ability.Journal of Humanitites and Natural Sciences.25-53.
Nunan,D.1997.Designing and adapting materials to encourage learner autonomy.In Benson & P.Voller(eds.).Autonomy and Independence in Language Learning.London:Longman.
Odlin,T.Language Transfer:Crosslinguistic Influence in Language Learning.Cambridge:Cambridge University Press.1989.
O'Malley,J.M.G.and A.U.Chamot.1990.Leaning Strategies in Second Language Acquisition.Cambridge:Cambridge University Press.
Oxford,R.L.1990.Language Learning Strategies:What Evety Teacher Should Know.New York:Newbury House/Harper & Row.Now Boston:Heinle & Heinle.
Sato,C.1982.Ethnic styles in classroom discourse.In Mary,E.H.& William,R(Eds.).On TESOL'81.Washington,DC:Teachers of English to Speakers of Other Languages.
Selinker L.Interlanguage.International Review of Applied Linguistics.1972.
Skehan,P.1988.A Cognitive Approach to Language Learning.OUP.
Svartvik,J.1973.Errata:Papers in Error Analysis.Lund,Sweden:CWK Gleerup.
Vigil,Neddy A.,and Oller,John W.1976."Rule fossilization:A tentative model." Language Learning
白树勤,荆江波.促进中国英语教学中的自主学习:从理论到实践.《中国英语教学》,第26卷,第三期.
牛强.过渡语的石化现象及其教学启示,《外语与外语教学》,2000.
Brumfit, C. 1984. Communicative Methodology in Language Teaching. Cambridge, London: CPU
Brown, H. D. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall Regents.
Burt, M. and Kiparsky, C. 1972. The Gooficon: A Repair Manual for English. Newbury House, Rowley, MA.
Corder, S. P. 1967. 'The significance of learner's errors', International Review of Applied Linguistics Vol.5 No. 4: 147-60. Reprinted in S.P. Corder, 1981. Error Analysis and Interlanguage. PP. 14-25.
Corder , S. P. 1978. Language distance and the magnitude of the language learning task. Studies in Second LanguageAcquisition 2: 27-36.
Dickinson, L. 1987. Self- instruction in Language Learning. Cambridge: Cambridge Press.
Dickinson, L. 1995. Autonomy and Motivation: A literature review. System 23/2: 165-174
Ellis, R. 1994. The Study of Second Language Acquisition. Shanghai Foreign Language Press
Esmondson, W. and J. House. 1991. Do learners talk too much? The waffle phenomenon in interlanguage pragmatics.In Phillipson,et al. (eds). [11] Ellis, R.1994.The Study of Second Language Acquisition.Oxford: OUP.
Gardner, D. & L. Miller. 1999. Establishing Self-Access: From Theory to Practice. Cambridge: Cambridge University Press.
Hendrickson, James M.1980. "Error correction in foreign language teaching: Recent theory, research, and practice." In Croft, Kenneth (Ed.), Reading on English as a Second Language. Second Edition. Winthrop.
Holec, H. 1981. Autonomous and Foreign Language Learning. Oxford: Pergamon Press.
James, Carl. 1998. Errors in Language Learning and Use: Exploring Error Analysis. Foreign Language Teaching and Research Press.
Knowles,M.1975.Self-Directed Learning:A Guide for Learners and Teachers.New York:Cambridge,The Adult Education Company.
Larsen-Freeman,Diane.1991 and Long,Michael H.1991.An Introduction to Second Language Acquisition Research.Longman.
Li Xiaoyun.2006.A Study of Fossilization of Non-English Majors and Its Implications for College English Teaching.Document URL:http://www.ccun.edu.cn/thesis/htm
Liu.N.F.and Littlewood,W.1997.Why do many students appear reluctant to participate in classroom learning discourse? System,25(3),371-372
Liu Zhen.2003.Reflective-Impulsivity:A Study of the Effect of Learning Styles on Second Language Learners' Oral Production and Strategy Using.Document URL:http//www.lib.gzu.edu.cn
Long,M.H.,and Porter,P.1985."Group work,interlangauge talk,and second language acquisition." TESOL Quarterly 19(2),207-223.
Nakamura,Yuji.1996.Assessment of English speaking ability.Journal of Humanitites and Natural Sciences.25-53.
Nunan,D.1997.Designing and adapting materials to encourage learner autonomy.In Benson & P.Voller(eds.).Autonomy and Independence in Language Learning.London:Longman.
Odlin,T.Language Transfer:Crosslinguistic Influence in Language Learning.Cambridge:Cambridge University Press.1989.
O'Malley,J.M.G.and A.U.Chamot.1990.Leaning Strategies in Second Language Acquisition.Cambridge:Cambridge University Press.
Oxford,R.L.1990.Language Learning Strategies:What Evety Teacher Should Know.New York:Newbury House/Harper & Row.Now Boston:Heinle & Heinle.
Sato,C.1982.Ethnic styles in classroom discourse.In Mary,E.H.& William,R(Eds.).On TESOL'81.Washington,DC:Teachers of English to Speakers of Other Languages.
Selinker L.Interlanguage.International Review of Applied Linguistics.1972.
Skehan,P.1988.A Cognitive Approach to Language Learning.OUP.
Svartvik,J.1973.Errata:Papers in Error Analysis.Lund,Sweden:CWK Gleerup.
Vigil,Neddy A.,and Oller,John W.1976."Rule fossilization:A tentative model." Language Learning
白树勤,荆江波.促进中国英语教学中的自主学习:从理论到实践.《中国英语教学》,第26卷,第三期.
牛强.过渡语的石化现象及其教学启示,《外语与外语教学》,2000.