摘要
随着21世纪的到来及中国加入WTO，国际间的经济、科技、文化交往日趋活跃和不断向深层次发展，对人才国际化的需求量越来越大，对人才的素质要求也越来越高。这一发展趋势对英语教学，特别是交流的载体—口语提出了更高的要求。然而，与之相反的是，在中国的大学英语教学中，口语一直是外语教学的薄弱环节。在学生的阅读能力有所提高的同时，许多学生的口语及听力能力提高不大，听不懂，说不出，即人们常说的“哑巴英语”的现象随之产生。要解决这一问题，就需要对影响学习者口语输出的因素进行分析和了解，从而改进教学，提高学生的口语输出能力。
对二语口语输出的研究可追溯到十九世纪。语言学家和语言教学研究者研究了口语输出的机制和过程(Levelt,1989;de Bot,1992)，以及二语和外语口语能力的获得途径(Rivers and Temperley,1978;Zhu,1994)。研究者发现性格对学习者的口语输出有影响(Skehan,1989:100-109)，学习者的态度和动机也直接影响到学习者的语言习得(Ellis,1994:508-513;Brown,1980:87-89)。但是这些研究或者是广义的(Rivers and Temperley,1978,etc.)，或者是以学习第二语言的孩子作为研究对象(Skehan,1989:73-79)，几乎没有针对大学生外语口语输出的专门研究，吴旭东、张文忠(吴旭东，1996：20-23；1997：49-52：张文中：1999：202-217)等人的研究是针对英语专业学生的口语发展情况，而对以英语作为一门外语学习的大学非英语专业学生的英语口语水平和输出模式的研究就更是微乎其微。
本研究以Levelt和de Bot对二语口语输出的研究作为理论框架，根据Anderson的技能习得理论中对口语输出中反复实践和练习的重要性的阐述，认为大学英语的教学环境对学生的口语输出能力有很大的影响。同时，随着人本主义心理学的发展，教育中学习者的个人因素如动机、态度、个性等越来越受到重视，情感因素对语言学习的效果起着举足轻重的作用。鉴于此，要研究大学英语教学中学生的口语输出就必定涉及学生的个体因素-情感因素。因此本研究试图分析环境和情感因素对非英语专业学生口语输出的影响。作者试图在本研究中回答以下问题：
第一，英语口语输出的具体理论基础是什么?
第二，哪些环境和情感因素影响学生的口语输出？
第三，这些因素之间的相互关系如何？
第四，哪些因素对学生的口语输出影响更大？
第五，环境因素如何影响课堂口语教学和学生的课外口语实践？
第六，情感因素如何影响学生的课堂参与和课外口语实践？
研究以上问题通过问卷、课堂观察和访谈。问卷涉及课堂上教师所使用的教材，
指导教材和教学的大纲，教师的教学方法，学生课堂参与口语活动的情况等环境
因素和焦虑、态度、动机、性格等情感因素，以及学生课外口语活动的途径和时
间。课堂观察包括所有接受问卷调查的班级，主要记录学生的课堂表现和教师在
课堂上用于口语活动的方法和所占用的课堂时间以及教师的教学方法。访谈包括
对十名学生的调查和这五个班的英语课教师的调查。最后作者运用社会统计软件
（SSPS10刀）对所得到的数据进行了分析。
具体步骤是：首先，从所调查班级的学生中，每班随机抽出十人，每十人一组，
对他们的问卷反馈进行数据统计，给出量化得分，最后算出每班的平均数。作者
首先用方差分析的方法计算出各个因素之间的相互关系以及显著性，然后以学生
在外教班的口语成绩作参照，用多元回归的方法（Multiple－regression）检验各
个因素对口语水平的预测能力：然后用皮尔逊相关系数（Pearson co，relation
coefficient）统计出各因素与口语输出之间的相关关系；再用皮尔逊相关系数统
计出各个因素之间的关系极其对学生口语水平的影响。
通过调查分析，本研究发现大部分学生有学习英语口语的兴趣和动机，而对学
生口语输出影响最大的是焦虑，其次是自尊，而焦虑又受其他因素如课堂环境、
社会文化因素等多种因素的影响，因此，所有因素都对学生的口语输出产生一定
的影响。
作者指出：在实施大学英语口语教学中，创设良好的教学环境至关重要，因为
良好的教学环境可以鼓励学生在课堂参与口语活动的兴趣，为其创造更多的机会，
同时降低学生的课堂焦虑程度；学生的自信心加强了，课外也就会主动进行口语
活动的练习，从而不断提高口语能力。作者亦就此提出了几点建议。不论是方法
上，还是从研究过程和结果来看，本研究具有可操作性和现实性。作者相信其研
究成果会对外语教师和教学管理者有一定的启示，从而促进学生口语能力的提高，
进而使大学英语教学系统更加趋于完善，满足社会对高素质、多元化人才的需求。
The present study intends to investigate the factors affecting Chinese college non-English majors' oral English output from the intrinsic and extrinsic aspects, in another word, the environmental factors and affective factors influencing college English learners' oral English output in college English teaching and learning settings. The investigation was guided by the following research questions:
1. What is the theoretical basis for oral English output?
2. What environmental and personal factors influence students' oral English
output?
3. What are the correlations among these factors?
4. Which factor has stronger influence on students' oral English?
5. How do environmental factors affect classroom teaching and learning of oral English and oral practice after class?
6. How do affective factors affect students' classroom participation and oral English practice outside class?
The study explored the environmental and affective factors, which may facilitate or debilitate students' oral English output in college English teaching and learning settings. Altogether 305 sophomores from five different majors in Shaanxi Institute of Technology as well as the five teachers participated in the research, 50 out of whom were chosen at random (one class for 10) to investigate their perspectives from the questionnaire; then according to their majors, they were divided into ten groups, each of whose average scores were given from the foreign language teacher's oral classes. These data, along with the results from the questionnaire, were analyzed on the basis of ANOVA and regression analysis. Classroom observation lasted for a whole semester to get the general descriptions of teachers' management and students' activities in class. Ten students were interviewed to get their general ideas about teachers' teaching and their experience of learning oral English both in and after class. The five teache
rs were also interviewed to get their views of points about their students, the teaching syllabus, and materials. The results showed that because of the poor classroom management for
oral English practice, the lopsided understanding of the teaching syllabus, unbalanced input and output, students' fear of making mistakes, their introverted personality, as well as their rare practice after class, non-English majors experienced an unbalanced development of EFL skills-they have a poor oral English ability, although most of them desire to learn and grasp oral English proficiency. Based on the findings, recommendations for more productive and humanistic teaching and educational design and practice were provided for EFL instructors and learners in China.
引文
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