基于交际策略的中学英语口语教学的实证研究

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1、‘’一●‘‘AUemoiricalstudy0IC0mmUnlCationstrateg,onoralEnglishteachingstrategies0UoralEshteachin8i。nMiddleSchoolAThesisSubmiRedtoForeignStudiesCollegeOfHunanNormalUniversityInPartialFulfillmentoftheRequirementsFortheDegreeofMaster’ofEducationintheSubjectofEnglishCurriculumandTeachingMethodologyByYangFa

2、ngUndertheSupervisionofAssociateProfessorWuYuanqiChangsha，HunanDecember,2013AbstractLotsofin-classobservationsandafter-classinterviewsrevealthefactthatstudentsalwaysdon’tknowhowtokeepthedialoguegoononcemeyareblockedbyacertainwordinEnglishcommunication．TheywouldrathergiveupEnglishtall娼forfearthatthe

3、irpartnersloseinterest．SuchasituationrequiresabeRerwaythatEnglishcanbetaughttoassiststudentsovercomebreakdownsinEnglishcommunicationSOastoachievetheircommunicmivegoals．Communicationstrategiesareapproachesbythelearnerstoovercomecommunicationproblemsandreachcommunicationgoalswhent11eymasterlimitedfor

4、eignlanguageknowledgeandvocabulary．Accordingtotheabovefact，itisreasonabletobelievethatsystematicinstructionofcommunicationstrategiesmayhaveapositiveimpactonstudents’oralEnglishcompetenceinspiteoftheirlimitedEnglishlanguageknowledgeandEnglishlearningtime．Thisresearchintendstodoanempiricalstudyundert

5、heguidanceofrelativetheories．Itmainlyfocusesonthreecategoriesofcommunicationstrategies，namely,topicavoidancestrategies，circumlocutionstrategiesandstallingstrategies．TheclassinstructionofthethreestrategiesaimstoexploretheinfluenceofcommunicationstrategiesonoralEnglish．Thearrangementoftheexperimental

6、studyisasfollows：TwoclassesinGradeSeveninDongTingMiddleSchoolinXiangYintookpaa]ntheexperiment．Controlledgroupof57studentsreceivednormalEnglishteachingactivities．Experimentalgroupof58studentsreceivedextratwelveweeks’communicationstrategiesinstruction．QuestionnairesandoralEnglishtestswerecardedouttoc

7、ollectthedataofstrategyemploymentfrequencyandthedataoforalEnglishproficiency．ThedatathenwerefedintocomputerandanalyzedbySPSS．13．O．resultsofresearchrevealedthat：1．Afterinstruction，studentsinexperimentalgroup