影响英语专业学生口语互动性交际的主要因素毕业论文

1、编号 2010091418 毕 业 论 文（2014届本科）论文题目：影响英语专业学生口语互动性交 际的主要因素 学 院： 外国语学院 专 业： 英 语 班 级： 2010级4 班 作者姓名： 王 海 艳 指导教师： 李军 职称： 讲师 完成日期： 2014 年 4 月 28 日main factors affecting english majors oral interactive communicationbywang haiyanclass 4, grade 2010(no. 2010091418)supervisor: li jun(lecture)april 28, 2014sch

2、ool of foreign languages and literaturelongdong university statement of authorshipexcept where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or part from a thesis presented by me for another degree or diploma.no other persons

3、work has been used without due acknowledgement in the main text of the thesis.this thesis has not been submitted for the award of any other degree or diploma in my tertiary institution.signed: dated: april 28, 2014陇东学院本科生毕业论文诚信声明本人郑重声明：所呈交的本科毕业论文，是本人在指导老师李军的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内

4、容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。 作者签名： 二o一四年四月二十八日acknowledgementsfirst and foremost, i would like to avail myself of the opportunity to express my gratitude to mr. li jun, my tutor, who has taken his precious time off from his tight schedule, readi

5、ng my thesis carefully and offering me constant encouragement, valuable suggestions and enlightening instructions, which contribute to the completion of my thesis.i would also like to acknowledge my indebtedness to professor li xu and many others who have contributed their time, thoughts, skills and

6、 encouragement to this thesis.i am also grateful to mr. zhang, mr. zhao and all my friends who have given me generous support and helpful advice in the past few years.finally, i wish to devote this paper to my beloved family, who have given me life and love, and have been supporting me since 24 year

7、s ago.abstractas a tool of communication, english is used more and more widely in contemporary china. for college students, it is more important to improve their communicative ability. however, the current oral english teaching is unsatisfactory. for changing the situation, the only method is to kno

8、w the main factors affecting interactive communication clearly and overcome these difficulties so as to stimulate students learning motivation and improve their communicative competence. this thesis mainly includes the following content: firstly, it summarizes the research background, questions and

9、significance and points out the necessity of reforming of teaching strategy, and then defines some concepts. secondly, it focuses on the teachers, students and teaching process these three main factors affecting english majors oral communicative competence. at last, discusses creating communicative

10、environment, using proper materials and designing communicative activities to arouse students learning enthusiasm.key words: teaching, interactive communication, factor, strategy摘 要英语作为学习和交流的工具，在当代中国应用越来越广泛，对大学生而言，其口语交际能力的培养尤为重要，然而当前口语教学现状却不尽人意。在实际教学中，只有清楚了解影响学生口语交际的主要因素，并努力克服这些障碍才能激发学生学习动机，提升学生的口语交

11、际能力。本文主要包含以下内容:首先阐述研究背景、问题和意义，指出改革口语教学和改善教学策略的必要性，并对相关概念与范畴进行了界定;接下来着重分析了学生、教师、教学过程三方面影响英语专业学生口语交际能力的主要因素；最后论述了情景创造、材料使用和活动设计几个策略来激发学生进行口语交际的积极性。关键词：教学；互动交际；因素；策略contentsstatement of authorshipi诚信声明iiacknowledgementsiiiabstractiv摘要v1. introduction.1 1.1 research background.2 1.2 research questions a

12、nd their significance31.3 definition of interactive communication3 1.4 theoretical basis of interaction.4 1.5 two main interactive models in the present classroom.51.5.1 traditional model.51.5.2 interactive communication model62. main factors affecting interactive communication62.1 factors from teac

13、her7 2.1.1 lack of organization ability in teaching.7 2.1.2 ignore the cultivation of students autonomous learning ability.8 2.1.3 teaching method monotone.8 2.2 factors from students.10 2.2.1 students self-confidence.10 2.2.2 students learning motivation.11 2.3 factors from teaching process.13 2.3.

14、1 teaching style .14 2.3.2 teaching organization.14 2.3.3 teaching task.143. strategies to improve english learners oral interactive communication.15 3.1 creating realistic communication environment153.2 using authentic materials .163.3 designing communication activities.174. conclusion .185. refere

15、nces.19main factors affecting english majors oral interactive communication wang haiyanschool of foreign languages and literature, longdong university1. introduction1.1 research backgroundin 1972, hymes first brought up communicative competence; it has aroused great response in both linguistic and a

16、pplied linguistic areas. in recent years, communicative approach or communicative language teaching has been largely encouraged in china and developing language learners communicative competence has attracted peoples great attention, so the deaf-and-dumb english phenomenon in english leaning has tak

17、en a favorable turn. to help students become more aware of the importance of oral english and ultimately acquire the communication ability, the cet band 4 and cet b and 6 examination committee, according to the description in college english teaching syllabus, carried out the cet spoken english test

18、 to enhance students oral english communicative ability. however, quite some students still have great difficulty in interactive communication, and they often feel at a loss when involve in face-to-face interaction. this imply that their communicative competence can be called “one-way-communication”

19、, which is far from only be the real communicative competent “interactive communicative competence. 1.2 research questions and their significanceit is crucial to help develop english learners communicative competence from one-way presentation to interactive communication. and it is not difficult to

20、understand that the development of learners communicative competence lies in the development of their interactive communication competence. what is “interactive communicative competence” and what are main factors affecting english majors oral interactive communication, after then what should be done

21、 to develop learners interactive communication competence is what this thesis addresses in the following chapters.language is a tool for human communication. the aim of a foreign language teaching is to help learners to achieve skills to use the language in communication. however, for quite some tim

22、e, english teaching in china has been greatly influenced by grammar translating method and audio-lingual method. as we all know, both g.t. method and audio-lingual method are teacher-controlled, and they are form-oriented rather than meaning-oriented. students are responsible for passively taking-in

23、 the rules of grammar or memorizing structures and drills, with focus on grammar, translation accuracy and reading. as a result, even after two years of college english study, students are still unable to transfer skills acquired to real communication outside the classroom. with the rapid developmen

24、t of our society, and increasing interaction with foreigners, more and more people consider english as a necessary tool to get in touch with the outside world. the inadequacy in their oral communicative competence becomes the bottleneck to further individual development.the first chapter deals with

25、the definition of interactive communication, theoretical basis of interaction and shows two main interactive models in the present classroom.the second chapter from teachers, students and teaching process these three aspects to analysis the main factors affecting english majors oral interactive comm

26、unication. the author finds that teachers play an important role in cultivating students interactive communicative competence and students confidence and motivation is also very important in this, the other is the teaching process, an interesting teaching model can motivate students learning enthusi

27、asm.the third chapter presents three strategies to improve english learners oral interactive communication, which are creating realistic communication environment, using authentic materials and designing communication environment. the last part of the paper summarizes the whole discussion. the autho

28、r points out that teacher play the most important role in cultivating english learners communicative competence. with chinas extensive contacts with the outside world, english is becoming increasingly important, which undoubtedly requires learners strong communicative competence. the development of

29、learners communicative competence mainly lies in the development of their interactive communicative competence. and it is possible and feasible to develop and foster learners interactive communicative competence by some effective ways.1.3 definition of interactive communication this concept communic

30、ation is at first by the american social linguist dwell hymes proposes. he thinks, communication ability to a language is not only includes the form of understanding and mastering, but also including when and where, in what way to who used properly language form of communication for understanding an

31、d mastering. interaction is the collaborative exchange of thought, feelings or ideas between two or more people resulting in a reciprocal effect each other. interaction will not only be as a facilitator of l2 input comprehension, but also that of inter-language production and modification (swain, 19

32、95, long, 1996). brown (brown, 2001:159) treats interaction as the exchange of ideas or opinions between two or more people collaboratively, which has various effects on the persons involved. wilga rivers describes his understanding for interaction. though interaction, students can increase their la

33、nguage store as they listen to and read authentic linguistic material, even the output of their fellow students in discussions, skits, joint problem-solving tasks, dialogue journals. flanders (1970), fanselow (1977), allwright (1980) and moskowitz (1971) all believed that interaction is related to m

34、utual influence between teacher and students in second language acquisition. the participant created and negotiated all meaning is in the interaction.1.4 theoretical basis of interaction interactive teaching approach is a linguistic collaborative activity involving the establishment of a triangular

35、relationship between the sender, the receiver and the context of situation (wells, 1981:29, 46-7). it is the interaction between teacher and student, student and teacher, student and student, student and authors of texts, and student and the community that speaks the language (rivers, 1997:6). the p

36、urpose of language teaching is to develop learners communicative competence (li guanyi, 1995). it includes the social inter actionist theory, behaviorism theory, the information processing theory and constructive theory.1.5 two main interactive models in the present classroomthere are two main inter

37、active patterns in the present classroom, traditional teaching model and interactive communication model. teaching and learning is a whole process during a class, teachers task is to a communicative environment for students, while students should participant in the activity actively, thus made a cla

38、ss interest and effective.1.3.1 traditional modelaccording to the objectivist epistemology, learning can be greatly accelerated if instructional presentations are clear, rule out likely misinterpretations and facilitate generalizations. influenced by behaviorism, the traditional translation teaching

39、 model denies the assumption that learners will naturally gain knowledge on their own. instead, it provides learners with systematic instructions. the basic components of traditional translation teaching include setting clear goals for learners, making sure they understand these goals, presenting we

40、ll-organized assignments, giving learners clear explanations of the subject, providing learners with opportunities to practice what they have learned. in a traditional translation, the teacher first spends some time lecturing on translation theories and skills, then assigns exercises to learners, ma

41、kes comments on their translations and finally offers so-called correct answers.the traditional translation teaching model has been proved effectively especially in teaching relatively simple information and basic skills. in this model, the teacher has control of the limited class time and knowledge

42、. besides, it is easy to monitor learners. nevertheless, this is a teacher-directed model which fails to bring the role of the learners into full play. besides, the teacher cannot appraise what each learner needs, so will he be unaware of why some learners lose interest and are passive in learning.

43、the traditional model becomes more and more incommensurate to the requirements of the translation profession. according to kiraly (2000, p. 207), the inertia of the conventional trial-and-error approach to teaching is still a force to be reckoned with, grounded as it appears to be in a pervasive fol

44、k theory of learning. he describes the traditional translation classroom as organized around a single behaviorist principle: one learns how to translate by translating (1995, p. 7). he uses social-constructivist theory to critique the traditional teacher-centered method of translator education and t

45、o propose an alternative approach based on collaboration among and between teachers and students. therefore, many scholars have devoted themselves to pursuing new translation teaching models which emphasize learners subjectivity, learners knowledge construction and their improving translation compet

46、ence. the interactive translation teaching model is one of them.1.3.2 interactive communication modelsince the 1970s, interaction in learning has been taken as a priority. many scholars draw attention to the importance of interaction in teaching. according to rivers (1987), language teaching was a p

47、rocess of interaction, in which teachers should set up create as many opportunities as possible for learners to master the language, a good environment, and turn from the teacher-centered into the learner-centered model so as to stimulate learners initiative, cultivate their creative thinking, build

48、 up their confidence and empower them to be independent. vygotsky reminds us that all knowledge is situated in culture and time and that what becomes personally meaningful has been shaped by our interaction with other human beings (confrey&gale, 1995). joan kelly hall (2009) held the view that as le

49、arners engage over time in their recurring interactional activities, they select and attend to specific kinds of information, locate patterns of actions-in-interaction, hypothesize about the meanings and motivations of others actions, and test to see if their intended goals are met in the interactio

50、n.the environment of teaching has been discussed by many scholars. feng yihan (2001) discussed incorporating computer technology into the teaching of translation. the computerized classroom provides teaching and learning translation with a computer network. then, a classroom will become a translatin

51、g community. yin pian (2006) and gu jianmin (2010) emphasized the interactive translation teaching with the aid of multimedia. su baoying, gao wanwei, wang detian (2010) studied the conditions of the interactive translation teaching model, including social condition and technological condition. zhu

52、xianlong (2011) emphasized the subjectivity and the interactive atmosphere in the classroom situation. under different conditions, the interactive translation teaching model plays an important role in teaching and learning. lu ying (2011) highlighted the networking condition of the interactive model

53、, thinking that multimedia network technology helped provide a favorable interactive environment with a larger space for learning with the help of network.activities are essential methods in the interactive model. zhou ping (2006), through her own research, concluded that there was a significantly g

54、reater occurrence of negotiation of meaning in the pair or group activities than in teacher-fronted formats and that during the actual interaction, negotiation of meaning on the part of both students and teachers facilitated the students comprehension and production of the target language. wang xixi

55、a (2009) claimed that learner interest would be highly aroused through pair work and group activities in the interaction. wang qing (2011) stressed different learner activities from the perspective of interaction in translation teaching. pair work and group work prepare learners with better environment to interact. besides that, blogs, bbs and qq-zone can be applied for learners to interact with each other. gan mei and li jinghua (2006) discussed