準備活動在學生口語中的作用

準備活動在學生口語中的作用

畢業(yè)論文

The Role of Pre-Speaking Activities in Students’ Oral Performance

Abstract

The thesis is an attempt to investigate the role of pre-speaking activities in students’ oral performance and find out the way students make progress in their speaking. It mainly elaborates, in the first part of the thesis, Krashen’ s Monitor Theory, the affective filter hypothesis, Swain’ s comprehensible output hypothesis, and the relationship between input and output. Then it illustrates the definition of pre-speaking activities, and the kinds of pre-speaking activities. In the present study, three kinds of pre-speaking activities are discussed. They are listening to the tape, reading the text and watching a video. The third part is the major part of the thesis. It discusses about the effectiveness and the role of pre-speaking activities. It is revealed that students should improve their speaking in the four aspects of pre-speaking activities: topic-relatedness of the activities, content of the speaking, fluency of students’ oral English, and the last not the least, vocabulary choice and use. It concludes that pre-speaking activities play a positive role in activating and encouraging students to speak. It helps to improve students’ oral performance in English class.

Key Words: hypothesis; input; output; pre-speaking activities; effectiveness 

摘  要

本文旨在研究準備活動在學生口語中的作用和尋找提高學生口語水平的途徑。文章的第1部分闡述了Krashen的監(jiān)聽理論、情感過濾假設、Swain的輸入假設以及輸入與輸出之間的關系。接著介紹了口語準備活動的定義和種類。在本文只討論3種口語準備活動。這3種準備活動是：聽磁帶、閱讀課文和觀看視頻影像。第3部分是文章的主體部分：探討和分析口語準備活動的有效性和作用。本文認為，學生可以從口語準備活動的以下4個方面來著手：主題相關性、活動的內容、學生口語的流利程度以及遣詞造句方面。文章最后總結：口語準備活動在激發(fā)和鼓勵學生開口說英語方面起著積極作用，能幫助學生在英語課堂中有進步表現。

關鍵詞: 假設、輸入、輸出、準備活動、有效性

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