顺应理论下大学英语口语教与学的研究

发布时间：2024-02-22 18:19

　　自改革开放以来，中国在大学英语口语教学方面已经取得了很大进步，但是仍然存在着很多问题。很多老师和学生都过分关注大学英语四级和六级的成绩，反而忽视了口语的重要性。因此许多大学生中普遍存在“哑巴英语”，尤其是非英语专业的学生尤为严重。究其原因有很多。首先，传统的教学方法存在很多不足的方面，不能满足新形势下大学英语口语教学目标的要求。其次，缺乏实用有效的教学方法，使得学生对口语不感兴趣。除此之外，大学英语口语教材的选择、课时的安排以及学生学习口语的态度等也是不可忽视的因素。 根据大学英语课程要求，大学英语的目标是全面发展学生使用英语的能力，尤其是听说能力。基于普遍存在的“哑巴英语”现象，笔者认为，对大学英语口语教与学进行研究已是当务之急。据此，本文提出用Verschueren提出的新的语用学理论—顺应理论对大学英语口语教与学进行研究。 从顺应理论角度研究大学英语口语教与学具有实际意义。首先，顺应理论是Verscheren提出的新的语用学理论，从新的角度对语用学进行理解和诠释，不同于传统语用学。其次，顺应理论适用于研究口语教学，为老师指引了新的方向，为大学英语口语的教与学提供了全新的教学模式。...

【文章页数】：58 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Contents
Introduction
Chapter One Literature Review
    1.1 Oral English
        1.1.1 The Properties of Oral English
        1.1.2 The Rules of Speaking
        1.1.3 Process of Speaking
        1.1.4 Significance of Oral English
    1.2 Existing Common Problems of College Oral English Teaching
        1.2.1 Traditional Teaching Pattern
        1.2.2 Limited Teaching Materials
        1.2.3 Students‘ Negative Oral English Learning
    1.3 Oral English Teaching Model
        1.3.1 Interpretation of Teaching Model
        1.3.2 A Brief Introduction of Teaching Model
    1.4 Status Quo of Research on Oral English
Chapter Two Theoretical Framework—Adaptation Theory
    2.1 Background of Adaptation Theory
        2.1.1 Source of Adaptation Theory
        2.1.2 Interpretation of Adaptation
        2.1.3 Three Characteristics of Language
    2.2 Interpretation of Choice-making and Context
        2.2.1 Characteristics of Choice-making
        2.2.2 Mechanisms of Choice-making
        2.2.3 Context in Adaptation Process
Chapter Three Application of Adaptation Theory in College Oral English Teaching and Studying
    3.1 Contextual Correlates of Adaptation
        3.1.1 Adaptation to the Mental World
        3.1.2 Adaptation to the Physical World
        3.1.3 Adaptation to the Social World
    3.2 Structural Objects of Adaptation
        3.2.1 Adaptation of Various Layers of Lingu istic Structure
        3.2.2 Adaptation of Sound Structure
        3.2.3 Adaptation of Voices
    3.3 Dynamics of Adaptation
        3.3.1 Adaptation of the Temporal Dimension
        3.3.2 Adaptation of Dynamics in Some Contextual Dimension
        3.3.3 Adaptation of Dynamics in Linguistic Structure: Linearity
    3.4 The Salience of Adaptation Process
        3.4.1 Pragmatic Awareness
        3.4.2 Meta-pragmatic Awareness
        3.4.3 The Indicators of Meta-pragmatic Awareness
Chapter Four Optimization of Teaching Model from the Perspective of Adaptation Theory
    4.1 Dominant Position of Teacher
        4.1.1 Setting an Example for Students‘ English Adaptation
        4.1.2 Constructing an Authentic Environment
        4.1.3 Using Practical Teaching Materials
    4.2 Task-based Teaching
    4.4 Transformation of Classroom Teaching Model
        4.4.1 Breaking the Traditional Teaching Concept
        4.4.2 Cultivation of Students‘Learning Strategy
        4.4.3 Creating Language Communication Environment
Conclusion
Bibliography
Acknowledgement



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