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大学英语口试者交际策略和流利性相关研究

Relevant Study of CSs and Oral Fluency Among CET-SET Takers

作者: 专业:外国语言学及应用语言学 导师:钱进 年度:2010 学位:硕士  院校: 大连理工大学

Keywords

Communication Strategies, Oral Fluency, Relevant Study, Spoken English Test

        本文进行的是大学英语口语考试参加者交际策略的使用情况及其与口语流利性的关系研究。学习外语的重要目的之一就是如何使用外语进行交际。因此,提高外语学习者的交际能力就成为了国内外研究者和外语教师们关注的问题之一。大学英语口语考试参加者在使用外语完成口语任务和进行口语交际时,常常因为目标语知识水平有限,而采用各种交际策略来达到交际目的。也就是说,第二语言学习者使用各种交际策略来填补有限的语言知识水平和实际交际需求之间的空缺。口语流利性的研究在第二语言习得和外语教学中的意义和影响越来越受到广大国内外研究者的重视。然而口语流利性的探索与研究有的集中于自然环境中的第二语言习得,有的以第二语言学习活动研究为主,很少有基于大学英语口语考试参加者进行研究的。本研究以大学英语口语考试参加者为研究对象,采用调查问卷,口语任务,回顾式访谈三种研究工具,通过音频编辑软件和社会科学统计软件进行数据的收集和分析,得出了作为大学英语口语考试参加者,交际策略的使用情况及其与口语流利性之间的关系。研究发现口语流利性高的受试者善于使用各种交际策略,既包括成就策略也包括减缩策略。口语流利性低的受试者在交际策略的使用类别和数量上明显低于口语流利性高的受试者。最后,本文阐述了本研究在外语学习,外语教学,以及大学英语口语考试方面的启示,并列举了本研究所存在的局限性。
    This thesis concerns the relevant study of the use of CSs and oral English fluency among CET-SET takers. One of the significant goals for studying foreign language is to communicate with others by using the knowledge of foreign language. Therefore, improving communicative abilities of second language learners has become one of the important issues attracting great attention of researchers home and abroad and foreign language teachers. CET-SET takers always employ various CSs to achieve communicative goals because of the limitation for target language knowledge when they are finishing oral tasks or during the process of oral communication. That is to say, second language learners fill the vacancies between language knowledge limitation and actual demands of communication through making use of a variety of CSs.The study for oral fluency has gaining increasingly attention among a great many researchers home and abroad in the significance and influence of language acquisition and foreign language teaching. However, with regard to explorations and researches for oral fluency, some focus on second language acquisition in natural environment, some are mainly based on second language learning activities, and few is based on the study of CET-SET takers.This study has taken CET-SET takers as research subjects and has employed questionnaire, oral tasks and retrospective interview as research instruments.Research data has been collected and calculated with the assistance of Cool Edit Pro 2.0 and SPSS 16.0.The relations between use of CSs and oral fluency among CET-SET takers have been discussed and analyzed. This study has found that CET-SET takers who have higher oral fluency tend to employ various CSs including both achievement and reduction strategies.Furthermore, the numbers and types for CSs used by CET-SET takers who have lower oral fluency are apparently small.Finally, the author has provided enlightenment for foreign language learning, teaching and testing, and limitations for this study.
        

大学英语口试者交际策略和流利性相关研究

摘要4-5
Abstract5
1 Introduction8-10
    1.1 Background of the study8
    1.2 Aims of the study8-9
    1.3 Organization of the thesis9-10
2 Literature review10-22
    2.1 Different approaches to the definition of CSs10-12
        2.1.1 The interactional definition of CSs11
        2.1.2 The psycholinguistic definition of CSs11-12
    2.2 Classifications of CSs12-16
        2.2.1 Tarone's classification of CSs13-14
        2.2.2 Faerch and Kasper's classification of CSs14-15
        2.2.3 Poulisse's and Bialystok's classification of CSs15-16
    2.3 Oral fluency16-22
        2.3.1 Definitions of oral fluency16-19
        2.3.2 Measurement of oral fluency19-22
3 Methodology22-39
    3.1 Research questions22
    3.2 Subjects22-23
    3.3 Instruments23-26
        3.3.1 Questionnaire23-24
        3.3.2 Oral tasks24-25
        3.3.3 Retrospective Interview25-26
    3.4 Data collection and data analysis26-39
        3.4.1 Oral fluency26-33
        3.4.2 CSs surveyed by questionnaire33-35
        3.4.3 CSs used by subjects35-39
4 Results and Discussion39-43
    4.1 Results for research question 139-42
        4.1.1 Questionnaire39-40
        4.1.2 Oral tasks40-41
        4.1.3 Retrospective interview41-42
    4.2 Results for research question 242-43
5 Conclusion43-46
    5.1 Findings of the research43-44
    5.2 Implications44-45
        5.2.1 Implications for FL learning44
        5.2.2 Implications for FL teaching44
        5.2.3 Implications for FL testing44-45
    5.3 Limitations45-46
Bibliography46-51
Appendix51-58
攻读硕士学位期间发表学术论文情况58-59
Acknowledgements59-61
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