准备活动在学生口语中的作用

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

本文旨在研究准备活动在学生口语中的作用和寻找提高学生口语水平的途径。文章的第1部分阐述了Krashen的监听理论、情感过滤假设、Swain的输入假设以及输入与输出之间的关系。接着介绍了口语准备活动的定义和种类。在本文只讨论3种口语准备活动。这3种准备活动是：听磁带、阅读课文和观看视频影像。第3部分是文章的主体部分：探讨和分析口语准备活动的有效性和作用。本文认为，学生可以从口语准备活动的以下4个方面来着手：主题相关性、活动的内容、学生口语的流利程度以及遣词造句方面。文章最后总结：口语准备活动在激发和鼓励学生开口说英语方面起着积极作用，能帮助学生在英语课堂中有进步表现。

关键词: 假设、输入、输出、准备活动、有效性

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