英语口语课堂上的学生消极参与及其对策

The Problem of Students’ Inactive Participation in the English Oral Class and Its Countermeasures
Abstract

Speaking teaching is the weak part in China’s English teaching. In the oral English class, learners are reluctant to speak, which has attracted some researchers’ attention. Then, the Communicative Teaching Approach, Second Language Acquisition, etc. all are applied to spoken English teaching to research such problem.
The causes that students are inactive participants in the oral class are no doubt various and multiple. Researchers identify three sets of such items as cultural factors, linguistic factors, and psychological/affective factors. This thesis gives an account of the main causes of students’ inactive participation in the oral English class by resting on existing research with questionnaire investigation, data analyses, finding out that psychological/affective and linguistic factors are regarded as the main causes of the problem. This thesis also offers some countermeasures to solve the problem by adopting implications from the humanistic approaches, the Input Hypotheses and the Affective Filter Hypotheses. The author holds that the study of students’ inactive participation is not only beneficial to the development of students’ speaking but also good for improving the quality of English teaching and learning.

Key Words: spoken English teaching; inactive participation; the humanistic approaches; the Input Hypotheses; the Affective Filter Hypotheses

 摘 要 

口语教学1直是中国英语教学的薄弱环节。在口语课堂上，学生不愿开口，不积极参与课堂活动，大幅度存在的哑巴英语现象严重地影响了英语教学效果，这1问题也得到越来越多的学者的关注。因此，交际教学法，第2语言习得理论等都运用到口语教学中来解决这1问题。 （科教作文网http://zw.ΝsΕAc.com发布）
导致学生消极参与英语口语课堂活动的因素很多，研究者们经过大量研究后发现影响学生消极参与口语课堂教学的3个主要因素是：文化因素，语言因素，心理/情感因素。本文依据他们的研究框架，设计问卷调查并分析了学生口语课堂上消极参与的原因主要为心理/情感因素和语言因素，验证了他们的结果。然后以人本主义方法和2语习得理论作指导，探讨了1系列促进学生积极参与口语课堂活动的具体方法，从而培养学生的英语交际能力，提高英语教学效果。

关键词：口语教学、消极参与、人本主义方法、语言输出假说、情感过滤假说

..............
收费英语毕业【包括：毕业、开题报告、任务书、中期检查表】