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1、 硕士学位论文 农村中学生英语口语学习存在的 问题及主要原因研究 论文作者：张婧 指导教师：陈佑林教授 学科专业：外国语言学及应用语言学 研究方向：英语教学 华中师范大学外国语学院 2016 年 5 月 A Study of the Problems and Major Reasons of Oral English Learning in Rural Areas A Thesis Submitted in Partial Fulfillment of the Requirement For the M.A. Degree in Foreign Linguistics and Applied
2、Linguistics By Zhang Jing Postgraduate Program School of Foreign Languages Central China Normal University Supervisor: Chen Youlin Academic Title: Professor Signature JouLC Approved May. 2016 华中邺范大学学位论文原刻牲声明和使用提权说明 原刳性声明 本人郑重声明：所呈交的学位论文，是本人在导师指导下，独立进行研究工作 所取得的研宄成果。除文中已经标明引用的内容外，本论文不包含任何其他个人或 集体已经发表或
3、撰写过的研宄成果。对本文的研宄做出贡献的个人和集体，均已在 文中以明确方式标明 本声明的法律结果由本人承担。 作者签名 : 曰期： *屮年 曰 学位抡文杈权使用提权书 学位论文作者完全了解华中师范大学有关保留、使用学位论文的规定，即：研 宄生在校攻读学位期间论文工作的知识产权单位属华中师范大学。学校有权保留并 向国家有关部门或机构送交论文的复印件和电子版，允许学位论文被查阅和借阅； 学校可以公布学位论文的全部或部分内容，可以允许采用影印、缩印或其它复制手 段保存、汇编学位论文。（保密的学位论文在解密后遵守此规定 ） 保密论文注释：本学位论文属于保密，在 _ 年解密后适用本授权书。 非保密论文注
4、释：本学位论文不属于保密范围，适用本授权书。 作者签名 : 导师 签名： 曰期：年月 W 曰 曰 期 ： 曰 本人己经认真阅读 “ CALIS 高校学位论文全文数据库发布章程 ” ，同意将本人 的学位论文提交 “ CALIS 高校学位论文全文数据库 ” 中全文发布，并可按 “ 章程 ” 中的规定享受相关权益。 同意论文提交后滞后： 半年； 一年； 二年发布。 作者签名 :办 曰期：年 月今曰 导师签名：降 曰期 : 年 13 曰 Acknowledgments My postgraduate journey has lasted nearly for three years and it wi
5、ll soon come to an end. During the three-year journey, many people have been exceptionally instrumental in my study, especially in the completion of the thesis. I must express my heartfelt gratitude to every individual. First of all I would like to sincerely acknowledge my supervisor, Professor Chen
6、 Youlin who has exerted major influence on me for his erudition and tranquil attitude to the modem society. It is his insightful suggestions on the choice of the topic, patient instruction and constant encouragement that help me to accomplish the dissertation. Special thanks also go to Professor Qin
7、 Xiaoqing who gave me invaluable advice about the structure and some details deserved attention of the thesis. Then l also want to extent my great appreciation to the outstanding teachers in School of Foreign Languages, CCUN, especially Professor Yan Chunmei, Professor Shu Baimei and Professor Gao X
8、iaofang, Their earnest attitude towards research and profound professional knowledge have significant effect on my present and even future understanding of research and life. Besides, I am also indebted to my close friend and all the students who played indispensable roles in data collection. Withou
9、t their support, this study can not be finished. Finally, I must thank my families whose unconditional love and support are the momentum for me to go forward on my way to future. 摘要 随着经济全球化程度的加深和中国优进优出战略的实施，英语的重要性日益凸 显，社会对英语人才的需求与学生的实际英语水平之间的矛盾进一步突出，尤其是 我国农村学生的英语学习状况令人堪忧。 基于此，本文在 CBI 教学理论的指导下，以巴东县溪丘
10、湾中学初三年级全体同 学为研究对象，通过问卷调查和访谈，了解目前同学们英语口语学习中存在的问题 及主要原因。因此农村中学生英语口语学习的状况可见一斑。 结果发现学生们在英语口语学习中主要存在两方面问题：一与听、读和写比较 而言， “ 说 ” 是大多数学生的最弱项，而且 “ 说 ” 的能力属于中下等水平；二大多 数同学认识到了英语口语的重要性，但他们学习英语的动机主要来自比较单一的外 部因素。究其原因，首先是同学们缺乏对英语口语的充分了解和正确认识，很少有 人养成练习口语的习惯；其次是英语教师对英语口语的教学重视不够；最后是学校 没有为英语口语教学提供应有的支持和平台。 鉴于此，本文从三个方面提
11、出建议，以促进农村中学生 英语口语的学习。一是 增加英语输入，营造良好的英语语言环境；二是激发学生学习英语的多种动机；三 是采用合作式教学，让学生们在语言输出的过程中提高口语能力。 关键词：以内容为依托的教学理念；英语口语；农村中学生 Abstract As economic globalization accelerates and the strategy for optimizing imports and exports is implemented, English has exerted greater influence on the world stage. However,
12、the supply and demand of English talents is actually unbalanced in China, and what is worse is the limited oral proficiency of middle school students from rural areas, which facilitates the research to be conducted. On the basis of the teaching notion, content-based instruction (CBI), the study was
13、done with the support of questionnaire and unstructured interview which were accomplished in Xiqiuwan Middle School in Badong County. The qualitative and quantitative data show that, first, compared with reading, listening, and writing, speaking is the biggest drawback for most of the respondents; s
14、econd, though the majority have noticed the significance of oral proficiency, their incentive to learn is only confined to external factors. Given the reasons accounting for students5 poor speaking capacity, the first one consists in themselves. Most students lack profound understanding of oral Engl
15、ish, so few form the habit of daily practice. Then the English teachers do not pay deserved attention to oral English. At last, the policy-making body does not put oral English teaching on its teaching agenda. Due to these reasons, there are three corresponding suggestions: increasing English input
16、to create an English learning environment; enhancing learners5 motivation and adopting cooperative learning to improve speaking English proficiency. Key words: Content-based Instruction; oral English Proficiency; rural areas in Acknowledgments . . . I m要 . . . . . . . ii Abstract . . . . . . . . . I
17、ll I. Introduction . 1 1.1 Background of the research . . . 1 1.2 . Significance of the research . 1 1.2.1 The theoretical significance . 1 1.2.2 The practical significance . 2 1.3 Purpose of the research . 2 1.4 Organization of the dissertation . 3 II. . Related Studies at Home and Abroad . 4 2.1 D
18、efinition of Content-Based Instruction . 4 2.2 Models of CBI . 6 2.2.1 The immersion model . 6 2.2.2 The sheltered model . 7 2.2.3 The adjunct model . 8 2.2.4 The theme-based model . 8 2.2.5 The language class with frequent use of content for practice . 9 2.3 Rationales for CBI . 10 2.3.1 Input hypo
19、thesis . 10 2.3.2 Motivation theory . 12 2.3.3 Cooperative learning theory . 15 2.4 Related Studies at Home and Aboard . 16 2.4.1 Overseas theoretical studies . 16 2.4.2 Domestic theoretical studies . 17 2.4.3 Overseas empirical studies . 18 2.4.4 Domestic empirical studies . 19 III. Research Design
20、 and Data Analysis . . . . . 21 3.1 Research questions . 21 3.2 The subjects . 21 3.3 Research instruments . 21 3.3.1 Interview . 21 3.3.2 Questionnaire . 22 3.4 Data analysis . 22 3.4.1 Analysis of the interview . .22 3.4.2 Analysis of the questionnaire . 24 IV. Major findings and implications . 32
21、 4.1 Major findings. 32 4.2 Implications . 33 4.2.1 Increase English input to maintain an English learning environment 34 4.2.2 Enhancelearners5 motivation. 35 4.2.3 Adopt cooperative learning . 39 V. Conclusion . . . . . . . .41 5.1 Summary of the research. 41 5.2 . Limitations of the research . .
22、. 41 53 Recommendations for further research . . . 42 Bibliography*. . . . . . . . . . 43 m . . . . . . . 47 L Introduction 1.1 Background of the research As economic globalization accelerates and all-directional, multi-tiered and wide-ranging opening-up is vigorously promoted in China English, as a
23、 most widely used language and a bridge which connects different nations, cultures and economic entities, has been gaining increasing popularity, so there is a booming demand for English talents. Meanwhile, suggestions on the implementation of national college entrance examination, which was given b
24、y Chinese Ministry of Education in November, 2014, were like a stone thrown into water attracting considerable attention. Among the guidelines, there was no extremely detailed explanation of English reform, however, listening and speaking were on the list of test content. Absolutely, it was a promin
25、ent change. In the past, only students, listening capacity was included in the examination, while spoken English was only tested at few universities request The author ever worked as an English teacher in a rural middle school. The memory of that experience was also a motivation to do this study. In
26、 the school, the demand and supply of English teacher was not well balanced at alL On the one hand, some teachers must teach over 100 students a term because there was always a shortage of English teachers; on the other hand, some did not major in English at university, as a result, they really had
27、difficulties in teaching on account of different factors, such as poor pronunciation, out-of-date teaching methods, lack of linguistic knowledge which made their effort vain. Even if quality-oriented education has been put forward since 2001, it is reported that teaching, especially in rural areas,
28、are also exam-oriented to a great extent today. As far as English education is concerned, great attention is still paid to reading and writing regardless of listening and speaking, let alone students5 interest and their all-round development. In reality English class is always taught in Chinese, wha
29、t is worse, sometimes in dialect* In such a case, whether the students can study English well is a big problem being worthy of carefully chewing on. All the above factors facilitate the study about problems and major reasons of oral English learning in rural areas. 1.2 Significance of the research 1
30、,2.1 The theoretical significance Since CBI was first introduced into China in 1994, research on CBI has undergone three main periods. The first period chiefly witnessed the theoretical discussion about CBI lasting from 1994 to 2007, but those researches were not tested by empirical data. Since 2008
31、 many researches have combined theoretical discussion with empirical investigation together. In this period, those empirical studies aim at verifying the effect of CBI not only on English teaching at universities, but also on students, critical thinking. Then researchers diverted their attention to
32、what should be taught in English classes. However, almost all the researches relate to university or college students while few are expanded in basic education. So the research into CBI adopted in oral English teaching in rural middle school has significance to a certain extent. 1.2.2 The practical
33、significance As the globalization of international economy accelerates, English plays a more and more important role in the international arena. It is no longer a tool just for communicating in writing, but for orally communication. Consequently, the requirements for language learners are progressiv
34、e. Besides reading and writing, they must particularly focus on listening and speaking. However, the current state of English proficiency in China is not rather satisfactory, and the scenario is much worse in rural areas: the bulk of students are not interested in language study at all; some teacher
35、s are under the eligible level, and so forth. CBI may be a helpful step taken to solve those mentioned problems. CBI, mainly based on Second Language Acquisition theories, integrates subject leaning with language acquisition, and language is taught relying on certain subject or colourful topics. In
36、this way, students have access to a great number of various disciplinary knowledge written in English, so they obtain subject content and make progress in English leaning at the same time. After elaborately combing through the domestic and foreign researches about CBI, and conducting a survey of the present problems