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1、 分 类 号 U D C 学 号 MZ10186 密 级 _ 学 位 论 文 A Study on Interactive Model of High School English Classroom Teaching Based on Input and Output Hypotheses 基于输入输出理论的高中英语交互式 课堂教学模式探究 张雯 指导老师姓名 ： 俞洪亮教授， 申请学位级别： 颂士 论文提交日期 ： 2012 年 5 月 学位授予单位 ： 扬 丨 大 学 答辩委员会主席： 王洪刚 论 文 评 阅 人 ： 周维杰 韩炳华 扬州大学，江苏扬州 ， 225009 学科专业名称 ：
2、 学 科教 学（英 语 ） 论文答辩曰期 ： 2012 年 6 月 2 曰 学位授予日期 ： 2012 年 6 月 18 曰 2012 年 5 月 A Study of Interactive Model of High School English Classroom Teaching Based on Input and Output Hypotheses By Zhang Wen A thesis submitted in partial satisfaction of the Requirements for the degree of Master of Education Unde
3、r the Supervision of Prof. YU Hongliang School of International Studies Yang Zhou University May, 2012 Zhang Wen: A Study of Interactive Model of High School English Classroom Teaching Acknowledgments This dissertation is accomplished under the inspiration and enlightenment of my honorable superviso
4、r Prof. Yu Hongliang who has read the draft very carefully and lias given me his instructive suggestions for ray revisions. First of all, I own an enomious debt of gratitude to him for his insightful comments and detailed criticism on the manuscript of my thesis. His knowledge and insight have great
5、ly helped me. Needless to say, without his instructive academic guidance, gi*eat patience and constant encouragement, the completion of the present thesis would not have been possible. I would also like to express my heart-felt gratitude to other professors who have taught me and helped me patiently
6、 during my study for the Master degree in Scliool of International Studies, Yang Zhou University for their earnest teaching. Their lectures are of gi*eat significance for my understanding of English teaching and learning both theoretically and practically, and for the accomplishment of my dissertati
7、on as well. Great gratitude must also go to the teachers and students of Yang Zhou Middle School who have participated in this study and have offered me great help in conducting the empirical study successfully, and those who did not reserve their opinions and views during this experiment. Last but
8、not the least; I would like to give my sincere gratitude to my family and friends for their constant encouragement and selfless support especially during the days of hard work, difficulties and frustration. I am not sure whether I can insist on accomplishing my study without their love, encouragemen
9、t, understanding and supports. Yang Zhou University: M.Ed丁 hcsis ii Abstract For a long time, we have been using large-scaled classroom teaching system, emphasizing on the one-way impartatioii of language knowledge from teachers. Students seldom have the opportunity to use English, which is surely n
10、ot conducive to the study of English language. English instruction has always been in an awkward situation of large investment and small production. However, classroom instmction should be a two-way and dynamic interaction. There should be constant interaction between students and teachers, and amon
11、g students themselves. In classroom, students should be provided with sufficient comprehensible input and opportunities for producing comprehensive output. However, traditional English classroom teaching is done only through instruction and consequent ccramming, which is a one-way communicative mode
12、l. Through this model, students receive information passively and almost have no opportunities for output. This is unfavorable to the improvement and development of students5 competence of using language. Therefore, it is necessary for us to explore a proper and effective model of high school Englis
13、h classroom teaching. To improve the traditional English classroom teaching model, I propose to apply interactive classroom teaching model to the classrooms of Yang Zhou Middle School on the bases of Krashens Input Hypothesis， Swains Output Hypothesis and Longs Interaction Hypothesis， to prove that
14、interactive high school English classroom teaching model has some advantages over the traditional one. The writer conducted a teaching experiment to preliminarily test its feasibility, aiming to solve the following problems: high school students5 attitudes towards language input and output as well a
15、s English classroom interactive teaching; the effect of interactive English classroom teaching model The results are as the following: Students have got a deep understanding of language input as well as output, and they realized that they were of equal significance. Under interactive teaching model,
16、 students are able to obtain optimized comprehensible input, and get a lot of language output opportunities, and their communicative competence has also improved. This thesis is composed of five chapters: Introduction, Literature Review, Methodology, Results and Discussion, as well as Conclusion. Ch
17、apter one provides an overview of the study, including the significance of the study, cuixent situation of relevant studies, and the structure of Zhang Wen: A Study of Interactive Model of Higli School English Classroom Teaching the thesis. Chapter two clarifies the definitions of some concepts and
18、reviews some related theories and empirical studies about interactive teaching model. Chapter three focuses on the design of the research, in which research questions are proposed, data collection procedures are introduced, and data analysis are involved. Chapter four offers the results of the analy
19、sis, with some tentative interpretations and discussion followed. The last chapter suminarizes tlie major findings, discusses some pedagogical implications, and points out some limitations of the present study. Suggestions for future research are also offered at the end of this chapter. Key Words: l
20、anguage input; output; high school English classroom teaching; interaction; interactive teaching model Yang Zhou University: M.Ed. Tlicsis 摘 要 我国长期采用大班授课制，教师单向地向学生传授语言知识，学生被动地接受语言知 识，运用英语的机会几乎没有，这对其英语语言的学习不利。课堂教学应该是一个双向的、 动态的交流过程，应该能够为学生提供充分的可理解性输入和更多的语言输出的机会。而 传统的高中英语课堂教学采用讲授式、灌输式的教学模式，这种单向的交流模式使得学
21、生 只是被动接受信息，很少有语言输出的机会，这无疑对其语言运用能力的提高和发展不利。 因此，我们有必要探索有效的高中英语课堂教学模式。 为了改进传统的高中英语课堂教学模式，笔者以 Krashen 的输入假说， Swain 的输出 假说和 Long 的交互假说为基本理论框架，并在此基础上将交互式课堂教学模式运用到江 苏省扬州中学课堂中，以此证明基于输入输出理论的交互式高中英语课堂教学模式较传统 教学模式而言具有一定的优势。 为此，笔者开展了教学实验，主要希望在实验中解决如下问题：高中生对待英语语言 输入和语言输出以及交互式英语课堂教学模式的态度问题；交互式高中英语课堂教学模式 的效果问题。实验结
22、果表明：语言输入与输出在语言的学习中都不可或缺；在高中英语交 互式课堂教学模式下，学生能够在获得更多的语言输出机会，这对其语言运用能力的提高 和发展具有一定作用 。 本文由五个章节组成：引言，文献回顾，教学实验方法论，实验结果和讨论，以及文 章的最后结论。第一章概述了研究的意义，现状，相关研究以及论文的结构。第二章阐述 了与交互式教学模式相关的概念界定以及相关理论和实证研究。第三章着重于教学实验的 设计，包括实验的开展，实验数据的收集以及数据分析。第四章涉及的是数据分析的结果 和相关讨论。最后一章对主要的研究结果进行了总结，讨论了相关的教学启示并指出了本 研究的局限性。 关键词：语言输入，输出
23、，高中英语课堂教学，交互，交互式教学模式 Zhang Wen: A Study of Interactive Model of High School English Classroom Teaching Table of Contents Acknowledgments . . . i Abstract . . . . . . . . . . ii 摘要 . . . . . . . . . . . . . . iv Table of Contents . v List of Tables and Figures . . . . . . . . . . viii Chapter One Int
24、roduction . 1 1.1 Significance of the Study . 1 1.2 . Current Situation of Relevant Studies . 1 1.3 Structure of the Thesis . 2 Chapter Two Literature Review . 3 2.1 Ki*ashens Input Hypothesis and Its Enlightenment on English Teaching . 3 2.1.1 The Proposal of Input Hypothesis and Its Contents . 3 2
25、.2 Swaiivs Output Hypothesis and Its Enliglitenment on English Teaching . 5 2.2.1 The Proposal of Output Hypothesis and Its Contents . 5 2.2.2 R.oles of Language Output . 6 2.3 Interaction Hypothesis . 7 2.3.1 Longs Interaction Hypothesis . 7 2.3.2 Longs Classification of Interactive Modification .
26、8 2.4 Interplay of Input, Output and Interaction . 10 2.5 Interactive English Teaching . 11 2.5.1 The Guiding Ideologies of Interactive English Teaching . 12 2.5.2 Theoretical Bases for Interactive English Teaching . 12 2.5.3 Principles of Interactive English Teaching . 14 2.6 Interactive Teaching M
27、odel for High School English Classroom . 15 2.6.1 Teaching Model . 16 2.6.2 Interactive Teaching Model . 16 Yang Zhou University: M.Ed. Thesis 2.6.3 Cooperative Learning . 24 2.6.3.1. Principles of Cooperative Learning . 25 2.6.3.2. Forms of Cooperative Learning . 25 2.6.4 An Example of High School
28、English Interactive Classroom Teaching . 29 2.6.4.1. Lead-in Stage of the Theme of the Text . 29 2.6.4.2. Reading Activity (Study of the Text) . 30 2.6.4.3. Teachers Layout of Independent Learning Tasks . 33 Chapter Three Methodology . . . . . . . 34 3.1 Research Questions . 34 3.2 Research Design .
29、 34 3.2.1 Selection of the Research Samples . 34 3.2.2 Research Instruments . 34 3.2.3 Data Collection . 34 3.2.4 Data Analysis . 34 Chapter Four Results and Discussion. . . . . . . . 38 4.1 Analysis of the Questionnaires . 38 4.1.1 Questionnaire Survey before the Experiment . 38 4.1.2 Questionnaire
30、 Survey after the Experiment . 43 4.1.3 Before-and-after Questionnaire Analysis . 46 4.2 Data Analysis . 47 4.2.1 Analysis of the Pilot Test Results . 47 4.2.2 Analysis of the Results of the Final Exam . 48 43 Interview after the Experiment . 49 Chapter Five Conclusion . 52 5.1 Major Findings . 52 5
31、.2 Limitations of This Study . 53 5.3 Implications on English Teaching . 54 References . 56 Zhang Wen: A Study of interactive Model of High School English Classroom Teaching Appendix . . . . . . . . 58 扬州大学学位论文原创性声明和版权使用授权书 . 60 Declaration . . . . . . . . . . . . . . 61 Yang Zhou University: M.Ed.
32、Thesis List of Tables and Figures Figure 2.3.2: Longs Interaction Hypothesis . 9 Table 4.2.1.1: Contrast of the mean score and standard deviation of the pilot test between two classes . 47 Table 4.2.1.2: T-test of the pilot test results between two classes . 48 Table 4.2.2.1: Contrast of the mean sc
33、ore and standard deviation of the final exam between two classes . 48 Table 4.2.2.2: T-test of the final exam results between two classes . 48 Zhang Wen: A Study of Interactive Model of High School English Classroom Teaching Chapter One Introduction 1.1 Significance of the Study First, foreign language teaching is inseparable from language