毕业设计(论文)-输出假设理论在初中英语口语教学中的应用.docVIP

毕 业 论 文 （2016届） Application of the Output Hypothesis Theory in Junior Middle School Oral English Teaching 输出假设理论在初中英语口语教学中的应用 学 院 英语学院 专 业 英语 班 级 英语1208班 学 号 学生姓名 指导教师 日 期 2016年5月15日  摘　　要 在英语学习中，口语是极为重要和关键的一环。对于我国大多数的英语学习者而言，其读写能力往往胜过听说能力，这是较为令人担忧的状况。我国新一轮基础教育课程改革强调培养学生的综合语言运用能力，要求加强口语教学。但是传统的初中英语口语教学往往只注重多形式的输入，却忽视了更为重要的输出，从而导致“哑巴英语”的现象仍然极为普遍。本文分析了Swain的输出假设理论对英语教学的影响和作用，提出在初中英语口语教学中，教师应当设置恰当的口语教学任务，提供充足的相关度高的口语输入材料，同时努力提高学生口语学习的主观能动性，让学生尽可能多地参与到口语学习的各个环节，同时要建立多样化的评估方式，包括教师指导之下的学生的自评、同伴互评和教师的积极有效的评价和反馈，这样才能更好地实现口语的有效输出，从而更好地提高初中学生的口语表达能力。 关键词: 口语教学；输出假设理论  ABSTRACT It is a worrying situation that for most English learners in China, their reading and writing abilities are far better than their listening and speaking abilities. The emphasis of our country’s new round of basic education curriculum reform lies on the cultivation of students’ comprehensive language use. At the traditional oral English class, teachers pay more attention to the various forms of the input, but ignore the corresponding output, which is of greater importance. So it is not uncommon to see the phenomenon of “dumb English”. In this paper, the effects and the functions of Swain’s output hypothesis theory to English teaching is analyzed. It is suggested that in oral English teaching, teachers should set proper oral English teaching task and provide sufficient high correlation spoken input materials. Meanwhile, it’s necessary to make efforts to improve students’ oral English learning initiative so as to improve their participation in all aspects of oral English learning. Furthermore, various evaluation methods should be established, including students’ self-assessment under the guidance of teachers, peer assessment and teachers’ positive and effective evaluation and feedback. Only in this way can we achieve effective oral output and improve junior middle school students’ oral expression ability. Key Words: Oral English teaching; output