摘要
通过统计和对比分析40名英语专业学习者复述故事的录音文字材料,探讨应用综合技能教学法对口语输出准确性和复杂性的影响。实验组采用综合技能教学法,通过多元优化输入及鼓励和强化输出组织课堂教学;对照组则采用传统教学模式,仅关注课文内容的讲解和讨论。研究发现,实验组口语输出准确性和复杂性明显强于对照组。研究提示:输出对语言习得起着积极推动作用,有利于口语能力的发展。因而,综合技能教学法可推广到英语专业基础课程和高级课程的教学中。
Based on the study of the oral performance of 40 English majors in a story-retelling task,this study investigates the effects of integrated-skill pedagogy on oral output in terms of accuracy and complexity.The integrated-skill pedagogy,by means of multiways of input and stressed output,was employed in the experimental group.Traditional teaching mode,on the other hand,was used in the comparative group,in which there was no other way of input or stressed output.The results show that the oral output of the experimental group was more accurate and more complex than that of the comparative group.The findings confirm the value of output in enhancing acquisition,which is helpful in the development of oral performance.As a result,integrated-skill pedagogy could be adopted in basic and advanced courses for English majors.
出处
《外语学刊》
CSSCI
北大核心
2010年第4期103-106,共4页
Foreign Language Research
基金
湖南省教育厅2008年教改课题"英语课程综合法与分类法教学模式研究与实践"(08225)的阶段性成果
关键词
输入
输出
输出驱动假设
综合技能教学法
input
output
output-driven hypothesis
integrated-skill pedagogy
