利用SCMC真实语境提高中学生英语交际能力.doc

附件：
全国优秀教育硕士专业学位论文
推荐表

单位名称
论文题目
利用SCMC 真实语境提高中学生英语交际能力
作者姓名
论文答辩日期
学科专业方向
孙英
2006.11.9
学科教学（英语）
攻硕期间及获得硕士学位后一年内获得与硕士学位论文有关的成果
发表学术论文
(题目，刊名,时间，社会影响)
《在英汉语言对比中渗透德育》发表在《北京教育》 普教版
2005 年10 月期，获北京市教委“把德育体现于每一学科”征文二等奖
《任务型的逆向英语课堂教学模式》发表在
《沈阳师范大学学报》2006 年10 月期
《动感校园》2006年9月发表在《英语辅导报》七年版第11期

论文所产生的实际影响(对作者工作及所在单位工作)
通过论文的撰写，促进了自己的学术水平和教师职业专业化水平的提高。多方面跨学科地丰富了理论知识，把理论运用到实际教学中，并加以创新，自己的教育理念改变了，工作能力也得到提高，更适应新时代对教师的要求。不能只做教书匠，要做教育家，关注培养学生的全面发展，自己也具备了教育教学研究的能力，使自己走在教育改革的前沿。
出版专著(名称、出版社、出版时间)

获奖项目(名称、等级及时间）
2006 年7月《循序渐进培养与提高中学生英文写作能力》获沈阳市和平区“十五”教科研课题项目一等奖
2005年12月在全国中学生英语能力竞赛中指导八年级学生梅玉获一等奖，获国际英语外语教师协会中国分会，国家基础教育实验中心外语教育研究中心颁发的一等指导教师证书。
2004年获北评为沈阳市和平区先进教师
中文论文摘要(论文选题的意义,论文运用的主要研究方法,主要研究成果,主要参考文献)

外语教学的最终目的是培养学生的交际能力, 强调语言功能的交际法在实际英语教学中并没有取得理想效果。在课堂交际活动中,由于语法和言语结构没有得到充分的练习和巩固，造成学生言语输出的大量错误，直接影响语言的准确性与流利性。作为外语学习者，学生在言语输出的低层次阶段没有形成自动化，难以在交际表达时同时考虑言语的内容与结构，学生常常焦虑担心出错。另外，非真实的目标语言环境和交际任务、有限的接触与使用目标语言的机会，导致学生的消极应付行为,学生的口语交际能力即使经过几年的学习也没有得到提高。多媒体与网络越来越多地应用于外语教学，作为电脑技术的重要部分，电脑实时同步交互为英语学习者提供了更多的，轻松方便的， 经济的，不受时间地域限制的与英语本族语言者进行真实交际的机会。SCMC 兼具文本交互与语音交互的特点，它符合言语输出的过程和机制，类似于真实交际，但它降低了交际过程的速度，使交际者有时间考虑言语的内容与形式，因而有可能弥补课堂交际的不足。本文通过实验，用问卷调查和口语测试的方法比较实验组（利用电脑实时同步交互）和控制组（在传统课堂交际环境下），通过数据的分析，推断出电脑实时同步交互在情感方面对英语学习者具有降低焦虑感，提高学习兴趣与动机，形成正确的学习态度的作用，对学习者的口语能力水平具有提高的作用，对学习者的交际能力具有促进的作用。

References
Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89,
369-406.
Arnold, J. (2000). Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Brown, H. D. (2002). Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
Chun, D. M. (1994). Using Computer Networking to Facilitate the Acquisition of
Interactive Competence. System, 22 (1), 17-31.
De Bot, K. (1992). A bilingual production model: Levelt’s ‘Speaking’ model adapted. Applied Linguistics, 13 (1), 1-24.
De Bot, K., & Schreuder, R. (1993). Word production and the bilingual lexicon. In R. Schreuder & B. Weltens (Eds.), The bilingual lexicon (pp. 191-214). Amsterdam: John Benjamins.
Ellis,R.(2000). Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
Gass, S. (1997). Input, Interaction and the Second Language learner. Mahwah:
Lawrence Erbium Associates, Inc.
Han, Bocheng. (2000). Statistics in Foreign Language Teaching and Research. Beijing: Foreign Language Teaching and Research Press.
Herrings, S. (Eds). (1996). Computer Mediated Communication: Linguistic, social and cross cultural perspectives. Amsterdam: Benjamins.
Hymes, D. (1972). On Communicative Competence, in Pride, J. B. and Holmes, J. (eds). Sociolinguistics, 269-285. London: Penguin.
Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction:A preliminary study. Foreign Language Annals, 25 (5), 441-454.
Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quality and characteristics of language production. Modern Language Journal, 79 (4), 457-476.
Krashen, S. (1985). The Input Hypothesis. New York: Longman.
Levelt, W. J. M. (1995). The ability to speak: from intentions to spoken words. European Review, 3 (1), 13-23.
McLauglin, B. et al., (1983). Second-language learning: an information-process
perspective. Language Learning, 33:135-158.
Oxford, R. L. (1999). Anxiety and the Language Learner. In Jane Arnold (eds.).Affect in language learning(C). Cambridge University Press.
Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through sychronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20, 7-32.
Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer & R. Kern (Eds.), Network-Based Language Teaching: Concepts and Practice. New York: CambridgeUniversity Press.
Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63-90.
Schmidt, R. (1992). Psychological mechanisms underlying second language fluency. Studies in Second Language Acquisition, 14, 357-385.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (Eds.), Input and second language aquisition. Rowley, MA: Newbury House.
Wen, Qiufang. (2004). Applied Linguistics Research Methods and Thesis Writing.
Beijing: Foreign language teaching and research press.
Widdowson, HG. (1978).Teaching Language as Communication. Oxford University Press.
专家推荐理由

论文选题比较有新意，具有较强的理论意义和实践意义。文章的结构清晰合理，文献部分逻辑性强，内容充实。研究的问题清楚明确，研究设计比较科学严谨，具有较高的信度和效度，得出的数据比较准确可靠。结论部分针对性较强，得出的结论也比较令人信服。文章思路清晰文笔流畅，较好地完成了论文写作任务。

专家签字：范革新
单位推荐意见

同意推荐

学位评定委员会分会主席（签章）：赵大宇 单位公章
2008年12月31日
说明：学科专业方向包括教育管理、教育技术、小学教育和学科教学，其中学科教学要说明具体方向，如学科教学（数学）。本表可复印、附页。

编 号：
类
别
全日制研究生

教育硕士

同等学力

硕士学位论文

题 目： Facilitating Secondary School EFL Learners’
Communicative Competence Via Synchronous CMC
利用SCMC真实语境促进中学生英语交际能力

所 在 院 系 外语学院

学 科 专 业 学科教学(英语)

指 导 教 师 白志刚

研 究 生 孙英

学位授予单位 沈阳师范大学

沈阳师范大学研究生处制

Facilitating Secondary School EFL Learners’
Communicative Competence Via Synchronous CMC

A Thesis
Submitted to
the Faculty of the School of Foreign Languages
Shenyang Normal University

In Partial Fulfillment
of the Requirements for the Degree
Master of Education

Program in
Foreign Linguistics and Applied Linguistics

by
Sun Ying
Shenyang, Liaoning
August 2006

ii

This thesis was accepted as meeting the research requirements for the Degree of Master of Education.

_____________________________ Date _____________________
Advisor

_____________________________ Date _____________________
Thesis Committee Member

_____________________________ Date _____________________
Thesis Committee Member

Approved:

___________________________ Date _____________________
Chair of Oral Defense Committee

___________________________ Date ___________________
Dean of School of Foreign Languages

Abstract

The communicative approach which aims at enhancing learners’ communicative competence hasn’t achieved satisfying results after years of classroom implement. Because of the overemphasize on L2 function and the neglect of linguistic forms, EFL learners speak neither accurately nor fluently, together with the inauthentic communicative activities and anxiety cause learners’ task avoidance behaviour.
To achieve real communication, ELT activities should realize the roles of output (triggering function, hypothesis testing, metalinguistic function, etc); the roles of interaction (meaning negotiation, feedback, modified interaction, clarification, noticing, scaffolding, zone of proximal development) and the roles of affective factors (motivation, attitude, anxiety) in SLA; it should follow language production process and mechanism, so the research is based on these theories.
As the synchronous computer-mediated communication has a great resemblance with real interaction, it also has the unique feature of both text interaction and voice interaction, which slows down the process of language production, so the speakers will have time to plan before the speech, thus it’ll probably make up the ineffectiveness in class communication.
The research is undertaken in experiment, with the comparisons of the questionnaires and the comparisons of the pretest/posttest of oral evaluation between the control group (in classroom communication) and the experimental group (in SCMC), through statistics analysis, the study proved that SCMC has effects on reducing anxiety, enhancing interest and motivation in L2 learning, improving oral capability, facilitating communicative competence. The study explores an effective way of increasing learners’ exposure and use of the target language with native speakers in a more authentic, motivated, convenient, economical and less anxious environment.

Key Words: communicative competence, synchronous computer-mediated communication, L2 production, CALL
摘要

外语教学的最终目的是培养学生的交际能力,强调语言功能的交际法在实际英语教学中并没有取得理想效果。 在课堂交际活动中,由于语法和言语结构没有得到充分的练习和巩固，造成学生言语输出的大量错误，直接影响语言的准确性与流利性。作为外语学习者，学生在言语输出的低层次阶段没有形成自动化，难以在交际表达时同时考虑言语的内容与结构，学生常常焦虑担心出错。另外，非真实的目标语言环境和交际任务、有限的接触与使用目标语言的机会，导致学生的消极应付行为,学生的口语交际能力即使经过几年的学习也没有得到提高。
本文以认知主义理论和二语习得理论为基础，通过分析言语输出假设，交互理论和情感因素理论在二语习得中的作用，参考了Levelt 和 de Bot 的言语输出模式，Anderson 的从陈述性知识到过程性知识的三个阶段 和 Mclaughlin 的言语加工过程的理论，认为促进与实现真正的口语交际能力的教学活动必须遵循言语输出的过程与机制,在交际活动中实现言语输出,言语交互和情感因素对二语习得的作用。
随着信息技术与因特网的发展，多媒体与网络越来越多地应用于外语教学，作为电脑技术的重要部分，电脑实时同步交互为英语学习者提供了更多的，轻松方便的， 经济的，不受时间地域限制的与英语本族语言者进行真实交际的机会。由于电脑实时同步交互兼具文本交互与语音交互的特点，它符合言语输出的过程和机制，类似于真实交际，但它降低了交际过程的速度，使交际者有时间考虑言语的内容与形式，因而电脑实时同步交互有可能弥补课堂交际的不足。本文通过实验，用问卷调查和口语测试的方法比较实验组（利用电脑实时同步交互）和控制组（在传统课堂交际环境下），通过数据的分析，推断出电脑实时同步交互在情感方面对英语学习者具有降低焦虑感，提高学习兴趣与动机，形成正确的学习态度的作用，对学习者的口语能力水平具有提高的作用，对学习者的交际能力具有促进的作用。

关键词: 交际能力，电脑实时交互，二语输出，计算机辅助教学
Acknowledgements
I would first like to acknowledge my supervisor, Associate Professor Bai Zhigang, who directed and supported me in the field of computer-assisted language learning from the start thinking of the thesis. Then he helped and encouraged me to continue with it at every stage of the thesis writing whenever I met any difficulties or felt puzzled with the thesis. I am extremely grateful for his valuable suggestions in the formation and completion of the very thesis.
Next I would like to acknowledge those who helped in the correction of the thesis outline, such as Prof. Zhang Ping, and those who gave me feedback on this manuscript. My heartful thanks go to Associate Prof. Xing Jiawei and Gao Yanying who read through the manuscript carefully and provided many useful comments.
I would also like to extend my gratitude to the scholars from abroad, Dr. Scott Payne from Pennsylvania State University, US. who sent me the sample of oral proficiency evaluation for foreign language; and Mbsdin from the University of Malaysia, who sent me some references on CALL. Equally grateful is my feeling to the friends from different countries who offered sincere help and cooperation in the SCMC with my students.
Finally thanks should be also due to my parents’ love, support and concern.
v

TABLE OF CONTENTS

Title page…………………………………………………………………………………i
Approval page……………………………………………………………………………ii
English bstract…………………………………………………………………………iii
Chinese abstract…………………………………………………………………………iv
Acknowledgement……………………………………………………………………..…v
Table of contents………………………………………………………………………...vi
Chapter One: Introduction……………………………….……………………………..1
1.1 A general description of the study………………………………………………….1
1.1.1 Thesis statement…………………………………………………………2
1.1.2 Limitation of the study………………………………………………….2
1.1.3 Means of obtaining data………………………………………………....2
1.1.4 Data presentation and analysis techniques……………………………....3
1.2 Need for the study…………………………………………………………….3
1.3 The overall structure of the thesis…………………………………………….3
Chapter Two: Literature Review…………………………………………………….…5
2.1 Communicative language teaching………………………………………..….5
2.1.1Communicative approach and communicative competences…………….5
2.1.2 Problems in CLT classroom……………………………………………..7
2.2 Theories of SLA……………………………………………………………....9
2.2.1 The functions of output………………………………………………….9
2.2.2 Interactionist theory…………………………………………………… 10
2.2.3 The affective factors and language learning……………………………12
2.3 The process and mechanism of language production………………………..13
2.3.1 Levelt’s speech production model……………………………………...13
2.3.2 De Bot’s adapted model………………………………………………..15
2.3.3 Anderson’s declarative –procedural knowledge model….……………..17
2.3.4 Mclaughlin’s information processing model…………………………...18
2.4 Synchronous computer-mediated communication……………………….….21
2.4.1 CALL development…………………………………………………… 21
2.4.2 Interpretation and features of SCMC…………………………………..22
2.4.3 Studies of SCMC and language learning………………………………23
Chapter Three: Methodology…………………………………………………………26
3.1 Research questions……………………………………………….…….…….26
3.2 Design of the experiment…………………………………………………....27
3.2.1 Subjects and settings of the research…………………………………...27
3.2.2 Treatment and procedures of the experiment…………………………. 28
3.3 Instruments of the research…………………………….…………………….32
3.3.1 Questionnaire…………………………………………………………..32
3.3.2 Pretest and posttest in the experiment……………………. ……………33
3.4 Data collection and statistical measurement…………………………………34
3.4.1 Questionnaires comparisons ………………………………….. …………..….34
3.4.2 Pretest and posttest comparisons…………………………………….…35
Chapter Four: Results and Discussion………………………………………………. 37
4.1 Major findings………………………………………………………………37
4.1.1 The effect of SCMC on learners’ affect towards English learning….….37
4.1.2 The effect of SCMC on facilitating learners’ oral proficiency……. …..39
4.1.3 The effect of SCMC on enhancing learners’ communicative competence……………………………………………………………...45
4.2 Limitations of the present study…………………………….……………….49
4.3 Suggestions for further study……….……………………………………….50
Chapter Five: Conclusion………………………………………………………….…54
References………………………………………………………………………………57
Appendix I (questionnaires)………………………………………………………………….…62
Appendix II (oral production interview scale)………………………………………….68
Appendix III (speaking tasks)……………………………………………………….….69

vii

Chapter One Introduction

1.1 A general description of the study
The communicative approach aims at improving learners’ communicative competence shifted the emphasis in FL teaching from a focus on linguistic form to activities which involve effective communication from the1970s. In the late 1980s, the ability to communicate seemed to have replaced grammatical accuracy as the measure of successful modern language learning even if grammatical errors occurred. However, the 1990s have seen the shortcomings of communicative approach being increasingly pointed out: engaging meaning and enabling communication might de-emphasize language grammar and form. Many EFL learners speak less accurately. In the post-communicative climate, there’s an urgency: balancing form and function in FL teaching. EFL teachers now urgently need a solution to solve the inefficiency of CLT and to increase authentic exposure and use of the target knowledge both inside and outside of the classroom.
To foster communicative competence and ach