社會建構(gòu)主義對大學英語口語教學的啟示.pdf

1、大連海事大學碩士學位論文社會建構(gòu)主義對大學英語口語教學的啟示姓名：劉文洋申請學位級別：碩士專業(yè)：外國語言學及應用語言學指導教師：周世界20040401AbstractTileobjectiveofspokenEnglishteachingislocultivatelearners’commulficativeCOUlpctcnccsothatleamerswillconllnunicateappropriatelyandsuccessf

2、ullyaccordingtothetargetlanguage’Sl_ulesandcustomsEnglishcoursesareavailableforeverystudentinevelYcollegeandl】】lh’crsityinChinawiththeultimateaimtopassCET4andCET6AsspokenEnglishwasnottesteduntiltherecenttwoorthreeyem‘Sin

3、CET4andCET6，ithaslongbeenignoredFileteachercenteredapproachandtilerelativelynlonotonouswayoftheteachingofspokenEnglishborethestudentsandfrustratetheirenthusiasmHowever，thesocialequirementforEnglishlealnel’S’speakingabili

4、tyiscontinuallyincreasing，masteryofwrittenEnglishisnotenoughSo，itisurgentfortheteacherstesearchintotilewaystoimprovelearners’oralabilitySocialconstructivismlearningtheoryishighlyevaluatedcurrentlyThepresentthesisstartswi

5、thauoverviewofsociaIconstructivismasthetheoreticalfoundationforthisresearch，andlinksthetheoryofsocialconstructivismtocollegespokenEnglishteaching，Socialconstructivismsuggeststhatknowledgeisnotpassivelyreceivedbutactively

6、buildsupbythecog)lizingsubjectConsequentlyitissignificanttotakeconsidel‘a(chǎn)tionoftilelearnerasanindividual，activelyinvolvedillconstructingmeaningInthespokenEnglishclass，thestudentsat‘ealsoactivelyinvolvedinmakingtheirownse

7、nseofthelanguageinputsthatsunoundthemaswellastiletaskspresentedtothenlThus，itisimportanttoinvolvetilelearnerinthisprocessinsteadofseeingthen]aspassivereceiversofthelanguageThethemYisprovedthroughthestatisticalanalysisoft

8、hequestiolmaireadministeredtotilestudentsandthescoresofspokenEnglishoftwodifferentclassesSPSS12，0ForWindowsisappliedtoprocessthedataandPaired—samplesTtestisusedtoanalyzetileresultsobtainedAtlast，thethesisalsodiscussestil