研究生英语课堂输入与口语输出的相关性实证研究

An Empirical Study of Correlations between Class Input and Oral English Output for Postgraduates

本文以问卷调查,课堂观察和口语测试的方法,通过实证探讨研究生英语课堂输入与其口语输出的相关性。本研究以Krashen输入假设理论,Swain语言输出假设和Long互动假设为依据,通过分析课堂输入的各个要素,即教师语言、课堂活动、投入情感对于受测对象口语成绩提高的影响,发现课堂输入总体与口语水平提高有显著性的相关,并且教师语言与成绩提高的显著性最高。同时,不同的因素对于高分组和低分组的影响不同,影响高分组最大的因素分别是投入情感和课堂活动,而影响低分组最大的因素仍是教师语言。此研究从理论和实践两个方面对今后的研究生英语口语教学具有启示和指导作用。

The study conducts an empirical analysis of the correlations between class input and oral English output of postgraduates by means of questionnaire, class observation and oral test. Based upon Krashen＇ s Input Hypothesis, Swain＇ s Output Hypothesis and Long＇ s Interaction Hypothesis, the research takes a study of all factors of class input, i.e. teacher＇ s language, classroom activity, and affection involvement on the improvement of oral English. The results show that it is highly correlated between class input and oral English output, and teacher＇s language is among other things the most correlated. Meanwhile, different factors impose the different impacts on high-score group and low-score group. For high-score group, it is affection involvement and classroom activity that count, while teacher＇ s language for low-score group. The results have implications for the future oral English teaching of postgraduates in terms of theory and practice.