摘要
本研究基于刺激——有机体——反应(Stimulus-Organism-Response)理论视角,通过2(阅读设备:纸质vs手机)×2(朗读效果:前测vs后测)的实验设计,探讨了不同形式的大声朗读对大学生英语能力提高的影响,并通过问卷的形式调查了学生对大声朗读的态度。通过为期10周的追踪实验结果发现,手机应用程序版的大声朗读(146人)和纸质版的朗读(152人)都可以显著提高英语水平能力,其中手机版对朗读效果的促进要优于纸质版;问卷结果表明,两组学生都表达了对使用不同阅读设备大声朗读的喜爱。本研究对大声朗读辅助大学外语教学具有一定的实践指导意义。
From the perspective of stimulus-organism-response(S-O-R)theory,this study explores the influence of different forms of reading aloud on college students’English proficiency through an experimental design of 2(reading device:paper vs.mobile app)×2(reading effect:pre-test vs.post-test),and investigates students’attitudes toward reading aloud through a questionnaire.A total of 298 freshmen from four natural classes participated in the 10-week follow-up experiment.The results showed that both the mobile app reading aloud(146 people)and paper reading aloud(152 people)could improve students’English skills significantly,among which the mobile app promoted reading effect better than the paper form.Questionnaire results showed that both groups expressed a fondness for the reading aloud activity on different reading devices.This study has some practical significance for reading aloud as an aid to college foreign language teaching.
出处
《考试与评价》
2022年第5期81-86,共6页
TESTING AND EVALUATION
基金
南京工程学院校级科研基金项目(YKJ201850)的阶段性研究成果。
