Audiovisual-based speaking continuation task can help learners learn and use language in a context-contingent way, making up for some shortcomings of listening and speaking courses,and hence improving the teaching effect. Currently, little is known about audiovisual-based speaking continuation task via mobile platforms, and no action research has been conducted to explore the changes in learners’ affective factors and learning outcomes during the continuation process. This study, by adopting an action research approach, investigated the application of audiovisual-based speaking continuation teaching via mobile-assisted language learning in college English teaching. Specifically, the study explored the changes in learners’ task motivation, learning attitude and oral performance, based on which we reflected on and implemented efficient ways of improving continuation-based teaching practices. Data were collected by means of questionnaires, in-class and on-line observations, self-reported reflections, and language proficiency tests. Results showed that audiovisual-based speaking continuation task enhanced learners’ task motivation and learning attitude, and improved their oral proficiency. The study provides implications on the practice of audiovisual-based speaking continuation teaching and the application of action research in the realm of foreign language teaching.
本研究以产出总体质量、复杂度、准确度和流利度为指标,探讨了任务动机对中国英语学习者视听续说产出的影响.研究受试为75名商务英语专业大二学生,实验任务是视听续说一个不完整的TED演讲.根据续说产出语料标注和任务动机问卷,分析结果显示:1)受试的整体任务动机与句法复杂度呈显著的负相关,与词汇多样性、准确度和流利度则无显著相关性;2)受试的任务动机越高,其续说产出的句法复杂度和流利度越接近原视频,错误数量也越少.研究结果为视听续说教学提供了一定启示.
近年来,移动辅助外语教学日益受到关注,而如何在外语教学中有效利用移动社交平台仍然是值得深入探讨的话题.研究将"续论"指导下的视听续说任务和移动学习方式相结合,介绍了基于微信的视听续说教学活动设计,该教学方法利用微信社交平台,将视听续说练习由课堂延伸至课外,通过口语反馈的形式,增强师生以及学生之间的交流互动.通过调查问卷、访谈和案例分析的方法,结果发现学生普遍接受并认可该教学模式,并且印证了基于微信平台的视听续说教学方法能够有效提升他们的口语表达能力.
TESOL QuarterlyVolume 51, Issue 2 p. 408-417 BRIEF REPORTS AND SUMMARIES EFL Learners' Perceptions of Mobile-Assisted Feedback on Oral Production Qi Xu, Qi Xu Guangdong University of Foreign Studies, Guangzhou, ChinaSearch for more papers by this authorXiuqing Dong, Xiuqing Dong Guangdong University of Foreign Studies, Guangzhou, ChinaSearch for more papers by this authorLin Jiang, Lin Jiang Guangdong University of Foreign Studies, Guangzhou, ChinaSearch for more papers by this author Qi Xu, Qi Xu Guangdong University of Foreign Studies, Guangzhou, ChinaSearch for more papers by this authorXiuqing Dong, Xiuqing Dong Guangdong University of Foreign Studies, Guangzhou, ChinaSearch for more papers by this authorLin Jiang, Lin Jiang Guangdong University of Foreign Studies, Guangzhou, ChinaSearch for more papers by this author First published: 18 August 2016 https://doi.org/10.1002/tesq.335Citations: 16 TESOL Quarterly invites readers to submit short reports and updates on their work. These summaries may address any areas of interest to Quarterly readers. Edited by Lawrence Jun Zhang University of Auckland Mary Jane Curry University of Rochester Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume51, Issue2June 2017Pages 408-417 RelatedInformation
大学英语教学中,听是输入的过程,是吸收的过程；说是表达的过程,输出的过程,二者互相促进、相辅相成.笔者分析了目前大学英语口语教学中存在的问题,指出在大学听力课堂中开展口语教学,由浅入深,讲求步骤,从而形成互动教学模式,推动学生听说能力的提高.
On the basis of questionnaire and relative pedagogic theories,it is pointed out that the role and status of English grammar teaching in China's adults' education should be thought again.Therefore,within the framework of communicative approach and in the actual language learning environment,language teachers need to explored some tentative teaching methods and principles based on the characteristics of Chinese adult learner to improve their langauge skills.
在问卷调查的基础上,结合相关的教学研究成果,分析总结出成人学生被动参与小组活动的原因是:说英语时的高焦虑及不自信;小组成员中不同的语言水平;个别成员过于善谈支配了活动全过程;教师缺乏对小组活动的及时评价。提出教学改进的对策:一是选择适当的小组任务和熟悉的话题;二是科学划分小组,确定小组规模和成员分工;三是为小组成员分派具体的角色和任务;四是教师要随时监督任务的执行以及为学习者提供必要的支持;五是及时给予学生评价,同时鼓励自我评价及学习者之间的相互评价。
