A Study on Causes and Countermeasures of Non-English Majors Oral English Disorder Based on Input and Output 基于输入输出理论浅析非英语专业大学生口语障碍原因及对策开题报告

 2022-12-26 22:56:58

1. 研究目的与意义

Based on Krashens Input Hypothesis and Swains Output Hypothesis, the writer of this paper, conducts a statistical survey on college students current oral English learning situations. 155 non-English major students from Nanjing University of Chinese Medicine were selected as the subjects of the investigation. Among them, 150 students were asked to do questionnaires while another 5 students for the interview. By analyzing the students current situation, the results show that the causes of students oral English disorder include the learner's psychological barriers, the lack of learning initiative, the lack of sufficient cultural input and poor language learning environment. Then some implications on helping students overcoming oral English disorder are pointed out. Although there are some limitations in the paper, the writer hopes that this study will give undergraduates some references on how to improve their oral English level，which wants to give some enlightments to improve undergraduates oral English.

2. 文献综述

Krashens Input HypothesisIn the late 1970s, Krashen proposed a surveillance model.The construction of the model is based on the five hypotheses as follows: Input hypothesis, Acquisition and Learning Hypothesis, Surveillance Hypothesis, Natural Order Hypothesis and Emotional Filtering Hypothesis. Among these, the Input Hypothesis is the core part. Krashen proposed the Input Hypothesis in 1981. The hypothesis clearly explains the way oflanguage acquisition and indicates that comprehensible input is the primary condition for second language acquisition. Krashen's Input Hypothesis declared that language acquisition must meet three specific conditions: 1.Intelligibility input; 2. Knowledge involves learners current knowledge lever; 3. Knowledge contains knowledge that slightly exceeds the learners current knowledge level. Comprehensible input is defined as the second language input which over the learners current second language ability, Krashen uses the letter "i" to express the learner's current ability level, and "i 1" to express comprehensible input.Among which, and "1" indicates the distance between the learner's current second language level and the next. In general, comprehensible input refers to intelligible language material that can be understood and learned by learners, and in order to successfully pursue second language acquisition for learners, these materials should be a little more difficult than the learner's current knowledge level. If learners have learned those linguistic materials or those materials are too complex, the role of input in second language acquisition is not available.Later, Krashen also summarized the characteristics of comprehensible input: 1. To make the input understandable, you must have sufficient input. 2. The language material with intelligibility is the prerequisite of language acquisition. 3. The key to language acquisition is enough comprehensible input, which plays an important role in stimulating the second language acquisition mechanism.Swains Output HypothesisSwain found in his research that even though students received a large amount of understandable voice input, they had improved in listening and reading, but still had no significant improvement in speaking and writing. Therefore, he believed that learners' second language level cannot be improved by only exposure to a large number of comprehensible inputs. Therefore, learners must be encouraged to pay attention to the accuracy and fluency of language forms in output, and at the same time be encouraged to carry out understandable output of language.Swain's Output Hypothesis has the following positive implications for college students oral English learning: Firstly, Swain's Output Hypothesis attaches importance to the cultivation of oral output ability. Students should pay attention to their oral English output when they input a large amount of English, Students can notice their own language problems in the process of language output, which is conducive to help them solve language problems in time and test themselves through multiple oral output. Secondly, Swains Output Hypothesis holds that the meanings and forms of language have an important impact on the output of oral language, so learners should pay attention to these meanings and forms of English and carry out intensive training to constantly internalize these language forms. Thirdly, Swain's Output Hypothesis believes communication and feedbacks between students and teachers are conducive to language acquisition, which means in the teaching process if the students do not understand the meaning of teachers, they can require further explanation, in order to fully understand the content of the teachers saying, and the communication between the teachers and students can achieve the purpose of better communication.Previous Research on Oral Disorder in English LearningRelevant Research on Oral Disorder AbroadIn the literature collected, it is found that foreign scholars pay more attention to the study of the influencing factors of oral English disorder.Many reasons can lead to oral English disorder. Foreign scholars have carried out researches on the influencing factors of oral disorder in language learning. Ellis (1972:46) believed that the factors affecting learners' language learning include the learners themselves differences, environmental factors, language input, learning process and input. De Bot summarized two major factors that influence the language output of foreign language learning: including the learner's pragmatic and linguistic knowledge and the ability of translating knowledge of these statements into verbal information, that is to say, including declarative knowledge and procedural knowledge. Krashens Emotional Filtering Hypothesis suggested that learners' psychological and emotional factors can affect learners' learning outcomes. Brown (2000:56) held that language learning is not only influenced by individual beliefs, learning motivations, learning styles, and emotional attitudes, but also by social culture. In these literatures, we can find that in language learning activities, individual differences of learners, social environment, learners' pragmatic and linguistic knowledge base, verbal ability, different learning styles, emotional factors, etc. all affect students oral English competence.Relevant Research on Oral Disorder at HomeAt present, the research on oral English disorder in our country mainly includes specific aspects of oral English obstacles, influencing factors of oral English disorder, and how to overcome oral English disorder and other relevant studies. Zhou Xia found that college students generally have psychological and thinking disorder on oral English learning through questionnaire survey. Psychological disorder includes: vanity, inferiority, timidity and indifference. The thinking disorder is that students cannot extract effective information from their own information base when they are speaking. Qian Yemei (2007:18) conducted an empirical study on non-English majors and found that non-English majors had lexical disorder, thinking disorder and psychological disorder.Dai Weidong and shu Dingfang believed that factors affecting English learning include individual factors, learners' knowledge reserve and learning strategies, and environmental factors. Personal factors refer to learners' attitude, learning motivation, intelligence level and other factors, while environmental factors refer to learners' social environment, including foreign language teaching policy, curriculum setting and teaching syllabus. According to Wang Chumings view, the two most important factors affecting English learning are individual emotions and mother tongues effects, and emotion is the booster of language learning. If there is a bad attitude towards emotion, it will inevitably lead to the stagnation of learning, and mother tongue will also interfere with learners' English learning. Wen Qiufang conducted oral teaching in the language laboratory by teaching oral English in large classes. The study found that most students would actively participate in oral English in the language environment of large classes. In teaching, students generally believe that they are more active and less nervous in this teaching environment. Gao Yueqin believes that in order to improve students' oral ability, it is necessary to cultivate their own pragmatic ability, consciously instill western cultural background, require teachers reform traditional teaching contents, and return more opportunities of "speaking" to students. Because many researches mainly focus on theoretical research, empirical study is less, and most of the empirical researches mainly limit on elementary school, middle school and high school. There are fewer researches on college. Therefore, it is necessary to strengthen the empirical study of college students' oral disorder and its causes and puts forward some effective measures to improve college students' oral English.

3. 设计方案和技术路线

问卷调查访谈

4. 工作计划

1.已完成《外国语学院毕业论文选题审批表》。

2.已完成开题报告。

3.已完成毕业论文初稿。

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5. 难点与创新点

国内大多数关于口语障碍的研究在理论方面，实证方面研究较少。

并且大多数的研究集中于小学初中和高中的障碍研究对大学生的口语障碍研究较少。

而且大多数都是集中在某一方面，综合方面研究不多。

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