导　　师： 汪立荣

学科专业： 040102

授予学位： 硕士

作　　者： ;

机构地区： 广州大学

摘　　要： 目前“人机对话”在我国还是新生事物，仅有上海、广东等个别地区进行了以计算机辅助听说测试。2011年，广东省的高考中正式把“人机对话”成绩计入高考总分。“故事复述”在“人机对话”中占很大的比例，引起了学生和老师的高度重视。 一些教师把框架理论引入到外语听力教学中，充分利用框架的优势，加强学生听力理解中的框架激活。他们发现运用框架理论指导听力教学，能够提高学生的听力理解能力，达到听力水平的提高。在口语输出方面，也有教师对框架理论进行探讨，发现从框架理论的视角对学生口语进行教学，对学生口语有很大影响。但是，还没有发现有关框架理论在高中英语“故事复述”教学中应用的论文。受到这些教师的启发，作者对自己所教高中三年级两个平行班进行了为期24周的实验。通过本实验，作者想要回答两个问题：1.用框架理论指导教学能否使学生克服“故事复述”的完整性方面的问题？2.用框架理论指导教学能否使学生克服“故事复述”的流利度方面的问题？在实验中，通过提高学生的框架意识，多积累框架，构建框架，激活原有认知框架来训练学生故事复述的技能。研究通过测试和问卷调查的方法来收集数据。对收集的数据资料用SPSS软件分析，结果发现：用框架理论指导教学的学生（实验组）比那些传统方法进行教学的学生（控制组）在人机对话中“故事复述”的得分高，实验班和控制班的区别比较明显。表明从框架理论的视角对学生进行听说训练，可以克服学生在故事复述中的完整性和流利度方面的问题。框架理论在指导学生“故事复述”教学中起到重要作用。 At present, the large scaled Computer-aided Oral English Test creates aprecedent, which takes place in only a few areas like Shanghai and Guangdong.From the year of2011, the students’ listening and speaking scores have been includedin the final scores in Guangdong College Entrance Examination, of which, the item ofstory-retelling takes up a large proportion, so much attention is paid by more andmore teachers and students. Some teachers introduced the frame theory into listening teaching, taking theadvantages of the theory to activate the frames in student’s mind, finding it couldenhance listening comprehension. Meanwhile, in the output of spoken English, manystudies showed that the teaching from the perspective of frame theory had muchinfluence on student’s oral English. Nevertheless, no article has been found on frametheory applied to teaching high school student’s story-retelling. Inspired by theseteachers, the author did an experiment on the senior high school students’story-retelling. A24-week experiment was conducted in the author’s two naturalclasses of the same original English level, to answer the two questions:1. Does themethod of applying frame theory to training the students overcome the problem ofincompleteness?2. Does the method of applying frame theory to training the studentsovercome the problem of disfluency? In the experiment, the skill of story-retellingwas trained by raising the awareness of frame, accumulating the frames, constructingframes, and stimulating the cognitive frames. Data were collected from tests andquestionnaires. Based on the data gathered and analyzed by the software SPSS, theresults revealed that the students taught from the perspective of frame theory hadmore scores in story-retelling than those given the lessons in traditional ways. Andthere is significant difference between the experimental class and the control class.The frame theory is effective in training story-retelling skill of high school students.

关 键 词： 框架理论 完整性 流利度 故事复述 计算机辅助听说测试

分 类 号： [G633.41]

领　　域： [文化科学]