导　　师： 蒋静仪

学科专业： 050211

授予学位： 硕士

作　　者： ;

机构地区： 华南理工大学

摘　　要： 英语口语交际策略是指英语学习者在英语口语交际过程中为了达到更好的交际目的而采用的策略。本研究通过对英语口语交际策略的实证性研究探索中国大学生英语口语交际策略的使用情况。受试者来自高低两个英语水平组,同一水平组内每两个受试者编为一个小组,并从所提供的十五个英语话题里任选一个进行自由讨论,时间限定为五到十五分钟。研究者对整个交流过程进行观察并摄像录音,然后引导受试者进行内省回想,最后将来自高低水平组60名受试者的口语交流转写为语料,借助统计工具Excel进行统计,并对数据进行定量和定性分析。 基于实验结果和语料的分析,研究者将受试者所使用的交际策略整理归类为回避策略、调整策略、合作策略和社会策略四大类型。实验结果表明除了低水平组英语学习者使用了几次回避策略以外,高水平和低水平英语学习者在使用交际策略的类型上较为相似。两组受试者都使用了调整策略、合作策略和社会策略。但是由于高低水平组英语学习者在目标语理解能力和表达能力上存在差异,他们在使用交际策略的频率上存在差别。这点主要体现在高水平更频繁使用调整策略中的以目标语为基础的策略和社会策略中的延长时间策略等;而低水平组更频繁使用合作策略和调整策略中以母语为基础的策略。实验结果还证明了高低水平组英语学习者在口语交际过程中使用大量话语标志语,搜索大脑中已有的词库,具有较强的语法意识并有意识回想刚刚所说的词或短语用法是否正确,这与前人的研究结果相符。另外,研究者还发现高水平组英语学习者的语法意识和自我纠正意识尤为明显,部分受试者还具有套用语的使用意识;而低水平者很大程度上受母语的影响,部分受试者会先想到要表达的中文意思,然后寻找对应的英语词条或者直接翻译成英文,部分人还有交叉使用中英文的习惯。 基于以上研究结果,本文进一步对英语学习和英语教学提出了一些建议。如:提高学生的策略意识和策略能力,把英语学习和英语交际结合起来,进行大量可理解性输入和强制性输出的意义协商互动,以说促学,从而提高英语学习者的交际能力和英语习得能力。另外,在英语教学大纲设计上,更有必要把英语教学目标、英语测试与英语交际需要、交际能力结合起来。 This study investigated communication strategies /(CSs/) of Chinese EFL learners. CSs were used to enhance the effectiveness of communication. The participants consisted of group A /(30 high level EFL learners/) and group B /(30 low level EFL learners/). Every two participants within group A and group B were engaged in a topic discussion that was required to last between 5-15 minutes. The discussion in English was videoed and observed and finally transcribed. With the aid of statistic tool of Microsoft Excel, the statistic data and data from stimulated recall were analyzed quantitatively and qualitatively. On the basis of the data in this study, CSs were classified into four categories: avoidance CSs, modified CSs, cooperative CSs and social CSs. The results showed that both high level and low level Chinese EFL learners employed almost the same types of CSs except some small differences. Yet, due to different English comprehension and production abilities, these two groups had great differences of frequencies in using CSs. As shown in the results, the high level group more frequently used modified CSs and social CSs, such as IL-based CSs and time-stalling; the low level group used more cooperative CSs and L1-based CSs than the high level group. The transcription data and data gathered from stimulated recall revealed that both high level and low level Chinese EFL learners had commonalities and differences in EFL communication. With respect to commonalities, these two groups abundantly used discourse markers to gain more time to think and clear their minds, to show agreement, to assign attention, and to signal coherence within and between discourse turns; they paid much attention to grammar and reflected whether they correctly used the specific items right after they spoke out; they also retrieved lexicons from interlanguage systems. In terms of the differences in EFL communication, the high level EFL learners were more aware of grammar and self-conscious of correcting their mistakes and they also tended to make use of formulaic expressions, whereas the low level learners might be subjected to the transfer of their native language /(Chinese/) and they would frequently code switch between English and Chinese. Based on the above findings, some tentative pedagogical implications for EFL learning and teaching are drawn. First of all, it is essential to cultivate EFL learners? strategic awareness and strategic competence. Additionally, priority should be given to enhance EFL learners? communicative competence by integrating EFL learning with EFL communication. Last but not the least, we should integrate well-designed syllabus and EFL testing with communicative needs and communicative competence.

关 键 词： 口语交际策略 交际能力 英语学习

分 类 号： [H319]

领　　域： [语言文字]