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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-27编辑:lgg点击率:3218
论文字数:39400论文编号:org201406251114272089语种:英语 English地区:中国价格:$ 66
摘要:As far as the research purposes are concerned, the linguistic theory of Context isintegrated with the teaching practice for strengthening their contact and forms a newanalytical framework through the research from the Context perspective.
Chapter III Methodology ......19
3.1 Basic Framework .....19
3.2 Reaserch Methods ....20
3.2.1 Questionaires and Unit Tests.......22
3.2.2 Interviews and Tape Recording.......24
Chapter IV Results and Discussion ......28
4.1 Analysis of Insufficient or Good Spoken English....28
4.1.1 Analysis of Insufficient Spoken English.....28
4.1.2 Analysis of Good Spoken English ......31
4.2 Subjective Reasons of Insufficient Spoken English ....33
4.2.1 Lack of Confidence.....33
4.2.2 Lack of Motivation .....34
4.3 Objective Reasons of Insufficient Spoken English......36
4.4 Methods for Spoken English Improvement .....38
Chapter V Conclusion .......44
5.1 Major Findings.....44
5.2 Limitations .......44
5.3 Suggestions for Further Research ..... 44
CHAPTER IV Results and Discussion
4.1 Analysis of Insufficient or Good Spoken English
College students can have insufficient or good spoken English proficiency. Whatis the reason for this difference? The following is the analysis of the questionnaires,unit tests, interviews and tape recordings. By the analysis, the thesis gets the intuitivereasons for insufficient spoken English. From the spoken English ability unit test results of 200 juniors (see Table 4-1), ofwhich the excellent result is 22, with the passing being 162, and failure being 16. Thepassing rate was as high as 70%; the excellence rate was 11%; the failure rate was 8%.Overall number appears as normal distribution. Passing rates have been more secure,but the excellent rate was not very high, the number of failing was also relativelysmall. As a whole, candidates have a certain degree of spoken English ability. Butcompared with the difficulty of the question and the requirements of college students’spoken English ability, our assessment also takes the difficulty coefficient intoconsideration. The final numbers of passing is 80, failure 104, and the excellence 6.
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Conclusion
The thesis confirms the major role of the Context Theory in the college students'spoken English. Then, the thesis explores the college students' spoken English fromthree levels (linguistic, situational and practical Context) and three links (teaching,learning and use). Actually, the thesis employs the research methods of questionnaires,unit tests, interviews and tape recordings to analyze the reasons for insufficientcollege students’spoken English.The thesis of results suggests that lack of context leads to the lack of confidenceand motivation in subjective aspects, leading to insufficient spoken Englishsubsequently. The lack of Context guidance and practice mechanism (the objectiveimpact factors) is also associated with insufficient college students’spoken English. Toimprove college students' spoken English, Context guidance and practice should beimproved, and the application and design of multi-media courseware should beadvocated.
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Reference (omitted)