【作者】 梁红梅；

【导师】 何安平；

【作者基本信息】 华南师范大学 ， 英语语言文学， 2002， 硕士

【摘要】 整体听写活动是一种交际性的任务式教学活动。在这种教学活动中，老师以正常语速给学生读一篇短文，学生在听的过程中记下他们所熟悉的单词或短语，然后分组讨论，小组各成员利用所记下的零散的语言片断，共同合作，重建听过的短文。重建的短文应尽量接近原文，但并不是简单的重复。最后，全班集中起来分析并改正各小组重建的短文中的错误。 许多研究者认为，整体听写活动能有效促使二语习得行为的发生，但是目前还没有研究者对此进行过实地研究。因此，本文将对整体听写活动为二语习得创造有利条件的作用进行描述性的研究，本研究主要探讨整体听写活动对学生习得语言知识和交际策略以及对激发学生兴趣的积极作用。 研究的资料来源于本文作者在给她的学生进行整体听写教学时收集的小组讨论的录音(已转为文字材料)和学生对调查问卷所作的回答。本文在以往有关整体听写活动的研究的基础上，结合其相关理论，建立了一套分析模式，对小组讨论中有助于二语习得的语言行为以及学生对问卷所作的回答进行分析，发现： 1．小组重建短文的过程中，学生使用了短文中的语言项目，尝试使用其中的语法点，并对语法点以及超出现有知识水平范围的语言项目进行蹉商，这有助于学生习得语法和词汇。 2．小组活动使学生投入到真实的交际中，为学生训练交际策略提供了有利条件，使学生有机会使用自然对话中所特有的具有组织话语或调节交际功能的词汇项目；同时，在协同式对话中学生还使用了磋商策略。 3．学生在小组活动中的积极参与以及学生对整体听写活动所作的肯定的评价，表明整体听写活动能有效地激发学生的兴趣。 最后，本文针对学生在问卷中提到的有关整体听写活动中存在的问题，对今后进行整体听写活动提出了改进意见。更多还原

【Abstract】 Dictogloss is a task-based, communicative teaching procedure that involves dictating a short text at normal speed to the learners. As the text is being read, the learners jot down familiar words and phrases. Then working in small groups, the learners pool their ’battered texts’ and strive to reconstruct a version of the text from their shared resources. Each group of learners produces their own reconstructed version, aiming at grammatical accuracy and textual cohesion but not at replicating the original text. Finally, the whole class reconvenes and the groups’ versions are analyzed and corrected.Dictogloss is believed to be an effective method to create conditions for second language acquisition (SLA). However, no empirical data have been provided so far. Therefore, the author attempts to undertake a descriptive research of the effectiveness of dictogloss in creating conditions for SLA. The study was carried out to deal with how dictogloss contributed to the acquisition of linguistic knowledge, how it created conditions for the students to develop communication strategies and how it stimulated students’ interest.The main sources of data for the present research are the recording of group discussion (which has been transcribed) and the students’ responses to a questionnaire, both of which were collected by the author when she implemented dictogloss with her own students. Based on the previous research of dictogloss and the related theories, the author sets up an analytical model to analyze the transcript data in study of the language behaviours considered important for SLA and analyze the students’ responses to the questionnaire.The main findings are:1. Dictogloss contributed to the acquisition of linguistic knowledge inthat the group-work reconstruction task offered the students opportunities to use language items from the dictogloss text and negotiate grammatical points and the language items that were above their present level.2. Dictogloss created conditions for the students to develop communication strategies, the evidence being that the real purpose to complete the task engaged the students in genuine communication, whereby they used a lot of lexical items serving either speech-organizing or interactional functions and employed different negotiation skills in negotiation.3. The large quantity of student talk in the group discussion and the students’ positive views about dictogloss showed that dictogloss was effective in stimulating the students’ interest.Finally, reflecting on the problems that existed in the implementation of dictogloss, as represented by the students’ responses to the questionnaire, the author makes some suggestions for improvement.更多还原