通过4/3/2技巧和自我评估提高口语流利度

Jardel Coutinho dos Santos
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引用次数: 0

摘要

本拟实验研究旨在探讨“4/3/2”技巧的运用和自我评估是否有助于提高学生的口语流利度,以及在多大程度上有助于提高口语流利度。24名11至13岁的九年级学生被随机分为对照组和实验组,每组12人。数据是通过两次测试(前和后)获得的,并使用口语流利度量表进行检查。使用Praat和Jwatcher软件进行分类变量的计算,并使用SPSS进行分析。在这两种技巧的实施后,两组的流利程度都有所提高。但实验组与对照组相比有显著差异。4/3/2的使用证明了计划、练习和重复的重要性;自我评估揭示了反馈的重要性。这两种技术都向学生表明,他们可以自主学习,他们可以寻找不同的方法来达到他们的目标,使他们成为他们学习的主要代理人。讨论了研究对教学的启示和研究中发现的局限性。并对今后的研究提出了建议。本研究是针对想要帮助学生提高口语流利度的英语教师而进行的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Improving Speaking Fluency Through 4/3/2 Technique and Self-Assessment
This quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students’ speaking fluency. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. The data were obtained by means of two tests (pre and post) and examined using a speaking fluency rubric. The calculation of rubric variables was done using the software Praat and Jwatcher and analyzed using the SPSS. After the implementation of the two techniques, fluency increased in both groups. However, the experimental group showed a significant difference compared to the control group. The use of the 4/3/2 evidenced the importance of planning, practicing, and repeating; and the self-assessment revealed the importance of feedback. Both techniques indicated to students that they could be autonomous in their learning, and they can search for different ways to reach their goals, making them the primary agent of their learning. The implications for teaching/learning and the limitations found during the study are discussed. Some recommendations for future research are presented. This research is addressed to EFL teachers who want to help students improve their spoken fluency.
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