摘要近年来，二语口语中的自我修正及其影响因素吸引了越来越多的关注。本研究以南京理工大学英语专业四年级的20名女性学习者为调查对象，通过分析受试者的口语录音，找出在不同任务中（复述故事和即席讲话）女性学习者英语口语自我修正的异同。研究结果显示，女性学习者自我修正的频率、自我修正的类型以及自我修正的结构在两种任务中有显著差异。在修正频率上，复述故事时自我修正的频率约为即席讲话的两倍；在修正的类型上，女性学习者在复述故事任务中实施了更多的错误修正；在修正的结构上，折回修正类型在复述故事的频次约为即席讲话的两倍；而在编辑语的使用中，女性学习者在两项任务中均使用了较多的无意义编辑语。本研究对于外语教学有一定的启发意义，女性学习者在口语表达中应注意减少无意义的修正，提高口语表达流利性；教师在口语测试中考虑任务熟悉度对口语表达结果的影响。87704
毕业论文关键词 自我修正 任务类型 修正类型 修正结构 编辑语
毕 业 论 文 外 文 摘 要
Title Effects of Task Types on Female English Majors’Oral Self-repair Behaviors
Abstract Self-repairs in the second language attract more and more attention in recent years。 This paper investigates how different tasks affect the female English majors’ self-repair behaviors in L2 oral speech by analyzing the samples of oral records from 20 female seniors majoring in English。 The tasks consist of two parts—story retelling and talking on given topic。 Results reveal that different oral tasks influence female English majors’ self-repair behavior in terms of frequency, types and structures of self-repairs。 The total repair frequency of Task 1 is twice as much as that of Task 2; the error repairs are used more frequently in Task 1; and about the repair structures the frequency of anticipatory repair in Task 1 is also twice as much as that in Task 2。 As for the editing terms, in both tasks the female students use more meaningless ones。 This study can help female students avoid meaningless self-repairs in oral production and help teachers consider the task familiarity in designing oral tests。
Keywords self-repairs task types self-repair types self-repair structures editing terms
Table of Contents
1 Introduction 1
1。1 Research Background 1
1。2 Research Object and Objective 1
1。3 Structure of the Thesis 1
2 Literature Review 2From+优!尔.YouErw.com 加QQ75201`8766
2。1 Status and Trends of Research on Spoken English 2
2。2 Previous Researches of Self-repairs in L2 2
2。3 Summary 4
3 Research Design 6
3。1 Research Questions 6
3。2 Participants 6
3。3 任务类型对英语专业女性学习者口语中自我修正的影响:http://www.youerw.com/yingyu/lunwen_143823.html