發(fā)布時(shí)間：2025-04-23 03:09

　　英語的聽與說是語言能力中的重要組成部分。根據(jù)2017年的英語課程標(biāo)準(zhǔn),語言能力是英語學(xué)科核心素養(yǎng)的能力之一,是核心素養(yǎng)的基礎(chǔ)要素。英語語言能力的發(fā)展蘊(yùn)含文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力的提升,有助于學(xué)生拓展國際視野和思維方式,開展國際交流。因此,英語聽說學(xué)習(xí)的研究十分重要。外語學(xué)習(xí)動(dòng)機(jī)在語言學(xué)習(xí)中具有重要作用,它是直接推動(dòng)學(xué)生學(xué)習(xí)的內(nèi)部驅(qū)動(dòng)力,影響學(xué)生的學(xué)習(xí)態(tài)度、學(xué)習(xí)策略、學(xué)業(yè)成績(jī)等,因此,研究如何提高英語聽說學(xué)習(xí)中的動(dòng)機(jī)是值得研究的話題。基于合作學(xué)習(xí)理論,本研究采用行動(dòng)研究法將合作學(xué)習(xí)理論應(yīng)用于高中英語聽說教學(xué)中,在廣東省惠州市一所學(xué)校的實(shí)習(xí)班級(jí)進(jìn)行為期17周的教學(xué)研究,以期通過探究合作學(xué)習(xí)對(duì)聽說學(xué)習(xí)動(dòng)機(jī)的效果去探索能有效提高學(xué)生語言能力的路徑。收集數(shù)據(jù)的研究工具包括:基于D?rnyei動(dòng)機(jī)三層次模型的動(dòng)機(jī)問卷、訪談、教師日志以及學(xué)習(xí)日記。從數(shù)據(jù)分析中去探尋和回答兩個(gè)研究問題:1)高中生的英語聽說學(xué)習(xí)動(dòng)機(jī)現(xiàn)狀是怎樣的?2)合作學(xué)習(xí)在聽說教學(xué)中的運(yùn)用多大程度上影響高中生英語聽說學(xué)習(xí)動(dòng)機(jī)?本次行動(dòng)研究主要有兩輪。在第一輪階段,研究者將卡甘的結(jié)構(gòu)法以及約翰遜的共同學(xué)習(xí)法引入英語聽說教學(xué)中,教學(xué)效...

【文章頁數(shù)】：113 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
Chapter Two Literature Reviews
    2.1 Review of Cooperative Learning
        2.1.1 Definitions of Cooperative Learning
        2.1.2 Components of Cooperative Learning
        2.1.3 Methods of Cooperative Learning
        2.1.4 Theoretical Bases of Cooperative Learning
    2.2 Review of Learning Motivation
        2.2.1 Definition of Learning Motivation
        2.2.2 Components of Learning Motivation
    2.3 Related Research on Cooperative Learning and Learning Motivation
        2.3.1 Related Research on CL in English Listening and Speaking Teaching at Home andAbroad
        2.3.2 Related Research on Learning Motivation at Home and Abroad
        2.3.3 Related Research on CL and Learning Motivation at Home and Abroad
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
        3.3.3 Teaching and Learning Dairy
    3.4 Data Collection and Analysis
Chapter Four Two Rounds of Action Research on Applying CL
    4.1 Problem Identification
    4.2 Preliminary Investigation
    4.3 Formation of Problem Solving Hypothesis
    4.4 The First Round of the Application
        4.4.1 Purpose of the Application in the First Round
        4.4.2 Plan of the Application in the First Round
        4.4.3 Implementation of the Application in the First Round
        4.4.4 Reflection of the Application in the First Round
    4.5 The Second Round of Application
        4.5.1 Purpose of the Application in the Second Round
        4.5.2 Adjustment of the Application in the Second Round
        4.5.3 Implementation of the Application in the Second Round
        4.5.4 Reflection of the Application in the Second Round
Chapter Five Results and Discussion
    5.1 The Situation of Learners’Motivation in English Listening and Speaking Learning
        5.1.1 Analysis of the Motivation at Language Level
        5.1.2 Analysis of the Motivation at Learner Level
        5.1.3 Analysis of the Motivation at Learning Situational Level
    5.2 Effects of CL on Learners’Motivation in English Listening and Speaking Learning
        5.2.1 Effects of Cooperative Learning on Motivation at Language Level
        5.2.2 Effects of Cooperative Learning on Motivation at Learner Level
        5.2.3 Effects of Cooperative Learning on Motivation at Learning Situational Level
Chapter Six Conclusion
    6.1 Major Findings of the Study Findings
    6.2 Implications of the Study
    6.3 Limitations and Suggestions for Future Study
REFERENCES
APPENDICES
    Appendix1 Questionnaire
    Appendix2 Result of the questionnaire
    Appendix3 Interviews
    Appendix4 Samples of interviews
    Appendix5 Samples of teaching journal
    Appendix6 Samples of learners’learning diary
    Appendix7 Evaluation forms
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