心理科学
心理科學
심이과학
Psychological Science
2010年
1期
16~19
,共null页
英语口语 小学儿童 口语流利性 口语精确性 口语复杂性
英語口語 小學兒童 口語流利性 口語精確性 口語複雜性
영어구어 소학인동 구어류리성 구어정학성 구어복잡성
Oral English, Primary school students, Oral fluency, Oral accuracy, Oral complexity
本研究选取小学二、四、六年级共96名学生，通过自我介绍、被试主动发问、看图说话和角色扮演四种任务对其英语口语产出的流利性、精确性和复杂性进行了测查，研究结果发现：（1）流利性在自我介绍、主动发问和看图说话任务上，年级发展趋势不显著，但是在角色扮演任务上，随着年级的增长，流利性随之增加；精确性的年级发展趋势不显著；复杂性随着年级的升高而升高；（2）小学儿童的口语流利性在四个任务上从高到低为角色扮演、主动发问、自我介绍和看图说话；在对话任务上的精确性显著高于独自任务的精确性，并且看图说话任务的精确性最低；英语口语的复杂性在自我介绍任务上最高，其次是主动发问，角色扮演与看图说话任务的口语复杂性最低。
本研究選取小學二、四、六年級共96名學生，通過自我介紹、被試主動髮問、看圖說話和角色扮縯四種任務對其英語口語產齣的流利性、精確性和複雜性進行瞭測查，研究結果髮現：（1）流利性在自我介紹、主動髮問和看圖說話任務上，年級髮展趨勢不顯著，但是在角色扮縯任務上，隨著年級的增長，流利性隨之增加；精確性的年級髮展趨勢不顯著；複雜性隨著年級的升高而升高；（2）小學兒童的口語流利性在四箇任務上從高到低為角色扮縯、主動髮問、自我介紹和看圖說話；在對話任務上的精確性顯著高于獨自任務的精確性，併且看圖說話任務的精確性最低；英語口語的複雜性在自我介紹任務上最高，其次是主動髮問，角色扮縯與看圖說話任務的口語複雜性最低。
본연구선취소학이、사、륙년급공96명학생，통과자아개소、피시주동발문、간도설화화각색분연사충임무대기영어구어산출적류리성、정학성화복잡성진행료측사，연구결과발현：（1）류리성재자아개소、주동발문화간도설화임무상，년급발전추세불현저，단시재각색분연임무상，수착년급적증장，류리성수지증가；정학성적년급발전추세불현저；복잡성수착년급적승고이승고；（2）소학인동적구어류리성재사개임무상종고도저위각색분연、주동발문、자아개소화간도설화；재대화임무상적정학성현저고우독자임무적정학성，병차간도설화임무적정학성최저；영어구어적복잡성재자아개소임무상최고，기차시주동발문，각색분연여간도설화임무적구어복잡성최저。
The present study selected 96 primary students as the subjects from the second, fourth and sixth grades of an ordinary primary school in Beijing. Four tasks （self introduction, picture narrating, role playing and questions asking） were presented to all participants to identify developmental trends of children＇ s oral fluency, accuracy and complexity. The results indicated： （ 1 ） Children＇ oral fluency improved in the role-playing task, but not in other three tasks. Oral accuracy improved little. Oral complexity improved in all four tasks from the second to sixth grades. （2） The type＇of oral task also made differences in children＇s oral fluency, accuracy and complexity. All primary students spoke much more rapidly in interaction tasks than in monologue tasks. They performed more accurately in interaction tasks than in monologue tasks, and performed the least accurately in picture narrating. Children produced more complex utterance in self-introduction than in interaction tasks, and performed the least complexity in picture narrating.
