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语块输出能力与口语交际能力高度相关。本文基于双重编码理论(Dual Coding Theory,DCT),研究多媒体环境辅助的口语语块输出。通过对比分析实验组和对照组学生不同教学环境的试验结果,同时以语料分析法为基础对比分析受试不同阶段的口语语料,综合统计出口语成绩和语块输出的变化情况。结果显示:(1)二语口语测试成绩均有改善,两阶段实验组成绩均优于对照组,且实验组四个月成绩优于两个月成绩;(2)受试口语语块输出个数、频数、多样性和长度均有提高,且实验组四指标提高均显著,对照组只有前两个指标提高显著。这项研究探究了如何更好地运用双重编码理论指导学生熟练掌握英语口语,提升口语语块输出能力,进而成功提升二语学习者的口语交际能力,为口语课堂教学和学习策略研究等提供参考。
The ability to output chunks is highly correlated with oral communicative competence. Based on Dual Coding Theory (DCT), this thesis studies the output of spoken language block assisted by multimedia environment. By comparing the experimental results of different teaching environments in experimental group and control group, the corpus analysis method was used to compare and analyze the spoken language corpus at different stages of the test, and the changes of the spoken language scores and the output of the block were analyzed. The results showed that: (1) Second-language oral test scores improved, the results of two-stage experimental group were better than that of the control group, and the experimental group’s four-month performance was better than the two-month grade; (2) The number, frequency, diversity and length of the two groups all increased, and the four indexes of the experimental group improved significantly. Only the first two indexes of the control group increased significantly. This study explores how to better use dual coding theory to guide students to master English oral proficiency and improve their ability to output spoken language chunks so that they can successfully improve oral communicative competence of second language learners and provide reference for oral classroom teaching and learning strategies research. .