综合口语任务类型对学习者口语产出的影响研究  

The influence of integrated speaking task types on learners’oral performance

作　　者：黄玮莹[1] HUANG Weiying

机构地区：[1]东华理工大学

出　　处：《语言测试与评价》2024年第1期35-48,113,共15页Language Testing and Assessment

基　　金：江西省社会科学“十四五”基金项目“动态系统理论视域下来华留学生汉语二语互动能力发展研究”(项目编号:23YY17)的阶段性成果;中国国家留学基金委资助。

摘　　要：本研究通过比较读后说、听后说两种综合口语任务类型中英语学习者的口语表现,探讨这两种综合口语任务类型对学习者口语产出的影响。两个水平组学习者完成两种综合口语任务后,研究者对学习者的口语表现进行评分,并将其口语录音转写成文字进行文本特征分析。研究发现:第一,两种综合口语任务并未对学习者口语表现的整体评分产生影响,但是在分项评分中的组织结构和内容质量两个维度上,学习者成绩有显著差异;第二,两种任务类型对学习者口语表达的句法复杂度和语言准确性并无影响,但提供阅读材料比听力材料更有利于提高其语言表达的词汇复杂度和流利度;第三,高水平学习者在读后说任务中口语表达的词汇密度比低水平学习者更高,在其他方面的表现特征与低水平学习者无显著差异。本研究对综合口语测试设计与实施有参考价值。This study examines English learners’speaking performance in two integrated speaking tasks:read-to-speak and listen-to-speak.It aims to explore the influence of the different channels of source materials on learners’oral production in the two integrated speaking tasks.Two groups of tertiary English learners completed both integrated speaking tasks,and their oral performance was rated and analyzed in terms of complexity,accuracy and fluency.Data analysis led to three findings.First,no significant differences were found in the holistic test scores of the two tasks,but significant differences were found in the analytic scores of organization and content.Second,integrated speaking task types had no effects on the syntactical sophistication and accuracy of learners’oral production,while providing reading materials facilitated the production of higher lexical sophistication and fluency.Third,learners with higher speaking proficiency produced utterances with higher lexical density in read-to-speak task,and showed no other distinct features compared with low proficiency learners.This study has implications for designing and implementing integrated speaking tasks.

关 键 词：综合口语任务 口语测试 口语产出 

分 类 号：H31[语言文字—英语]