民族地区学龄儿童英语交际策略能力发展研究  

A Study on the Development of English Communication Strategy Ability of School-age Children in Ethnic Minority Areas

作　　者：许岚 XU Lan(School of foreign languages,Guiyang University,Guiyang 550005,Guizhou,China)

机构地区：[1]贵阳学院外国语学院,贵州贵阳550005

出　　处：《贵阳学院学报(社会科学版)》2025年第1期87-92,共6页Journal of Guiyang University:Social Sciences

基　　金：贵州省教育科学规划一般课题“贵州学龄儿童英语语用能力评估及优化研究”(项目编号:2023B003);贵阳学院引进人才启动资金科研项目“社会认知视域下贵州省大学生英语中介语动态交际能力发展研究”(项目编号:GYU-RWD(2018)-005)。

摘　　要：基于英语交际策略能力理论,以民族地区某小学83名六年级学生为受试对象,着眼于渠道返回、补白停顿、要求澄清以及迂回表达四种交际策略,通过教学实验,比较了显性教学法和隐性教学法的教学效果。结果表明,显性教学法和隐性教学法对提高学生交际策略使用频率和使用合理度都有显著效果,然而显性教学法的教学效果更为明显。根据研究结果,提出了英语交际能力教学启示,以供英语交际能力培养参考。Based on the theory of English communication strategy competence,83 sixth-grade students from a primary school in a minority area were selected as subjects.The study focused on four communication strategies:back channels,pause fillers,request for clarification and circumlocution.Through a teaching experiment,the teaching effects of explicit and implicit teaching methods were compared.The results showed that both explicit and implicit teaching methods had significant effects on improving the frequency and the degree of appropriacy of students’use of communication strategies.However,the teaching effects of explicit teaching method were more pronounced.Based on the research results,suggestions for English communication competence teaching were proposed,and reference for English communication ability cultivation was provided.

关 键 词：学龄儿童 交际策略能力 显性教学法 隐性教学法 

分 类 号：H319[语言文字—英语]