民办院校大学英语口语模块化教学实证研究——以专升本学生为例

Empirical Research on Modular Teaching of College Spoken English in Private Universities—A Case Study on Students with a Junior College Background Pursuing Further Studies for a Bachelor’s Degree

摘要: 民办院校专升本学生是亟待关注的特殊群体，对他们展开研究意义重大。课题组以输入/输出假设理论为显性教学理论，以课程思政和中国文化输出能力为隐性教学思想，粗略搭建了民办院校大学英语口语模块化教学的理论框架并对贵州Q大学会计学院财务管理专业7个班实施了一个学期的教学实证研究。借助课堂观察法、内容分析法、问卷调查法和个人访谈法，课题组得出了以下研究结论：1) 模块化教学有助于树立学生的学习信心，提高学生的学习效能感。2) 以课程思政为导向的口语教学能够提高学生的人文素养，提高学生的中国文化输出能力。3) 以贵州本地化素材为基础的口语教学可有效促进学生的可理解性输入和可理解性输出，达成循序渐进、阶梯式慢慢提高的教学效果。然而，课题组也发现，专升本学生在口语模块化学习中，过于依赖中介语和AI翻译，缺乏语感、思辨能力和创新能力，这也为今后的研究埋下了重要伏笔。

Abstract: It’s of great importance to have some research on students in private universities with a junior college background pursuing further studies for a bachelor’s degree, as they are the ones who badly need attention. Based on the theories of input/output hypotheses as the explicit teaching theory, ideological and political education and the ability to transmit Chinese culture into foreign languages as the implicit teaching ideology, the research team tentatively constructs the theoretical framework for modular teaching of college spoken English in private universities and has conducted a one-semester empirical research on seven classes majoring in Finance Management of Accounting College in Guizhou Q University. By virtue of classroom observation, content analysis, questionnaire and personal interview, the research team obtains three conclusions: 1) Modular teaching helps to establish students’ learning confidence and enhance their learning efficiency. 2) Teaching practice of spoken English in light of ideological and political education contributes to the improvement of students’ humanistic literacy and the ability to transmit Chinese culture into foreign languages. 3) Guizhou localized materials for spoken English practice are good for students’ comprehensive input and output and conducive to progressively and step-by-step improved teaching effects. Nevertheless, the research team also finds that students with a junior college background pursuing further studies for a bachelor’s degree have excessive dependence on interlanguage and AI translation and are deficient in linguistic intuition, critical analysis and innovation, which poses great room for further research in this field.