社交媒体的使用对中国高中生英语口语的影响
The Impact of Social Media on Chinese High School Students’ English Oral Proficiency
DOI: 10.12677/OETPR.2023.52007, PDF,   
作者: 翟 健：新东方教育科技集团山东省域人力资源部企业文化中心，山东 济南
关键词: 社交媒体；中国高中；英语口语；高中生；Social Media； High School in China； Oral English； High School Students
摘要: 社交媒体已经成为人们娱乐和休闲的重要平台，用户可以使用社交媒体来聊天、购物、展示自己和获取知识。社交媒体突破了时间和空间的限制，使全球不同国家的人们能够随时进行交流，这也使得外语学习和练习变得更加便利，比如社交媒体提供了语言运用的真实场景，增强了外语学习者的语言运用能力。然而，社交媒体在外语学习方面的影响并非都是积极的，使用社交媒体学习外语的弊端也很明显，例如社交媒体中存在的未经证实的知识，以及可能会导致外语学习者口音被误导的口语学习资源。为了研究社交媒体对中国高中生英语口语的影响，本研究采用实验法进行探索。通过实验设计和数据收集来了解社交媒体的使用对英语口语产生的影响。此外，本研究还进一步探索了如何正确地利用社交媒体来辅助英语口语学习。
Abstract: Social media has become a significant platform for entertainment and leisure, offering users op-portunities for chatting, shopping, self-expression, and knowledge acquisition. It transcends the constraints of time and space, enabling people from different countries to communicate at any time. This convenience has also made foreign language learning and practice more accessible. For instance, social media provides opportunities for authentic language use and enhances learners’ language proficiency. However, the impact of social media on foreign language learning is not always positive, as it may contain unverified misinformation and potentially lead to issues with achieving native-like pronunciation for language learners. In order to examine the influence of social media on the English oral proficiency of Chinese high school students, this study employs an experimental approach. Through experimental design and data collection, the study aims to understand the effects of social media usage on English oral skills. Additionally, this research also explored effective ways to utilize social media for supporting English language learning.
文章引用：翟健. 社交媒体的使用对中国高中生英语口语的影响[J]. 国外英语考试教学与研究, 2023, 5(2): 89-96. https://doi.org/10.12677/OETPR.2023.52007

参考文献

[1] Rieger, D. and Klimmt, C. (2018) The Daily Dose of Digital Inspiration: A Multi-Method Exploration of Meaningful Communication in Social Media. New Media & Society, 21, 97-118. [Google Scholar] [CrossRef] 
[2] Li, M. and Croucher, S. (2020) Effects of Social Media Use on Cultural Adaptation. In: Rings, G. and Rasinger, S., Eds., The Cambridge Handbook of Intercultural Communication. Cambridge Handbooks in Language and Linguistics, Cambridge University Press, Cambridge, 504-520. [Google Scholar] [CrossRef] 
[3] Poláková, P. and Klímová, B. (2019) Mobile Technology and Generation Z in the English Language Classroom—A Preliminary Study. Education Sciences, 9, Article 203. [Google Scholar] [CrossRef] 
[4] Klimova, B. and Polakova, P. (2020) Students’ Perceptions of an EFL Vocabulary Learning Mobile Application. Education Sciences, 10, Article 37. [Google Scholar] [CrossRef] 
[5] Benson, V. (2008) Is the Digital Generation Ready for Web 2.0-Based Learning? In: The Open Knowledge Society. A Computer Science and Information Systems Manifesto. WSKS 2008. Communications in Computer and Information Science, Vol. 19, Springer, Berlin, Heidelberg, 443-447. [Google Scholar] [CrossRef] 
[6] Doolan, M. (2007) Using Web 2.0 Technologies to Engage with and Support the Net Generation of Learners. Proceedings of the 6th Conference on eLearning, ECEL 2007, Copenhagen, 2007, 3-6.
[7] Duffy, P. (2007) Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. Proceedings of the 6th Conference on eLearning, ECEL 2007, Copenhagen, 2007.
[8] Mondahl, M., Rasmussen, J. and Razmerita, L. (2009) Web 2.0 Applications, Collaboration and Cognitive Processes in Case-Based Foreign Language Learning. In: Lytras, M., Ed., Visioning and Engineering the Knowledge Society. A Web Science Perspective. WSKS 2009. Lecture Notes in Computer Science, Vol. 5736, Springer, Berlin, Heidelberg, 98-107. [Google Scholar] [CrossRef] 
[9] Mondahl, M., Razmerita, L. and Rasmussen, J. (2009) Social Software, Thinking Styles, Personalization and Case- based Foreign Language Learning: The Quest for New Pedagogical Models in Higher Education. The 8th European Conference on e-Learning, Bari, 29-30 October 2009, 383-391.
[10] McLoughlin, C. and Lee, M.J.W. (2010) Personalised and Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software. Australasian Journal of Educational Technology, 26, 28-43. [Google Scholar] [CrossRef] 
[11] Kabilan, M.K., Ahmad, N. and Abidin, M.J.Z. (2010) Facebook: An Online Environment for Learning of English in Institutions of Higher Education? The Internet and Higher Education, 13, 179-187. [Google Scholar] [CrossRef] 
[12] Klimanova, L. and Dembovskaya, S. (2010, September) Facebooking a la russe: Cross-Cultural and Pedagogical Challenges of Social Networking in the Russian (L2) Classroom. EuroCALL 2010 Conference, Bordeaux, 2010, 12-15.
[13] Mills, N.A. (2009) Facebook and the Use of Social Networking Tools to Enhance Language Learner Motivation and Engagement. The Northeast Association for Language Learning Technology (NEALLT) Conference, New Haven, 2009, 17-20. http://www.scribd.com/doc/44308722/
[14] Jwaifell, M., Abu-Omar, R. and BaniAbdel-Rahman, M. (2020) Schools Teachers’ Experiences of Social Network Sites in Relation to Improving the Skills of Arabic Language Acquisition: Impact, Strengths, and Weaknesses. International Journal of Higher Education, 9, 153-166. [Google Scholar] [CrossRef]