随着世界经济的飞速发展，英语日益成为中国对外开放重要的交流工具。然而，目前的外语教学的现状并不乐观，尤其是英语口语教学。在英语教学中主要培养听、说、读、写的学习能力。英语口语最有实践意义，同时也是很多英语学习者的薄弱之处。因此，如何提高英语口语水平日益成为英语学习者需要重视的问题。然而，除了受语言本身的影响之外，许多非语言因素也直接影响到学生的口语学习。年龄、语言环境、性格、动机和学习态度都是影响口语能力的重要因素。对各个因素进行分析，有利于提高口语教学及学生的口语能力。本文采用心理语言学的研究方法，对100名商务英语学生进行了调查，旨在探讨学生性格类型与其口语能力的相关性。结果表明，两者之间并无显著意义的相关。文章最后为英语口语教学提供了可行性的参考。
关键词: 相关性；性格类型；口语能力；商务英语学生
A Correlational Study of Personality
Types and Spoken English Ability
of Business English Majors
Abstract
With the rapid development of the world economy, English increasingly becomes an important tool for China's opening up and exchanging with other countries. However, the current state of basic education of English, especially the spoken English, is hardly optimistic. Among the capability of learning English, namely, listening, speaking, reading and writing, speaking is the most practical one, and yet it tends to be the weakest one among many English learners. Therefore, how to improve spoken English seems to be a big problem that learners need to address. Nevertheless, not language itself, but non-language factors take influence on student’s performance of spoken English. Age, language surroundings, personality, motivation and learning attitude are the several important factors in which affect learners’ spoken English ability. Analyzing those factors is helpful to the improvement of teaching as well as enhancing the student’s spoken English ability. By way of using psycholinguistics, this research is designed to investigate the correlation between personality types and spoken English ability of business English majors by means of the research into 100 business English students. The results show that there is no significant correlation between personality types and spoken English ability. At the end of this paper, some suggestions are made for spoken English learning and teaching.
Key words: correlation; personality types; spoken English ability; business English majors
Contents
Chapter One Introduction 1
Chapter Two Literature Review 2
2.1 Overview 2
2.2 Studies on the correlation between personality types and FL/L2 learning 2
2.2.1 Studies on the correlation between personality types and general FL/L2 learning 3
2.2.2 Studies on the correlation between personality types and FL/L2 oral production 4
Chapter Three Research Design 5
3.1 Hypotheses 5
3.2 Subjects 5
3.3 Instrumentation 6
3.3.1 Spoken English grades of business English majors 6
3.3.2 Eysenck Personality Questionnaire 6
3.3.3 SPSS 11.0 7
3.4 Procedure 7
3.4.1 The first test 7
3.4.2 The second test 7
3.4.3 Data collection and processing 7
Chapter Four Data Presentation and Discussion 8
4.1 Data presentation 8
4.1.1 Data processing methods 8
4.1.2 Data preliminary treatment 8
4.1.3 Data processing results 8
4.2 Discussion 9
4.2.1 Result 9
4.2.2 Comparisons with other related research results 9
Chapter Five Conclusion 11
5.1 Overview 11
5.2 Conclusions of the present study 11
5.3 Implications 12
5.4 Limitations of the present study and recommendations for future studies 13
Bibliography 14
Acknowledgements 15
Appendix 16
*若需了解更多与协助请咨询↓→[电脑QQ][手机QQ]【数据协助】
