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初中学生英语语言能力调查研究

2020-12-07阅读(313)

初中学生英语语言能力调查研究

论文摘要

语言能力是指一个人语法知识的内化、理解和识别以及如何正确使用句子的能力。语言能力不仅指使用语法规则来组成语法正确的句子能力,更是何时、何地、为何目的、用何方法、向何人使用何种句子的基本能力。语言能力的内容包括语音识别、词汇选用、语法运用、篇章组织等能力,表现在听、说、读、写等言语实践中。《英语课程标准》强调:基础教育阶段英语课程的总体目标是培养学生的“综合语言运用能力”。综合语言运用能力的形成建立在学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养整体发展的基础上。进而指出:语言知识和语言技能是综合语言运用能力的基础,并规定初三学生语言知识和语言技能应达到五级水平。现实初三学生语言能力总体水平是否达到《英语课程标准》规定的要求?教师在课堂教学中是如何执行课标要求培养学生语言能力?教材编写又怎样体现和贯施课标对学生语言能力所提要求?在研读课标及使用教材的基础上,本研究针对上述问题,随机抽取广州白云区辖内四所初级中学201名初三学生与31位教师为样本,进行问卷调查、语言能力测验和课堂观察,对调查获得情况进行了统计分析,了解到学生语言能力的实际情况,并与《课程》规定初三学生语言能力应达到的级别进行了对比分析,进而对学生语言能力倾向和存在不足进行了分析性总结,在此基础上,为如何培养学生语言能力和《课标》的语言能力目标修正提出了建议。所有调查情况均用Execl2003进行处理,经统计的数据表明:抽样学生的语言能力基本上达到《英语课程标准》的规定,但不同层次学校和不同班级学生语言能力倾向存在较大差异,语言能力内部发展极不平衡,如听读能力优于说写能力,对语法知识的掌握程度高于语音、词汇等语言知识掌握的程度。围绕差异,本研究作出了理论解说和实践分析,并提出了教学改进意见。本研究给出的启示是:坚持语言形式为语言功能服务的观点;语言知识的教学要能促进语言能力的生成;英语学习不同阶段要科学处理学生语言准确性与言语流利性的关系;在培养学生语言能力同时发展他们的交际能力。针对这些启示,本论文作出理论分析和提出了教学建议。由于求职干扰与研究能力局限,本研究抽样数量极为不足,得出结论力度还不够,因此本研究中仍存在不少值得商榷之处,这些不足将在未来研究和教学实践去弥补。

论文目录

  • 摘要
  • Abstract
  • Introduction
  • 0.1 Purposes of This Study
  • 0.2 Significance of This Study
  • 0.3 Research Subject
  • 0.4 Methods Adopted
  • 0.5 Organization of this Thesis
  • Chapter One: Literature Review
  • 1.1 Fundamental Concepts of Linguistic Competence
  • 1.2 Empirical Researches on Linguistic Competence
  • 1.3 Requirements of Linguistic Competence in English Curriculum Standards
  • 1.4 Implications in Textbooks
  • 1.5 Remarks
  • Chapter Two: Design of the Investigation
  • 2.1 Questionnaire Design
  • 2.2 Test Design
  • 2.3 Classroom Observation Design
  • 2.4 Data Collection Procedure and Data Processing
  • Chapter Three: Statistic Analysis of Questionnaire, Tests and Classroom Observations
  • 3.1 Statistic Analysis of Teachers’ Questionnaire
  • 3.1.1 Analysis of the Surveyed Teachers’ Background
  • 3.1.2 Analysis of Teachers’ Questionnaire Content
  • 3.1.3 Statistical Analysis of Teachers’ Questionnaire Results
  • 3.2 Statistic Analysis of Students’ Questionnaire
  • 3.2.1 Analysis of the Surveyed Students’ Background
  • 3.2.2 Analysis of the Contents of the Students’ Questionnaire
  • 3.2.3 Statistic Analysis of Students’ Questionnaire Results
  • 3.3 Statistic Analysis of Students’ Test Results
  • 3.3.1 Statistic Analysis of the Total Average Mark of the Four Schools
  • 3.3.2 Statistic Analysis of the Total Average Mark of Each School
  • 3.3.3 Statistic Analysis of Average Mark of Each Question Type
  • 3.3.4 Statistic Analysis of the Average Mark of Objective and Subjective Questions
  • 3.3.5 Analysis of Students’ Answers to Writing Part
  • 3.4 Analysis of Classroom Observations
  • 3.4.1 The Background of Classroom Observations
  • 3.4.2 Analysis of Observation of Students’ Activities
  • Chapter Four: Issues and Suggestions
  • 4.1 Language Structures vs. Language Functions
  • 4.2 Language Teaching and Creation of Linguistic Competence
  • 4.3 Accuracy vs. Fluency in Language Teaching
  • 4.4 Linguistic Competence vs. Communicative Competence
  • 4.4.1 The Relationship Between Linguistic Competence and Communicative Competence
  • 4.4.2 The Implication in Language Teaching and Learning
  • Conclusion and Implication
  • References
  • Acknowledgements
  • Appendix A: Students’ Questionnaire
  • Appendix B: Teachers’ Questionnaire
  • Appendix C: Students’ Test Paper
  • Appendix D: Classroom Observation Table
  • Informative Chinese Abstract
  • Résumé and Publications since Entering the Program

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    初中学生英语语言能力调查研究
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