中国中学生英语语法能力等级量表研究

发布时间：2018-06-07 12:18

  本文选题：语言能力等级量表 + 英语语法能力　； 参考：《湖南师范大学》2016年硕士论文

【摘要】：迄今为止,国外关于语言能力等级量表的研究已日趋成熟,而国内的相关研究则侧重于介绍国外量表的研制过程、研究方法和讨论国外量表存在的优势与不足,探讨如何构建语言能力等级量表的研究相对较少。英语语法能力的相关国内外研究主要集中在探索其与语法知识、语用能力的关系或者调查某一阶段学生习得的语法知识,并没有与量表相结合。因此,本文将英语语法能力和等级量表结合起来,在当前教育部研制《中国英语能力等级量表》这一背景下,以中国中学生为目标群体,研究如何建构中国中学生英语语法能力等级量表。本文基于Bachman的交际语言能力理论和Larsen-freeman的三维语法框架,采用定性和定量相结合的方法,旨在回答以下两个问题:(1)中国中学生英语语法能力等级量表可分为哪几个维度?(2)中国中学生英语语法能力等级量表可分为哪几个等级?针对上述问题,我们进行了以下具体研究:首先,从国内外语言能力量表、课程标准、教学和考试大纲及英语教科书等文献中采集207条与中学生语言能力相当的描述语。鉴于描述语的表述形式多种多样,且描述的内容有详有略,作者参考以往描述语的编辑原则,采取删减、拆分、合并和翻译等手段对描述语进行编辑。其次,作者结合已编辑好的描述语,重新阐述三维语法框架中的形式、意义和用法,并据此将描述语归类至相应的维度;之后通过自我一致性评判和专家一致性评判验证描述语维度划分的合理性。最后,我们根据经验和描述语的初始级别,本文将加工处理后的描述语初步分为五个等级,并邀请32位经验丰富的一线初高中教师参与调研;然后采用多面Rasch模型对结果进行统计分析,进而确定描述语的最终等级。本研究发现:(1)中国中学生英语语法能力可以从形式、意义和用法三个维度进行描述,描述语数量分别为23、26和57;(2)中国中学生英语语法能力描述语最终可确定为低中高三个级别,且每个维度都能分成三级,描述语分布较为均衡。研究结果表明构建中国中学生英语语法能力等级量表,描述语的采集与编制是基础,应确保描述语来源的广泛性、代表性和权威性,描述语应准确、清晰、简洁、独立和肯定。分类和定级是关键,分类应有坚实的理论基础,定级应有定性和定量证据的支持,从而保证量表的效度。希望中国中学生英语法能力量表的建立能为教师教学和语法学习提供一定的指导;同时,也可为《中国英语能力等级量表》的制定提供参考。
[Abstract]:Up to now, the research on language proficiency scale has become more and more mature in foreign countries, while domestic research has focused on introducing the development process of foreign scale, research methods and discussing the advantages and disadvantages of foreign scale. There is relatively little research on how to construct the language competence scale. The researches on English grammar competence at home and abroad mainly focus on exploring the relationship between English grammar competence and grammatical knowledge pragmatic competence or investigating the grammatical knowledge acquired by students at a certain stage but it is not combined with the scale. Therefore, this paper combines English grammar ability with rating scale, under the background of the development of China English proficiency scale by the Ministry of Education, it takes Chinese middle school students as the target group. This paper studies how to construct the scale of English grammar competence of Chinese middle school students. Based on Bachman's communicative competence theory and Larsen-freeman 's three-dimensional grammatical framework, this paper adopts a qualitative and quantitative approach. The purpose of this paper is to answer the following two questions: (1) what are the dimensions of the Chinese Middle School students' English Grammar proficiency scale? (2) what are the levels of the Chinese Middle School students' English Grammar proficiency scale? To solve the above problems, we have carried out the following specific studies: firstly, 207 descriptive languages are collected from domestic and foreign language proficiency scale, curriculum standards, teaching and examination syllabus, English textbooks and so on, which are equivalent to middle school students' language competence. In view of the variety of forms of description and the detailed content, the author, referring to the editorial principles of the previous description, uses the methods of deleting, splitting, merging and translating to edit the description. Secondly, the author restates the form, meaning and usage of the three-dimensional grammatical framework, and classifies the description to the corresponding dimension. Then, the rationality of dimensionality division of descriptive language is verified by self consistency evaluation and expert consistency evaluation. Finally, according to the experience and the initial level of description, we divide the processed description into five levels, and invite 32 experienced senior middle and senior middle school teachers to participate in the investigation. Then the results are statistically analyzed by using multi-sided Rasch model to determine the final level of descriptors. The present study finds that the English grammatical competence of middle school students in China can be described from three dimensions: form, meaning and usage. The number of descriptive words is 230.26 and 572.The description of English grammar competence of Chinese middle school students can be determined as low, middle and high three grades. And each dimension can be divided into three levels, the description is more balanced distribution. The results show that the collection and compilation of descriptive language is the basis for the construction of the scale of Chinese middle school students' English grammar competence. It is necessary to ensure the universality, representativeness and authority of the source of the description, and the accuracy, clarity, conciseness, independence and affirmation of the description language. Classification and grading is the key, classification should have a solid theoretical basis, classification should be supported by qualitative and quantitative evidence, so as to ensure the validity of the scale. It is hoped that the establishment of the Chinese Middle School students' English competence scale can provide some guidance for teachers' teaching and grammar learning, and also provide a reference for the formulation of the Chinese English proficiency scale.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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本文编号：1991147