高考英语写作评估中的拼写评分研究
发布时间：2022-01-01 07:20
高考英语全国卷中作文的评分细则里写到“拼写与标点符号是语言准确性的一个方面,评分时,应视其对交际的影响程度予以考虑。”在这里,“对交际的影响程度”完全由阅卷人来决定,主观性比较强,使评分人之间的信度有一定的降低。而学生最后的作文成绩中也不会显示在拼写上分数的得失,评分员们也没有一个统一的标准。那么,针对作文中拼写的评分,我们需要一个合理的解释和具体的数据。本文首先回顾了拼写错误类型,高考英语作文评分和拼写评分的一些研究。其次从几百位参加高考评卷的老师中随机选出8位老师进行访谈,整个过程采取录音的方式。访谈结束后,对录音进行转写,收集数据并进行分类统计分析。最后,在访谈的基础上,通过对阅卷老师发放问卷来获取更多的相关数据。我们一共发出150份问卷,最后收回107份有效问卷。我们对其中的数据进行了收集,分类整理与统计分析。本文以高考英语书面语表达的评分为基础,通过对高考英语书面表达部分拼写评分的描述性量化研究以及对评分员的访问,试图揭示拼写在高考英语书面语表达的评分中所占比重以及评分员对各类拼写错误的看法及评分。希望通过此研究,增进人们对拼写的了解;引起人们对拼写及拼写评分的重视;在评分量...
【文章来源】：山西大学山西省
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
ABSTRACT IN ENGLISH
ABSTRACT IN CHINESE
ACKNOWLEDGEMENTS
CHAPTER ONE INTRODUCTION
1.1 Background and Significance of the Study
1.2 Objective and Key Questions of the Study
CHAPTER TWO LITERATURE REVIEW
2.1 Research on the Types of Misspellings
2.2 Study on Written Expression of NMET
2.3 The Study of Spelling Rating
CHAPTER THREE METHODOLOGY
3.1 Research Questions
3.2 Data Collection
3.2.1 Participants-teacher-raters
3.2.2 The interview
3.2.2.1 A pre- interview
3.2.2.2 The modification of the interview questions
3.2.2.3 The formal interview
3.2.3 The questionnaire
3.2.3.1 The testing questionnaire
3.2.3.2 The modification of the questionnaire
3.2.3.3 The second questionnaire
3.2.4 Procedures
CHAPTER FOUR DATA ANALYSIS AND FINDINGS
4.1 The Key Elements of an Excellent Composition
4.2 The Status of Spelling
4.3 The Types of Spelling Errors Among Senior High School Students
4.3.1 The teachers’ knowledge of misspelling types
4.3.2 Types of spelling errors among senior high school students
4.3.3 Teachers’ tolerance to different spelling errors in students’ writing
4.3.3.1 Do the teachers see any kind of misspellings the same?
4.3.3.2 The teachers’ tolerance of different types of spelling mistakes
4.3.3.3 The relationship between misspelling types and students’ English proficiency
4.4 Spelling Rating
4.4.1 Rating according to the number of misspelling words
4.4.2 Spelling errors as key words or other words
4.4.2.1 Spelling errors as key words
4.4.2.2 Non-keyword misspellings
4.4.3 Spelling errors as verbs and other word classes
4.4.4 Deduce the marks once there is a wrongly spelled word
CHAPTER FIVE CONCLUSION
5.1 A Summary of Major Findings
5.2 Implication of the Study
5.3 Limitations and Suggestion of the Study
REFERENCES
English Sources
Chinese Sources
APPENDIX
Appendix 1: 2017 NMET Writing Task
Appendix 2: Questionnaire
Appendix 3: The reliability test results of the questionnaire
PERSONAL ACHIEVEMENTS
PERSONAL PROFILES
本文编号：3561888
【文章来源】：山西大学山西省
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
ABSTRACT IN ENGLISH
ABSTRACT IN CHINESE
ACKNOWLEDGEMENTS
CHAPTER ONE INTRODUCTION
1.1 Background and Significance of the Study
1.2 Objective and Key Questions of the Study
CHAPTER TWO LITERATURE REVIEW
2.1 Research on the Types of Misspellings
2.2 Study on Written Expression of NMET
2.3 The Study of Spelling Rating
CHAPTER THREE METHODOLOGY
3.1 Research Questions
3.2 Data Collection
3.2.1 Participants-teacher-raters
3.2.2 The interview
3.2.2.1 A pre- interview
3.2.2.2 The modification of the interview questions
3.2.2.3 The formal interview
3.2.3 The questionnaire
3.2.3.1 The testing questionnaire
3.2.3.2 The modification of the questionnaire
3.2.3.3 The second questionnaire
3.2.4 Procedures
CHAPTER FOUR DATA ANALYSIS AND FINDINGS
4.1 The Key Elements of an Excellent Composition
4.2 The Status of Spelling
4.3 The Types of Spelling Errors Among Senior High School Students
4.3.1 The teachers’ knowledge of misspelling types
4.3.2 Types of spelling errors among senior high school students
4.3.3 Teachers’ tolerance to different spelling errors in students’ writing
4.3.3.1 Do the teachers see any kind of misspellings the same?
4.3.3.2 The teachers’ tolerance of different types of spelling mistakes
4.3.3.3 The relationship between misspelling types and students’ English proficiency
4.4 Spelling Rating
4.4.1 Rating according to the number of misspelling words
4.4.2 Spelling errors as key words or other words
4.4.2.1 Spelling errors as key words
4.4.2.2 Non-keyword misspellings
4.4.3 Spelling errors as verbs and other word classes
4.4.4 Deduce the marks once there is a wrongly spelled word
CHAPTER FIVE CONCLUSION
5.1 A Summary of Major Findings
5.2 Implication of the Study
5.3 Limitations and Suggestion of the Study
REFERENCES
English Sources
Chinese Sources
APPENDIX
Appendix 1: 2017 NMET Writing Task
Appendix 2: Questionnaire
Appendix 3: The reliability test results of the questionnaire
PERSONAL ACHIEVEMENTS
PERSONAL PROFILES
本文编号：3561888
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