初中英语教师与英语师范专业本科生语言意识对比研究

发布时间：2018-08-28 15:16

【摘要】：自2003年我国实施新的中小学英语课程标准，基础教育改革对英语教师的要求越来越高，其中包括教师的英语语言意识。王琦（2004）提出，高素质的教师队伍是中小学英语教育发展的首要因素，并认为提高教师语言意识水平是提高教师素质的重要条件,也是推进中小学英语教育改革的重要保障。而英语教学存在这样一种普遍现象：中学生、甚至英语师范生能够在考试中获得高分，有较扎实的语言知识，然而在真实的英语交流中输出能力有限；或者能够较流利地运用英语进行交流时却忽略了语言的形式。众多学者指出，此种现象反应的是学生对语言意识的缺乏。高等师范院校目标与责任在于培养合格及优秀的中小学教师，师范生的语言意识水平反映了师范院校的教育情况，也深深影响着今后所从事的中小学教育事业。由此可见，语言意识对于在职英语教师及英语师范生具有重要作用，它是英语教师教学成败的关键因素，也是近年来英语教学界研究的热点。语言意识的研究最初是注重对教师的语言意识培养，，但国内缺乏对不同阶段教师的对比研究，且对于语言形式与功能意识、语言意识与语言水平及性别的相关性、中小学英语教师职前与职后的语言意识差异对比研究非常少。鉴于此，本文将致力于以上几方面进行对比及相关性研究。本文在介绍语言意识概念、发展及相关理论基础后对赣州市及县几所中学的初中英语教师及赣南师范学院英语师范专业大三本科生的语言意识状况实施测试与访谈。探讨语言形式与功能、语言意识与语言水平及性别的相关性、初中英语教师与英语师范专业本科生在语言意识各方面的差异，即师范生从职后语言意识的变化。研究结果显示：初中英语教师与英语师范专业本科生的语言意识处于中等水平，重点中学英语教师的语言意识、语言形式与功能意识比英语师范大三本科生与普通中学英语教师稍强；语言意识与语言水平具有显著相关性；语言形式与语言功能整体有显著性，但对于大三英语本科师范生而言不存在显著相关；语言意识与性别无显著相关。结果基本证实了最初的假设，也发现了不同之处，找出了教师职前教育的缺陷。在此基础上，本研究对英语教学及英语教师语言意识的培养，尤其是初中英语教师及将来从事中小学教学的师范生的语言意识的培养与发展提出建议，也指出了本文的研究不足及今后的研究方向。
[Abstract]:Since the implementation of the new English curriculum standards in primary and secondary schools in China in 2003, the reform of basic education has put more and more demands on English teachers, including teachers' awareness of English language. Wang Qi (2004) proposed that high quality teachers are the primary factors in the development of English education in primary and secondary schools, and pointed out that improving teachers' language awareness is an important condition for improving teachers' quality and is also an important guarantee to promote the reform of English education in primary and secondary schools. However, there is such a common phenomenon in English teaching: middle school students, even English teachers, can get high scores in examinations, have more solid language knowledge, but have limited ability to export in real English communication; Or being able to communicate fluently in English but neglecting the form of language. Many scholars have pointed out that this phenomenon reflects students' lack of language awareness. The goal and responsibility of teachers colleges and universities is to train qualified and excellent teachers in primary and secondary schools. The language consciousness level of normal students reflects the educational situation of normal colleges and universities, and it also deeply influences the primary and secondary education undertaking that they will engage in the future. It can be seen that language awareness plays an important role in serving English teachers and English normal students. It is a key factor in the success or failure of English teachers' teaching. It is also a hot topic in the field of English teaching in recent years. The study of language consciousness initially focuses on the cultivation of teachers' language consciousness, but there is a lack of contrastive study of teachers at different stages in our country, and the correlation between language form and functional consciousness, language awareness and language level and gender. There are few contrastive studies on the differences between pre-service and post-service language awareness of English teachers in primary and secondary schools. In view of this, this article will devote to the above several aspects to carry on the contrast and the correlation research. After introducing the concept, development and related theoretical basis of language consciousness, this paper tests and interviews the language awareness of junior middle school English teachers and junior high school students of Gannan normal University in Ganzhou City and several counties, as well as the junior high school students majoring in English teacher training in Gannan normal University. This paper probes into the language form and function, the correlation between language consciousness and language level and gender, and the differences in language consciousness between junior English teachers and English teachers' undergraduates, that is, the change of language consciousness of normal school students. The results show that the language awareness of junior English teachers and English teachers is at the middle level, and the language awareness of English teachers in key middle schools is at the middle level. Language form and functional consciousness are slightly stronger than that of English teachers and English teachers in general middle schools, language awareness and language proficiency are significantly correlated, and language form and language function as a whole are significant. However, there is no significant correlation between language consciousness and gender for junior English teachers. The results basically confirmed the original hypothesis, found the differences, and found out the defects of teachers' pre-service education. On the basis of this, this study puts forward some suggestions for the cultivation and development of English teaching and the language awareness of English teachers, especially junior middle school English teachers and teachers' students who will be teaching in primary and secondary schools in the future. It also points out the deficiency of this paper and the research direction in the future.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G633.41;G635.1;G655.5

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