义务教育阶段英语口语交际能力表现标准研究

发布时间：2018-02-02 12:09

本文关键词： 英语口语交际学科能力表现标准　出处：《江苏师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着时代的发展,关注能力成为当今世界各国教育的导向。能力与具体学科相结合构成学科能力,是学生内隐的、稳定的学习心理与外显的、可观察的学习行为相结合的体现。英语口语交际能力是英语学科能力的子能力之一,是一种附属于英语学科能力的特殊能力,其能力表现是学生通过意会与表达表现出来的英语素养。基于此,本文将探究英语口语交际能力表现的内涵、要素与层次,在英语课程标准的基础上建构英语口语交际能力表现标准,遵循可测、可评、可操作的原则为教师掌握学生学习程度提供理论依据,为有效“观察学生学习成果、鉴定学生学习质量”提供保障。本研究主要运用文献研究法、文本分析法,围绕“英语口语交际能力是什么”、“英语口语交际能力模型如何建构”、“英语口语交际能力层次如何划分”、“英语口语交际能力评价指标如何制定”四个基本问题进行展开探讨。首先,本研究在总结国内外相关文献并借鉴前人研究成果的基础上,提炼出义务教育阶段英语口语交际能力就是“融合在英语学科能力中的,以顺利完成英语对话和交流,并通过外显的言语表达与内隐的心理活动共同促使英语交际活动顺利进行时所反映的稳定的心理特征和行为特征。”在此基础上,本文进一步通过分析义务教育阶段英语课程标准、教材等对英语口语交际能力的要求,并结合英语口语交际的特点与当前学生的特点,归纳出义务教育阶段英语口语交际能力的五大能力维度,即倾听能力、说话能力、文化能力、情境能力和情意能力。其次,本研究分别以目标基础、心理基础、评价基础和语言基础为导向,确定英语口语交际能力表现标准。依据布卢姆的教育目标分类学、皮亚杰的认知发展阶段理论、比格斯的SOLO分类理论、语言学与语用学基础归纳出:英语口语交际能力要以学科知识为基础确定能力目标,并确定能力层级;目标的制定要考虑学生的认知发展水平;评价要在明确目标的基础上进行;表现标准不仅要体现“应知所能”还要体现“怎样做”和“做到什么程度最好”;口语交际既要考虑语言的特点又要结合语言运行机制;表现标准要以现行课程标准为基础;英语口语交际能力表现能够体现隐含的学习质量与学习结果。最后,在我国现行课程标准的基础上,通过对各国教育标准的分析以及对国际上大型评价项目的研究,建构出一种由学科能力、学科内容、认知要求、表现水平与描述、问题情境构成的学科能力模型,并根据此建构英语口语交际能力框架。从倾听能力、说话能力、文化能力、情境能力和情意能力五个维度来建构英语口语交际能力表现标准,并通过详细语言描述对能力水平层次进行划分,从而为确定不同的水平层次提供依据。
[Abstract]:With the development of the times, attention to the ability has become the direction of education in the world today. The combination of ability and specific subjects constitutes the subject ability, which is implicit, stable learning psychology and explicit. English oral communicative competence is one of the sub-competence of English subject competence, which is a special ability attached to English subject ability. Based on this, this paper will explore the connotation, elements and levels of the expression of oral English communicative competence. On the basis of the English curriculum standard, the author constructs the performance standard of oral English communicative competence, following the principle of testability, evaluability and operation, which provides a theoretical basis for teachers to master the students' learning level. In order to effectively "observe students' learning results and identify students' learning quality", this study mainly uses literature research and text analysis to focus on "what is the communicative competence of spoken English". "how to construct the model of oral communicative competence", "how to divide the level of oral communicative competence" and "how to formulate the evaluation index of oral communicative competence" are discussed. On the basis of summing up the relevant literature at home and abroad and drawing lessons from previous studies, this study concludes that oral English communicative competence in compulsory education is "integrated into English subject competence". In order to successfully complete the English dialogue and communication, and through explicit speech expression and implicit psychological activities to promote the smooth progress of English communication activities reflected in the stable psychological and behavioral characteristics. "on this basis." This paper further analyzes the requirements of the compulsory English curriculum standards and teaching materials for oral English communicative competence, and combines the characteristics of oral English communication with the current characteristics of students. This paper concludes five dimensions of oral English communicative competence in compulsory education, that is, listening ability, speaking ability, cultural ability, situational ability and emotional ability. Secondly, this study is based on goal and psychology respectively. According to Bloom's taxonomy of educational objectives, Piaget's theory of cognitive development stage, and Biggs' SOLO classification theory. On the basis of linguistics and pragmatics, it is concluded that the competence of spoken English communication should be determined on the basis of the subject knowledge and the competence level; The goal formulation should consider the students' cognitive development level; Evaluation should be conducted on the basis of clear objectives; Performance standards should not only reflect "should know what can" but also "how to do" and "what is the best degree;" Oral communication should not only consider the characteristics of language but also combine with the mechanism of language operation. The performance standard should be based on the current curriculum standard; The performance of oral English communicative competence can reflect the implicit learning quality and learning results. Finally, on the basis of the current curriculum standards in China. Through the analysis of the educational standards of various countries and the research on the international large-scale evaluation projects, a kind of knowledge requirement, performance level and description by the subject ability, the subject content, the cognitive requirement is constructed. Problem situations constitute a model of subject competence, and based on this model, a framework of oral English communicative competence is constructed, which includes listening ability, speaking ability, and cultural competence. The five dimensions of situational competence and affective competence are used to construct the performance standards of oral English communicative competence, and the level of competence is divided by detailed language description, which provides the basis for determining different levels of competence.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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