高中生英语短文改错水平调查

发布时间：2018-05-01 17:16

本文选题：高中英语 + 短文改错水平　；参考：《闽南师范大学》2017年硕士论文

【摘要】：英语短文改错题是集多个语法知识点和多项语言技能于一体的综合语言测试项目。这道题既考查了学生准确、综合运用语言知识的能力,又考查了学生发现、判断和纠正错误的能力以及独立思考、分析问题的能力,这些正是高中核心素养中的核心能力。因此,调查高中生短文改错水平状况,针对他们在短文改错中存在的问题提出相应对策有重要作用。本研究随机选取红安县第三中学高二年级120名学生作为被试,通过两次短文改错测试从词法、句法、行文逻辑三个层面来了解学生的英语短文改错水平,并采取半结构式访谈来了解学生对短文改错的认识。研究发现:(1)学生短文改错总体水平不容乐观,两次测试所得均分分别为2.66和3.98(满分为10分);三个层面中,学生在词法上的改错水平高于在句法和行文逻辑上的改错水平;学生两次短文改错测试成绩与各自英语总分之间的相关系数分别为0.713和0.745,拟合度为0.509和0.555,呈较强正相关,表明高中生短文改错水平能在较大程度上反映其英语总体水平;(2)高低分组学生在两次测试中的均分相差3.00分以上,且独立样本T检验结果显示测试一成绩中的T值为12.752、显著性概率为0.000,测试二成绩中的T值为9.905,显著性概率均为0.000。这表明高低分组学生在两次测试中的水平差异比较明显,尤其在句法和行文逻辑层面,高分组学生的改错水平明显高于低分组学生的水平。对调查结果进行深入讨论发现学生在短文改错中主要存在四个问题:语法知识不够系统;语篇意识淡薄;语言负迁移严重;学习策略使用不佳。针对本文调查和讨论结果,本研究提出四条对策:(1)完善语法结构;(2)加强语篇意识;(3)消减语言负迁移;(4)强化学习策略。
[Abstract]:English essay correction is a comprehensive language test that integrates multiple grammatical knowledge points and multiple language skills. This question not only examines the students' ability to use language knowledge accurately and synthetically, but also examines the students' ability to find, judge and correct mistakes, as well as the ability to think independently and analyze problems. These are the core abilities in high school core literacy. Therefore, it is very important to investigate the situation of senior high school students' error-correcting level, and to put forward the corresponding countermeasures to solve the problems. In this study, 120 students of Grade 2 in Hongan No. 3 Middle School were randomly selected as subjects, and the students' level of English essay correction was studied from three levels: lexical, syntactic and textual logic. And use half-structured interviews to understand the students' understanding of the correction of the passage. The average scores of two tests were 2.66 and 3.98 (with a full score of 10 points), the level of error-correcting in lexical terms was higher than that in syntactic and textual logic in the three levels, the average scores of the two tests were 2.66 and 3.98 respectively, and the average scores of the two tests were 2.66 and 3.98, respectively, and the level of error-correction in the three levels was higher than that in syntax and logic. The correlation coefficients between the scores of the two essay correction tests and their total English scores were 0.713 and 0.745, respectively, and the fitting degrees were 0.509 and 0.555, respectively, showing a strong positive correlation. The results show that the average scores of high and low group students in the two tests are more than 3. 00 points, which can reflect their overall English proficiency to a large extent. The results of independent sample T test showed that the T value of test one score was 12.752, the significant probability was 0.000, the T value of test two score was 9.905, and the significant probability was 0.000. This shows that the level of students in high and low groups in the two tests is quite different, especially in syntax and logic level, the error correction level of high score students is obviously higher than that of low group students. It is found that there are four main problems in the process of correcting mistakes in short texts: inadequate grammatical knowledge, weak sense of discourse, serious negative transfer of language, and poor use of learning strategies. Based on the findings of the present study, the present study proposes four strategies: 1) to perfect the grammatical structure and 2) to strengthen the textual awareness) to reduce the negative transfer of language.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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