中国中学生英语口头交际策略能力等级量表研究

发布时间：2018-03-18 11:21

  本文选题：语言能力等级量表　切入点：英语口头交际策略能力　出处：《湖南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：国外语言能力等级量表研究历史悠久,已趋于成熟,而国内相关研究则侧重于介绍国外语言能力量表的研制过程和研究方法、讨论其存在的优势与不足。我国对口头交际策略的研究主要集中在策略使用情况的调查与分析方面,很少有学者从语言能力等级量表的视角对口头交际策略能力进行研究。2014年开始,中国教育部开始致力于研制《中国英语能力等级量表》。本文正是在这一背景下,以中国中学生为目标群体,探讨如何建构英语口头交际策略能力等级量表。本研究以Bachman的交际语言能力和邓杰的信息能力构念观为理论基础,采用定性与定量相结合的方法,对中学生英语口头交际策略能力等级量表的建构进行研究,拟回答以下两个问题:1)中国中学生英语口头交际策略能力等级量表可分为哪几个维度?2)中国中学生英语口语交际策略能力等级量表可分为哪几个等级?针对以上两个问题,我们进行了如下具体研究:描述语的采集与编制、描述语的分类与定级。首先,作者运用文献法从语言能力量表、课程标准及考试大纲等中广泛收集与中国中学生英语口头交际策略能力相关的描述语295条。其次,我们参照准确、清晰、简洁、独立、肯定五原则,运用翻译、改写、拆分、合并等方法对其进行加工处理后保留200条描述语,以“能做”的形式呈现。在此基础上,我们依据话语信息认知处理能力理论,并借鉴CEFR中对策略的分类,将描述语划分为四个维度。最后,邀请31位一线教师评价描述语的难度以收集数据,并采用多层面Rasch模型将收集来的描述语进行定量分析,形成初始量表。本研究发现:1)中国中学生英语口头交际策略能力等级量表分为规划、执行、评估、补救四个维度。2)依据Facets的数据分析,中国中学生英语口头交际策略能力等级量表分为高、中、低三个等级。此外,研究结果也表明中国中学生英语口头交际策略能力等级量表建构的基础是有关策略能力的描述语的采集与编制。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、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。希望本研究能为中学生英语口头交际策略的学习、教学和测评提供一定的指导,并为《中国英语能力等级量表》的研制提供参考。
[Abstract]:The foreign language competence scale has a long history and has become mature, while the domestic research focuses on the development process and research methods of the foreign language competence scale. The research on oral communication strategies in China is mainly focused on the investigation and analysis of the use of strategies. In 2014, the Ministry of Education of China began to develop the Chinese English proficiency scale. This paper is based on this background. Taking Chinese middle school students as the target group, this study explores how to construct the scale of verbal communicative competence. This study is based on Bachman's communicative language competence and Deng Jie's theory of information competence, and adopts a combination of qualitative and quantitative approaches. This paper studies the construction of English oral communication strategy competence rating scale for middle school students, and intends to answer the following two questions: 1) what are the dimensions of Chinese middle school students' English oral communication strategy competence rating scale? 2) what are the grades of the scale of Chinese middle school students' communicative competence in oral English? In view of the above two problems, we have carried out the following specific research: the collection and compilation of description language, the classification and classification of description language. The curriculum standards and exam syllabus extensively collect 295 descriptions related to the oral communication strategy ability of Chinese middle school students. Secondly, we refer to the five principles of accuracy, clarity, brevity, independence and affirmation, and apply the five principles of translation, rewriting, splitting, and so on. After processing and processing, we retain 200 descriptors and present them in the form of "can do". On this basis, we use the theory of cognitive processing of discourse information and the classification of strategies in CEFR for reference. The description language is divided into four dimensions. Finally, 31 first-line teachers are invited to evaluate the difficulty of description language to collect data, and quantitative analysis of the collected description language is carried out by using multi-level Rasch model. The present study found that the scale was divided into four dimensions: planning, execution, evaluation and remediation. (2) according to the data of Facets, the scale was used to analyze the oral communicative competence of Chinese middle school students, which was divided into four dimensions: planning, execution, evaluation and remediation. Chinese middle school students' oral communication strategy competence rating scale is divided into three grades: high, middle and low. In addition, The results also show that the construction of the scale is based on the collection and compilation of the descriptive language about the strategic competence, and should ensure the universality, representativeness and authoritativeness of the descriptive language, and the accuracy of the descriptive language. Clarity, simplicity, independence, affirmation. Classification and grading are key. Classification should have a solid theoretical basis, and classification should be supported by both qualitative and quantitative evidence. In order to ensure the validity of the scale, I hope this study can provide some guidance for the study, teaching and evaluation of oral communication strategies of middle school students, and provide a reference for the development 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：1629388