“语法填空”对高中英语教学的反拨效应研究

发布时间：2018-04-17 08:41

本文选题：“语法填空”题型 + 反拨作用　；参考：《山西师范大学》2017年硕士论文

【摘要】：反拨效应或反拨作用,通常指考试对教学产生的影响。普通高等学校招生全国统一考试(高考)中的英语科目,作为一门重要的考试科目,必然会对高中英语教学产生一定的影响。相应地,作为2014年被引入高考英语科目考试的一种新题型“语法填空”,也必然会对高中英语教学产生一定的影响。本研究主要研究“语法填空”题型对高中英语教学的反拨作用,围绕以下三个问题展开。第一,“语法填空”题型对高中英语词汇教学有何反拨作用?第二,“语法填空”题型对高中英语语法教学有何反拨作用?第三,“语法填空”题型对高中英语阅读教学有何反拨作用?本研究使用了问卷调查、课堂观察和访谈三种研究工具。首先,通过问卷调查,笔者对一所高中的部分学生和三所高中的部分英语教师进行了调查。在此基础上,笔者对“语法填空”题型的反拨作用有了整体的了解。其次,笔者根据问卷调查的研究结果,有针对性地对高一、高二8名不同英语教师的词汇课、语法课和阅读课进行了课堂观察,进一步了解了“语法填空”题型的反拨作用在课堂上的真实体现。最后,在以上研究结果的基础上,笔者对5位英语教师和18位学生进行了访谈,更好地了解了“语法填空”题型的反拨作用,进一步验证了问卷调查和课堂观察的研究发现,探索了其中的问题。另外,访谈还涉及到英语教师对“语法填空”题型的熟悉情况,“语法填空”题型对高中英语教学内容和教学方法的反拨作用情况,和高中英语教师对此题型的反拨作用的方向的看法。现将主要研究发现总结如下。总的来说,“语法填空”题型对高中英语词汇教学和语法教学的反拨作用大于对阅读教学的反拨作用,对教师英语教学的反拨作用大于对学生英语学习的反拨作用,对英语教学的积极反拨作用大于其消极反拨作用。首先,就英语教学而言,在“语法填空”的影响下,大部分英语教师在英语词汇教学和语法教学中会借助于“语境”,尤其是“句子语境”,有时会借助于“语篇语境”;在阅读课教学中,大部分教师重视“语篇语境”的作用,重视培养学生的“语篇逻辑分析能力和精细阅读能力”。此外,大部分教师重视对学生“产出性语言技能”和“语言知识运用能力”的培养,强调“语法规则”的“语用功能”,引导学生做“语法填空”的“适应性训练”,重视“语言的准确性”。一小部分教师会涉及到“真实的或接近真实的语境”。其次,就英语学习而言,在英语词汇和语法的学习中,学生重视“语境”,尤其是“句子语境”的作用,对“篇章语境”的重视不明显;在阅读课上,大部分学生重视“语篇语境”的重要作用,对“语篇逻辑分析能力和精细阅读能力”的培养重视一般。大部分学生重视自己“产出性语言技能”的培养。在“词汇的实际运用”方面,反拨作用不明显。本研究的创新性在于,笔者创造性地结合了多种研究方法对2014年引入高考英语科目考试的“语法填空”新题型的反拨作用进行了研究。与2014年以来的相同话题研究相比,研究方法相对科学,研究视角相对新颖。因此,研究成果对于高中英语教学具有一定的借鉴意义。
[Abstract]:Backwash or washback, usually refers to the effect of examinations on teaching. The unified national college entrance examination (college entrance examination) in English, as one of the important subjects of the examination, will have a certain impact on the English Teaching in senior high school. Accordingly, as a new type of "college entrance examination was introduced in 2014 English examination cloze", also will have a certain impact on the English Teaching in senior high school. The main research is the "grammar fill in the blank" questions on Washback of English Teaching in senior high school, focusing on the following three questions. First, what is the "cloze questions" washback effects on English Vocabulary Teaching in senior high school in second? "Grammar, fill in the blank" questions what is the washback effects on English grammar teaching in senior high school? Third, what is the "cloze test washback on English Reading Teaching in senior high school? This study used a questionnaire, class Class observation and interview three kinds of research tools. First of all, through the questionnaire survey, some English teachers the students in a high school and three senior middle schools were investigated. On this basis, the author of "Washback of cloze test to have a overall understanding. Secondly, the author based on the results of questionnaire the investigation, targeted to a high school, 8 teachers of different vocabulary class, grammar class and reading course of classroom observation, further understanding of the cloze" washback reflects questions in class. At last, in order to study on the basis of the results, the author carried out interview of 5 English teachers and 18 students, a better understanding of the Washback of cloze test, further validation of the research questionnaire and classroom observation, explored the problem. In addition, the interview is also related to English Familiar with the situation of teachers "cloze test," "washback on senior high school English teaching content and teaching methods of cloze questions, and senior high school English teachers to test the Washback Effect of the direction of view. The main findings are summarized as follows. In general," cloze questions on "senior high school English vocabulary teaching and grammar teaching backwash effect is greater than the washback effect on teaching reading, teachers of English Teaching of the washback effect is greater than the washback effect on students' English learning and English teaching on the positive washback outweigh its negative washback. Firstly, English teaching, in effect" cloze ", most English teachers with the help of the" context "in the teaching of English vocabulary and grammar teaching, especially the" sentence context ", sometimes with the help of" Discourse "in reading teaching; Most of the teachers, pay attention to "context", pay attention to the cultivation of students "discourse analysis ability and fine reading ability. In addition, most of the teachers pay attention to the students' productive language skills and language knowledge skills training", emphasize "grammar rules" and "pragmatic", to guide the students "cloze" and "adaptation", "pay attention to the accuracy of the language. A small part of teachers will be involved in real or near real context. Secondly, in the case of English learning, English grammar and vocabulary learning, students attach great importance to the" context ", especially the" sentence context "effect of" context "attention is not obvious; in the reading class, most students pay attention to the important role of discourse context", "to raise the importance of general discourse analysis ability and fine reading ability". Most of the students pay attention to their own culture. "Productive language skill". In the practical application of "vocabulary, washback effect is not obvious. The innovation of this research is that the author creatively combines a variety of research methods introduced in 2014 NEMT exam" cloze washback "new types of study on the same topic. Compared with the research since 2014, relatively scientific research methods, the research perspective is relatively new. Therefore, the research results have certain reference significance for English Teaching in senior high school.

【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】