高考英語(yǔ)全國(guó)卷中作文的評(píng)分細(xì)則里寫(xiě)到“拼寫(xiě)與標(biāo)點(diǎn)符號(hào)是語(yǔ)言準(zhǔn)確性的一個(gè)方面,評(píng)分時(shí),應(yīng)視其對(duì)交際的影響程度予以考慮�！痹谶@里,“對(duì)交際的影響程度”完全由閱卷人來(lái)決定,主觀性比較強(qiáng),使評(píng)分人之間的信度有一定的降低。而學(xué)生最后的作文成績(jī)中也不會(huì)顯示在拼寫(xiě)上分?jǐn)?shù)的得失,評(píng)分員們也沒(méi)有一個(gè)統(tǒng)一的標(biāo)準(zhǔn)。那么,針對(duì)作文中拼寫(xiě)的評(píng)分,我們需要一個(gè)合理的解釋和具體的數(shù)據(jù)。本文首先回顧了拼寫(xiě)錯(cuò)誤類(lèi)型,高考英語(yǔ)作文評(píng)分和拼寫(xiě)評(píng)分的一些研究。其次從幾百位參加高考評(píng)卷的老師中隨機(jī)選出8位老師進(jìn)行訪談,整個(gè)過(guò)程采取錄音的方式。訪談結(jié)束后,對(duì)錄音進(jìn)行轉(zhuǎn)寫(xiě),收集數(shù)據(jù)并進(jìn)行分類(lèi)統(tǒng)計(jì)分析。最后,在訪談的基礎(chǔ)上,通過(guò)對(duì)閱卷老師發(fā)放問(wèn)卷來(lái)獲取更多的相關(guān)數(shù)據(jù)。我們一共發(fā)出150份問(wèn)卷,最后收回107份有效問(wèn)卷。我們對(duì)其中的數(shù)據(jù)進(jìn)行了收集,分類(lèi)整理與統(tǒng)計(jì)分析。本文以高考英語(yǔ)書(shū)面語(yǔ)表達(dá)的評(píng)分為基礎(chǔ),通過(guò)對(duì)高考英語(yǔ)書(shū)面表達(dá)部分拼寫(xiě)評(píng)分的描述性量化研究以及對(duì)評(píng)分員的訪問(wèn),試圖揭示拼寫(xiě)在高考英語(yǔ)書(shū)面語(yǔ)表達(dá)的評(píng)分中所占比重以及評(píng)分員對(duì)各類(lèi)拼寫(xiě)錯(cuò)誤的看法及評(píng)分。希望通過(guò)此研究,增進(jìn)人們對(duì)拼寫(xiě)的了解;引起人們對(duì)拼寫(xiě)及拼寫(xiě)評(píng)分的重視;在評(píng)分量... 

【文章來(lái)源】：山西大學(xué)山西省

【文章頁(yè)數(shù)】：77 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT IN ENGLISH
ABSTRACT IN CHINESE
ACKNOWLEDGEMENTS
CHAPTER ONE INTRODUCTION
    1.1 Background and Significance of the Study
    1.2 Objective and Key Questions of the Study
CHAPTER TWO LITERATURE REVIEW
    2.1 Research on the Types of Misspellings
    2.2 Study on Written Expression of NMET
    2.3 The Study of Spelling Rating
CHAPTER THREE METHODOLOGY
    3.1 Research Questions
    3.2 Data Collection
        3.2.1 Participants-teacher-raters
        3.2.2 The interview
            3.2.2.1 A pre- interview
            3.2.2.2 The modification of the interview questions
            3.2.2.3 The formal interview
        3.2.3 The questionnaire
            3.2.3.1 The testing questionnaire
            3.2.3.2 The modification of the questionnaire
            3.2.3.3 The second questionnaire
        3.2.4 Procedures
CHAPTER FOUR DATA ANALYSIS AND FINDINGS
    4.1 The Key Elements of an Excellent Composition
    4.2 The Status of Spelling
    4.3 The Types of Spelling Errors Among Senior High School Students
        4.3.1 The teachers’ knowledge of misspelling types
        4.3.2 Types of spelling errors among senior high school students
        4.3.3 Teachers’ tolerance to different spelling errors in students’ writing
            4.3.3.1 Do the teachers see any kind of misspellings the same?
            4.3.3.2 The teachers’ tolerance of different types of spelling mistakes
            4.3.3.3 The relationship between misspelling types and students’ English proficiency
    4.4 Spelling Rating
        4.4.1 Rating according to the number of misspelling words
        4.4.2 Spelling errors as key words or other words
            4.4.2.1 Spelling errors as key words
            4.4.2.2 Non-keyword misspellings
        4.4.3 Spelling errors as verbs and other word classes
        4.4.4 Deduce the marks once there is a wrongly spelled word
CHAPTER FIVE CONCLUSION
    5.1 A Summary of Major Findings
    5.2 Implication of the Study
    5.3 Limitations and Suggestion of the Study
REFERENCES
    English Sources
    Chinese Sources
APPENDIX
    Appendix 1: 2017 NMET Writing Task
    Appendix 2: Questionnaire
    Appendix 3: The reliability test results of the questionnaire
PERSONAL ACHIEVEMENTS
PERSONAL PROFILES



本文編號(hào)：3561888