本文選題：高中英語 + 短文改錯水平��； 參考：《閩南師范大學》2017年碩士論文

【摘要】：英語短文改錯題是集多個語法知識點和多項語言技能于一體的綜合語言測試項目。這道題既考查了學生準確、綜合運用語言知識的能力,又考查了學生發(fā)現(xiàn)、判斷和糾正錯誤的能力以及獨立思考、分析問題的能力,這些正是高中核心素養(yǎng)中的核心能力。因此,調(diào)查高中生短文改錯水平狀況,針對他們在短文改錯中存在的問題提出相應對策有重要作用。本研究隨機選取紅安縣第三中學高二年級120名學生作為被試,通過兩次短文改錯測試從詞法、句法、行文邏輯三個層面來了解學生的英語短文改錯水平,并采取半結(jié)構式訪談來了解學生對短文改錯的認識。研究發(fā)現(xiàn):(1)學生短文改錯總體水平不容樂觀,兩次測試所得均分分別為2.66和3.98(滿分為10分);三個層面中,學生在詞法上的改錯水平高于在句法和行文邏輯上的改錯水平;學生兩次短文改錯測試成績與各自英語總分之間的相關系數(shù)分別為0.713和0.745,擬合度為0.509和0.555,呈較強正相關,表明高中生短文改錯水平能在較大程度上反映其英語總體水平;(2)高低分組學生在兩次測試中的均分相差3.00分以上,且獨立樣本T檢驗結(jié)果顯示測試一成績中的T值為12.752、顯著性概率為0.000,測試二成績中的T值為9.905,顯著性概率均為0.000。這表明高低分組學生在兩次測試中的水平差異比較明顯,尤其在句法和行文邏輯層面,高分組學生的改錯水平明顯高于低分組學生的水平。對調(diào)查結(jié)果進行深入討論發(fā)現(xiàn)學生在短文改錯中主要存在四個問題:語法知識不夠系統(tǒng);語篇意識淡薄;語言負遷移嚴重;學習策略使用不佳。針對本文調(diào)查和討論結(jié)果,本研究提出四條對策:(1)完善語法結(jié)構;(2)加強語篇意識;(3)消減語言負遷移;(4)強化學習策略。
[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.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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