高中生英語語篇能力的調(diào)查研究
發(fā)布時(shí)間：2018-08-19 20:59
【摘要】：完型測(cè)試是高中英語測(cè)試中的重要組成部分,在總分150分的試卷中,完型占據(jù)了30%的比例,高中生在應(yīng)對(duì)這一題型時(shí)頗為無措,失分率較高。以往研究發(fā)現(xiàn),語篇能力的高低是影響學(xué)生完型得分的主要影響因素之一。對(duì)近幾年高考的完型測(cè)試題研究發(fā)現(xiàn),完型愈加偏向測(cè)試學(xué)生對(duì)語篇的理解。語篇能力一詞自誕生以來便受到多方關(guān)注,早期國外有關(guān)語篇能力的研究主要關(guān)注其定義,部分學(xué)者從能力的角度出發(fā),闡述其與語用能力的區(qū)別;語篇能力主要包括銜接與連貫兩個(gè)方面。國內(nèi)也有不少學(xué)者關(guān)注到了英語學(xué)習(xí)者的語篇能力并強(qiáng)調(diào)理解語篇的能力培養(yǎng)的重要性。但是,相關(guān)研究結(jié)果仍莫衷一是,鮮有研究揭示英語學(xué)習(xí)者的語篇能力現(xiàn)狀。本研究旨在考察高中英語學(xué)習(xí)者對(duì)語篇的銜接與連貫的掌握情況,以期揭示他們的語篇能力現(xiàn)狀,主要體現(xiàn)為:(1)高中學(xué)生對(duì)英語語篇內(nèi)容的理解;(2)學(xué)生語篇能力與語篇意識(shí)的關(guān)系;(3)學(xué)生的語篇能力與其英語水平的關(guān)系;(4)文理科學(xué)生的語篇能力的差異。本研究主要采用了問卷、語篇能力測(cè)試題、水平測(cè)試以及完型測(cè)試四種研究工具,來自貴溪某高中二年級(jí)四個(gè)班級(jí)的120位學(xué)生參與了此次研究。所有原始數(shù)據(jù)錄入Excel中,并使用SPSS 17.0軟件進(jìn)行描述分析,相關(guān)性分析以及獨(dú)立樣本T檢驗(yàn)。主要研究結(jié)果如下:首先,高二年級(jí)學(xué)生的語篇能力偏低,且呈兩極分化。在語篇能力中,學(xué)生在詞匯銜接題項(xiàng)中錯(cuò)誤最多,說明詞匯銜接為其弱項(xiàng)。其次,學(xué)生的語篇能力與他們的英語水平呈顯著相關(guān)。學(xué)生的語篇能力越高,他們?cè)谟⒄Z水平測(cè)試中取得的成績(jī)?cè)胶�。最�?理科學(xué)生的語篇能力略高于文科學(xué)生,但沒有達(dá)到顯著的差異。本研究結(jié)果揭示了高中生的語篇能力現(xiàn)狀,為將來有關(guān)語篇能力的研究提供了一定的理論和實(shí)踐基礎(chǔ)。同時(shí),相關(guān)性研究結(jié)果顯示,多項(xiàng)選擇完型填空和合理刪詞完型填空與學(xué)生的語篇能力呈顯著正相關(guān),尤其是合理刪詞完型填空這一題型。這一結(jié)果為培養(yǎng)和提高學(xué)生的語篇能力提供了題型的選擇。本研究的結(jié)果對(duì)高中英語教師和學(xué)習(xí)者有一定的啟發(fā)作用。首先,教師和學(xué)生都應(yīng)當(dāng)重視語篇能力的培養(yǎng),尤其是詞匯銜接這一部分,特別是英語水平較差的學(xué)生。學(xué)生可以利用合理刪詞完型測(cè)試來進(jìn)行語篇能力的訓(xùn)練,在提高語篇能力的同時(shí),完型得分也會(huì)更高。
[Abstract]:The Gestalt test is an important part of the senior high school English test. In the total score of 150 points, Gestalt accounts for 30% of the test paper. The senior high school students are quite disoriented in dealing with this problem type, and the rate of losing points is high. Previous studies have found that the level of discourse competence is one of the main factors affecting students'Gestalt scores. The study on the Gestalt test of the college entrance examination in recent years shows that the cloze is more inclined to test the students' comprehension of the text. The term "discourse competence" has attracted much attention since its birth. Early studies on discourse competence in foreign countries focused on its definition, and some scholars explained the difference between discourse competence and pragmatic competence from the perspective of competence. Textual competence mainly includes cohesion and coherence. Many scholars in China also pay attention to the text competence of English learners and emphasize the importance of the ability to understand the text. However, there is still no consensus on the relevant findings, and few studies reveal the present situation of English learners' discourse competence. The purpose of this study is to investigate the cohesion and coherence of senior high school English learners in order to reveal the present situation of their discourse competence. The main results are as follows: (1) senior high school students' understanding of English discourse content; (2) the relationship between students' textual competence and discourse awareness; (3) the relationship between students' textual competence and their English proficiency; and (4) the differences of students' textual competence. The present study mainly uses questionnaire, discourse proficiency test, proficiency test and Gestalt test. 120 students from four classes in a senior high school in Guixi participated in the study. All the raw data were input into Excel, and SPSS 17.0 software was used for description analysis, correlation analysis and independent sample T-test. The main results are as follows: first, the second grade students' discourse competence is low and polarized. In discourse competence, students make the most mistakes in lexical cohesion, indicating that lexical cohesion is their weakness. Secondly, there is a significant correlation between students' textual competence and their English proficiency. The higher the students' textual competence, the better their performance in the English proficiency test. Finally, the discourse competence of science students is slightly higher than that of liberal arts students, but there is no significant difference. The present study reveals the present situation of discourse competence of senior high school students and provides a theoretical and practical basis for future research on discourse competence. At the same time, the results of the correlation study show that there is a significant positive correlation between the multi-choice cloze filling and the reasonable deletion of word cloze, especially the question type of reasonably deleting the cloze. This result provides a choice of question type for the cultivation and improvement of students' discourse competence. The results of this study are instructive for English teachers and learners in senior high school. Firstly, both teachers and students should pay attention to the cultivation of discourse competence, especially the lexical cohesion, especially for students with poor English proficiency. Students can use the test to train the discourse competence, and the score of the Gestalt will be higher than that of the others.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
[Abstract]:The Gestalt test is an important part of the senior high school English test. In the total score of 150 points, Gestalt accounts for 30% of the test paper. The senior high school students are quite disoriented in dealing with this problem type, and the rate of losing points is high. Previous studies have found that the level of discourse competence is one of the main factors affecting students'Gestalt scores. The study on the Gestalt test of the college entrance examination in recent years shows that the cloze is more inclined to test the students' comprehension of the text. The term "discourse competence" has attracted much attention since its birth. Early studies on discourse competence in foreign countries focused on its definition, and some scholars explained the difference between discourse competence and pragmatic competence from the perspective of competence. Textual competence mainly includes cohesion and coherence. Many scholars in China also pay attention to the text competence of English learners and emphasize the importance of the ability to understand the text. However, there is still no consensus on the relevant findings, and few studies reveal the present situation of English learners' discourse competence. The purpose of this study is to investigate the cohesion and coherence of senior high school English learners in order to reveal the present situation of their discourse competence. The main results are as follows: (1) senior high school students' understanding of English discourse content; (2) the relationship between students' textual competence and discourse awareness; (3) the relationship between students' textual competence and their English proficiency; and (4) the differences of students' textual competence. The present study mainly uses questionnaire, discourse proficiency test, proficiency test and Gestalt test. 120 students from four classes in a senior high school in Guixi participated in the study. All the raw data were input into Excel, and SPSS 17.0 software was used for description analysis, correlation analysis and independent sample T-test. The main results are as follows: first, the second grade students' discourse competence is low and polarized. In discourse competence, students make the most mistakes in lexical cohesion, indicating that lexical cohesion is their weakness. Secondly, there is a significant correlation between students' textual competence and their English proficiency. The higher the students' textual competence, the better their performance in the English proficiency test. Finally, the discourse competence of science students is slightly higher than that of liberal arts students, but there is no significant difference. The present study reveals the present situation of discourse competence of senior high school students and provides a theoretical and practical basis for future research on discourse competence. At the same time, the results of the correlation study show that there is a significant positive correlation between the multi-choice cloze filling and the reasonable deletion of word cloze, especially the question type of reasonably deleting the cloze. This result provides a choice of question type for the cultivation and improvement of students' discourse competence. The results of this study are instructive for English teachers and learners in senior high school. Firstly, both teachers and students should pay attention to the cultivation of discourse competence, especially the lexical cohesion, especially for students with poor English proficiency. Students can use the test to train the discourse competence, and the score of the Gestalt will be higher than that of the others.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
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6 徐s，
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