本文選題：“語法填空”題型 + 反撥作用　； 參考：《山西師范大學》2017年碩士論文

【摘要】：反撥效應或反撥作用,通常指考試對教學產(chǎn)生的影響。普通高等學校招生全國統(tǒng)一考試(高考)中的英語科目,作為一門重要的考試科目,必然會對高中英語教學產(chǎn)生一定的影響。相應地,作為2014年被引入高考英語科目考試的一種新題型“語法填空”,也必然會對高中英語教學產(chǎn)生一定的影響。本研究主要研究“語法填空”題型對高中英語教學的反撥作用,圍繞以下三個問題展開。第一,“語法填空”題型對高中英語詞匯教學有何反撥作用?第二,“語法填空”題型對高中英語語法教學有何反撥作用?第三,“語法填空”題型對高中英語閱讀教學有何反撥作用?本研究使用了問卷調(diào)查、課堂觀察和訪談三種研究工具。首先,通過問卷調(diào)查,筆者對一所高中的部分學生和三所高中的部分英語教師進行了調(diào)查。在此基礎上,筆者對“語法填空”題型的反撥作用有了整體的了解。其次,筆者根據(jù)問卷調(diào)查的研究結果,有針對性地對高一、高二8名不同英語教師的詞匯課、語法課和閱讀課進行了課堂觀察,進一步了解了“語法填空”題型的反撥作用在課堂上的真實體現(xiàn)。最后,在以上研究結果的基礎上,筆者對5位英語教師和18位學生進行了訪談,更好地了解了“語法填空”題型的反撥作用,進一步驗證了問卷調(diào)查和課堂觀察的研究發(fā)現(xiàn),探索了其中的問題。另外,訪談還涉及到英語教師對“語法填空”題型的熟悉情況,“語法填空”題型對高中英語教學內(nèi)容和教學方法的反撥作用情況,和高中英語教師對此題型的反撥作用的方向的看法�，F(xiàn)將主要研究發(fā)現(xiàn)總結如下�？偟膩碚f,“語法填空”題型對高中英語詞匯教學和語法教學的反撥作用大于對閱讀教學的反撥作用,對教師英語教學的反撥作用大于對學生英語學習的反撥作用,對英語教學的積極反撥作用大于其消極反撥作用。首先,就英語教學而言,在“語法填空”的影響下,大部分英語教師在英語詞匯教學和語法教學中會借助于“語境”,尤其是“句子語境”,有時會借助于“語篇語境”;在閱讀課教學中,大部分教師重視“語篇語境”的作用,重視培養(yǎng)學生的“語篇邏輯分析能力和精細閱讀能力”。此外,大部分教師重視對學生“產(chǎn)出性語言技能”和“語言知識運用能力”的培養(yǎng),強調(diào)“語法規(guī)則”的“語用功能”,引導學生做“語法填空”的“適應性訓練”,重視“語言的準確性”。一小部分教師會涉及到“真實的或接近真實的語境”。其次,就英語學習而言,在英語詞匯和語法的學習中,學生重視“語境”,尤其是“句子語境”的作用,對“篇章語境”的重視不明顯;在閱讀課上,大部分學生重視“語篇語境”的重要作用,對“語篇邏輯分析能力和精細閱讀能力”的培養(yǎng)重視一般。大部分學生重視自己“產(chǎn)出性語言技能”的培養(yǎng)。在“詞匯的實際運用”方面,反撥作用不明顯。本研究的創(chuàng)新性在于,筆者創(chuàng)造性地結合了多種研究方法對2014年引入高考英語科目考試的“語法填空”新題型的反撥作用進行了研究。與2014年以來的相同話題研究相比,研究方法相對科學,研究視角相對新穎。因此,研究成果對于高中英語教學具有一定的借鑒意義。
[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.

【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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