高考英語全國卷中作文的評分細(xì)則里寫到“拼寫與標(biāo)點(diǎn)符號是語言準(zhǔn)確性的一個方面,評分時,應(yīng)視其對交際的影響程度予以考慮�！痹谶@里,“對交際的影響程度”完全由閱卷人來決定,主觀性比較強(qiáng),使評分人之間的信度有一定的降低。而學(xué)生最后的作文成績中也不會顯示在拼寫上分?jǐn)?shù)的得失,評分員們也沒有一個統(tǒng)一的標(biāo)準(zhǔn)。那么,針對作文中拼寫的評分,我們需要一個合理的解釋和具體的數(shù)據(jù)。本文首先回顧了拼寫錯誤類型,高考英語作文評分和拼寫評分的一些研究。其次從幾百位參加高考評卷的老師中隨機(jī)選出8位老師進(jìn)行訪談,整個過程采取錄音的方式。訪談結(jié)束后,對錄音進(jìn)行轉(zhuǎn)寫,收集數(shù)據(jù)并進(jìn)行分類統(tǒng)計分析。最后,在訪談的基礎(chǔ)上,通過對閱卷老師發(fā)放問卷來獲取更多的相關(guān)數(shù)據(jù)。我們一共發(fā)出150份問卷,最后收回107份有效問卷。我們對其中的數(shù)據(jù)進(jìn)行了收集,分類整理與統(tǒng)計分析。本文以高考英語書面語表達(dá)的評分為基礎(chǔ),通過對高考英語書面表達(dá)部分拼寫評分的描述性量化研究以及對評分員的訪問,試圖揭示拼寫在高考英語書面語表達(dá)的評分中所占比重以及評分員對各類拼寫錯誤的看法及評分。希望通過此研究,增進(jìn)人們對拼寫的了解;引起人們對拼寫及拼寫評分的重視;在評分量... 

【文章來源】：山西大學(xué)山西省

【文章頁數(shù)】：77 頁

【學(xué)位級別】：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：3561888