【摘要】：自2003年我國(guó)實(shí)施新的中小學(xué)英語(yǔ)課程標(biāo)準(zhǔn)，基礎(chǔ)教育改革對(duì)英語(yǔ)教師的要求越來(lái)越高，其中包括教師的英語(yǔ)語(yǔ)言意識(shí)。王琦（2004）提出，高素質(zhì)的教師隊(duì)伍是中小學(xué)英語(yǔ)教育發(fā)展的首要因素，并認(rèn)為提高教師語(yǔ)言意識(shí)水平是提高教師素質(zhì)的重要條件,也是推進(jìn)中小學(xué)英語(yǔ)教育改革的重要保障。而英語(yǔ)教學(xué)存在這樣一種普遍現(xiàn)象：中學(xué)生、甚至英語(yǔ)師范生能夠在考試中獲得高分，有較扎實(shí)的語(yǔ)言知識(shí)，然而在真實(shí)的英語(yǔ)交流中輸出能力有限；或者能夠較流利地運(yùn)用英語(yǔ)進(jìn)行交流時(shí)卻忽略了語(yǔ)言的形式。眾多學(xué)者指出，此種現(xiàn)象反應(yīng)的是學(xué)生對(duì)語(yǔ)言意識(shí)的缺乏。高等師范院校目標(biāo)與責(zé)任在于培養(yǎng)合格及優(yōu)秀的中小學(xué)教師，師范生的語(yǔ)言意識(shí)水平反映了師范院校的教育情況，也深深影響著今后所從事的中小學(xué)教育事業(yè)。由此可見，語(yǔ)言意識(shí)對(duì)于在職英語(yǔ)教師及英語(yǔ)師范生具有重要作用，它是英語(yǔ)教師教學(xué)成敗的關(guān)鍵因素，也是近年來(lái)英語(yǔ)教學(xué)界研究的熱點(diǎn)。 語(yǔ)言意識(shí)的研究最初是注重對(duì)教師的語(yǔ)言意識(shí)培養(yǎng)，，但國(guó)內(nèi)缺乏對(duì)不同階段教師的對(duì)比研究，且對(duì)于語(yǔ)言形式與功能意識(shí)、語(yǔ)言意識(shí)與語(yǔ)言水平及性別的相關(guān)性、中小學(xué)英語(yǔ)教師職前與職后的語(yǔ)言意識(shí)差異對(duì)比研究非常少。鑒于此，本文將致力于以上幾方面進(jìn)行對(duì)比及相關(guān)性研究。 本文在介紹語(yǔ)言意識(shí)概念、發(fā)展及相關(guān)理論基礎(chǔ)后對(duì)贛州市及縣幾所中學(xué)的初中英語(yǔ)教師及贛南師范學(xué)院英語(yǔ)師范專業(yè)大三本科生的語(yǔ)言意識(shí)狀況實(shí)施測(cè)試與訪談。探討語(yǔ)言形式與功能、語(yǔ)言意識(shí)與語(yǔ)言水平及性別的相關(guān)性、初中英語(yǔ)教師與英語(yǔ)師范專業(yè)本科生在語(yǔ)言意識(shí)各方面的差異，即師范生從職后語(yǔ)言意識(shí)的變化。研究結(jié)果顯示：初中英語(yǔ)教師與英語(yǔ)師范專業(yè)本科生的語(yǔ)言意識(shí)處于中等水平，重點(diǎn)中學(xué)英語(yǔ)教師的語(yǔ)言意識(shí)、語(yǔ)言形式與功能意識(shí)比英語(yǔ)師范大三本科生與普通中學(xué)英語(yǔ)教師稍強(qiáng)；語(yǔ)言意識(shí)與語(yǔ)言水平具有顯著相關(guān)性；語(yǔ)言形式與語(yǔ)言功能整體有顯著性，但對(duì)于大三英語(yǔ)本科師范生而言不存在顯著相關(guān)；語(yǔ)言意識(shí)與性別無(wú)顯著相關(guān)。結(jié)果基本證實(shí)了最初的假設(shè)，也發(fā)現(xiàn)了不同之處，找出了教師職前教育的缺陷。在此基礎(chǔ)上，本研究對(duì)英語(yǔ)教學(xué)及英語(yǔ)教師語(yǔ)言意識(shí)的培養(yǎng)，尤其是初中英語(yǔ)教師及將來(lái)從事中小學(xué)教學(xué)的師范生的語(yǔ)言意識(shí)的培養(yǎng)與發(fā)展提出建議，也指出了本文的研究不足及今后的研究方向。
[Abstract]:Since the implementation of the new English curriculum standards in primary and secondary schools in China in 2003, the reform of basic education has put more and more demands on English teachers, including teachers' awareness of English language. Wang Qi (2004) proposed that high quality teachers are the primary factors in the development of English education in primary and secondary schools, and pointed out that improving teachers' language awareness is an important condition for improving teachers' quality and is also an important guarantee to promote the reform of English education in primary and secondary schools. However, there is such a common phenomenon in English teaching: middle school students, even English teachers, can get high scores in examinations, have more solid language knowledge, but have limited ability to export in real English communication; Or being able to communicate fluently in English but neglecting the form of language. Many scholars have pointed out that this phenomenon reflects students' lack of language awareness. The goal and responsibility of teachers colleges and universities is to train qualified and excellent teachers in primary and secondary schools. The language consciousness level of normal students reflects the educational situation of normal colleges and universities, and it also deeply influences the primary and secondary education undertaking that they will engage in the future. It can be seen that language awareness plays an important role in serving English teachers and English normal students. It is a key factor in the success or failure of English teachers' teaching. It is also a hot topic in the field of English teaching in recent years. The study of language consciousness initially focuses on the cultivation of teachers' language consciousness, but there is a lack of contrastive study of teachers at different stages in our country, and the correlation between language form and functional consciousness, language awareness and language level and gender. There are few contrastive studies on the differences between pre-service and post-service language awareness of English teachers in primary and secondary schools. In view of this, this article will devote to the above several aspects to carry on the contrast and the correlation research. After introducing the concept, development and related theoretical basis of language consciousness, this paper tests and interviews the language awareness of junior middle school English teachers and junior high school students of Gannan normal University in Ganzhou City and several counties, as well as the junior high school students majoring in English teacher training in Gannan normal University. This paper probes into the language form and function, the correlation between language consciousness and language level and gender, and the differences in language consciousness between junior English teachers and English teachers' undergraduates, that is, the change of language consciousness of normal school students. The results show that the language awareness of junior English teachers and English teachers is at the middle level, and the language awareness of English teachers in key middle schools is at the middle level. Language form and functional consciousness are slightly stronger than that of English teachers and English teachers in general middle schools, language awareness and language proficiency are significantly correlated, and language form and language function as a whole are significant. However, there is no significant correlation between language consciousness and gender for junior English teachers. The results basically confirmed the original hypothesis, found the differences, and found out the defects of teachers' pre-service education. On the basis of this, this study puts forward some suggestions for the cultivation and development of English teaching and the language awareness of English teachers, especially junior middle school English teachers and teachers' students who will be teaching in primary and secondary schools in the future. It also points out the deficiency of this paper and the research direction in the future.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G633.41;G635.1;G655.5

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本文編號(hào)：2209778