本文關鍵詞： 英語口語交際 學科能力 表現(xiàn)標準　出處：《江蘇師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：隨著時代的發(fā)展,關注能力成為當今世界各國教育的導向。能力與具體學科相結(jié)合構(gòu)成學科能力,是學生內(nèi)隱的、穩(wěn)定的學習心理與外顯的、可觀察的學習行為相結(jié)合的體現(xiàn)。英語口語交際能力是英語學科能力的子能力之一,是一種附屬于英語學科能力的特殊能力,其能力表現(xiàn)是學生通過意會與表達表現(xiàn)出來的英語素養(yǎng)。基于此,本文將探究英語口語交際能力表現(xiàn)的內(nèi)涵、要素與層次,在英語課程標準的基礎上建構(gòu)英語口語交際能力表現(xiàn)標準,遵循可測、可評、可操作的原則為教師掌握學生學習程度提供理論依據(jù),為有效“觀察學生學習成果、鑒定學生學習質(zhì)量”提供保障。本研究主要運用文獻研究法、文本分析法,圍繞“英語口語交際能力是什么”、“英語口語交際能力模型如何建構(gòu)”、“英語口語交際能力層次如何劃分”、“英語口語交際能力評價指標如何制定”四個基本問題進行展開探討。首先,本研究在總結(jié)國內(nèi)外相關文獻并借鑒前人研究成果的基礎上,提煉出義務教育階段英語口語交際能力就是“融合在英語學科能力中的,以順利完成英語對話和交流,并通過外顯的言語表達與內(nèi)隱的心理活動共同促使英語交際活動順利進行時所反映的穩(wěn)定的心理特征和行為特征。”在此基礎上,本文進一步通過分析義務教育階段英語課程標準、教材等對英語口語交際能力的要求,并結(jié)合英語口語交際的特點與當前學生的特點,歸納出義務教育階段英語口語交際能力的五大能力維度,即傾聽能力、說話能力、文化能力、情境能力和情意能力。其次,本研究分別以目標基礎、心理基礎、評價基礎和語言基礎為導向,確定英語口語交際能力表現(xiàn)標準。依據(jù)布盧姆的教育目標分類學、皮亞杰的認知發(fā)展階段理論、比格斯的SOLO分類理論、語言學與語用學基礎歸納出:英語口語交際能力要以學科知識為基礎確定能力目標,并確定能力層級;目標的制定要考慮學生的認知發(fā)展水平;評價要在明確目標的基礎上進行;表現(xiàn)標準不僅要體現(xiàn)“應知所能”還要體現(xiàn)“怎樣做”和“做到什么程度最好”;口語交際既要考慮語言的特點又要結(jié)合語言運行機制;表現(xiàn)標準要以現(xiàn)行課程標準為基礎;英語口語交際能力表現(xiàn)能夠體現(xiàn)隱含的學習質(zhì)量與學習結(jié)果。最后,在我國現(xiàn)行課程標準的基礎上,通過對各國教育標準的分析以及對國際上大型評價項目的研究,建構(gòu)出一種由學科能力、學科內(nèi)容、認知要求、表現(xiàn)水平與描述、問題情境構(gòu)成的學科能力模型,并根據(jù)此建構(gòu)英語口語交際能力框架。從傾聽能力、說話能力、文化能力、情境能力和情意能力五個維度來建構(gòu)英語口語交際能力表現(xiàn)標準,并通過詳細語言描述對能力水平層次進行劃分,從而為確定不同的水平層次提供依據(jù)。
[Abstract]:With the development of the times, attention to the ability has become the direction of education in the world today. The combination of ability and specific subjects constitutes the subject ability, which is implicit, stable learning psychology and explicit. English oral communicative competence is one of the sub-competence of English subject competence, which is a special ability attached to English subject ability. Based on this, this paper will explore the connotation, elements and levels of the expression of oral English communicative competence. On the basis of the English curriculum standard, the author constructs the performance standard of oral English communicative competence, following the principle of testability, evaluability and operation, which provides a theoretical basis for teachers to master the students' learning level. In order to effectively "observe students' learning results and identify students' learning quality", this study mainly uses literature research and text analysis to focus on "what is the communicative competence of spoken English". "how to construct the model of oral communicative competence", "how to divide the level of oral communicative competence" and "how to formulate the evaluation index of oral communicative competence" are discussed. On the basis of summing up the relevant literature at home and abroad and drawing lessons from previous studies, this study concludes that oral English communicative competence in compulsory education is "integrated into English subject competence". In order to successfully complete the English dialogue and communication, and through explicit speech expression and implicit psychological activities to promote the smooth progress of English communication activities reflected in the stable psychological and behavioral characteristics. "on this basis." This paper further analyzes the requirements of the compulsory English curriculum standards and teaching materials for oral English communicative competence, and combines the characteristics of oral English communication with the current characteristics of students. This paper concludes five dimensions of oral English communicative competence in compulsory education, that is, listening ability, speaking ability, cultural ability, situational ability and emotional ability. Secondly, this study is based on goal and psychology respectively. According to Bloom's taxonomy of educational objectives, Piaget's theory of cognitive development stage, and Biggs' SOLO classification theory. On the basis of linguistics and pragmatics, it is concluded that the competence of spoken English communication should be determined on the basis of the subject knowledge and the competence level; The goal formulation should consider the students' cognitive development level; Evaluation should be conducted on the basis of clear objectives; Performance standards should not only reflect "should know what can" but also "how to do" and "what is the best degree;" Oral communication should not only consider the characteristics of language but also combine with the mechanism of language operation. The performance standard should be based on the current curriculum standard; The performance of oral English communicative competence can reflect the implicit learning quality and learning results. Finally, on the basis of the current curriculum standards in China. Through the analysis of the educational standards of various countries and the research on the international large-scale evaluation projects, a kind of knowledge requirement, performance level and description by the subject ability, the subject content, the cognitive requirement is constructed. Problem situations constitute a model of subject competence, and based on this model, a framework of oral English communicative competence is constructed, which includes listening ability, speaking ability, and cultural competence. The five dimensions of situational competence and affective competence are used to construct the performance standards of oral English communicative competence, and the level of competence is divided by detailed language description, which provides the basis for determining different levels of competence.
【學位授予單位】：江蘇師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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