本文選題：語言能力等級量表　切入點：英語口頭交際策略能力　出處：《湖南師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：國外語言能力等級量表研究歷史悠久,已趨于成熟,而國內(nèi)相關(guān)研究則側(cè)重于介紹國外語言能力量表的研制過程和研究方法、討論其存在的優(yōu)勢與不足。我國對口頭交際策略的研究主要集中在策略使用情況的調(diào)查與分析方面,很少有學(xué)者從語言能力等級量表的視角對口頭交際策略能力進行研究。2014年開始,中國教育部開始致力于研制《中國英語能力等級量表》。本文正是在這一背景下,以中國中學(xué)生為目標(biāo)群體,探討如何建構(gòu)英語口頭交際策略能力等級量表。本研究以Bachman的交際語言能力和鄧杰的信息能力構(gòu)念觀為理論基礎(chǔ),采用定性與定量相結(jié)合的方法,對中學(xué)生英語口頭交際策略能力等級量表的建構(gòu)進行研究,擬回答以下兩個問題:1)中國中學(xué)生英語口頭交際策略能力等級量表可分為哪幾個維度?2)中國中學(xué)生英語口語交際策略能力等級量表可分為哪幾個等級?針對以上兩個問題,我們進行了如下具體研究:描述語的采集與編制、描述語的分類與定級。首先,作者運用文獻法從語言能力量表、課程標(biāo)準(zhǔn)及考試大綱等中廣泛收集與中國中學(xué)生英語口頭交際策略能力相關(guān)的描述語295條。其次,我們參照準(zhǔn)確、清晰、簡潔、獨立、肯定五原則,運用翻譯、改寫、拆分、合并等方法對其進行加工處理后保留200條描述語,以“能做”的形式呈現(xiàn)。在此基礎(chǔ)上,我們依據(jù)話語信息認(rèn)知處理能力理論,并借鑒CEFR中對策略的分類,將描述語劃分為四個維度。最后,邀請31位一線教師評價描述語的難度以收集數(shù)據(jù),并采用多層面Rasch模型將收集來的描述語進行定量分析,形成初始量表。本研究發(fā)現(xiàn):1)中國中學(xué)生英語口頭交際策略能力等級量表分為規(guī)劃、執(zhí)行、評估、補救四個維度。2)依據(jù)Facets的數(shù)據(jù)分析,中國中學(xué)生英語口頭交際策略能力等級量表分為高、中、低三個等級。此外,研究結(jié)果也表明中國中學(xué)生英語口頭交際策略能力等級量表建構(gòu)的基礎(chǔ)是有關(guān)策略能力的描述語的采集與編制。應(yīng)確保描述語來源的廣泛性、代表性和權(quán)威性,描述語應(yīng)準(zhǔn)確、清晰、簡潔、獨立、肯定。分類和定級是關(guān)鍵,分類應(yīng)有堅實的理論基礎(chǔ),定級應(yīng)有定性和定量證據(jù)的支持,從而保證量表的效度。希望本研究能為中學(xué)生英語口頭交際策略的學(xué)習(xí)、教學(xué)和測評提供一定的指導(dǎo),并為《中國英語能力等級量表》的研制提供參考。
[Abstract]:The foreign language competence scale has a long history and has become mature, while the domestic research focuses on the development process and research methods of the foreign language competence scale. The research on oral communication strategies in China is mainly focused on the investigation and analysis of the use of strategies. In 2014, the Ministry of Education of China began to develop the Chinese English proficiency scale. This paper is based on this background. Taking Chinese middle school students as the target group, this study explores how to construct the scale of verbal communicative competence. This study is based on Bachman's communicative language competence and Deng Jie's theory of information competence, and adopts a combination of qualitative and quantitative approaches. This paper studies the construction of English oral communication strategy competence rating scale for middle school students, and intends to answer the following two questions: 1) what are the dimensions of Chinese middle school students' English oral communication strategy competence rating scale? 2) what are the grades of the scale of Chinese middle school students' communicative competence in oral English? In view of the above two problems, we have carried out the following specific research: the collection and compilation of description language, the classification and classification of description language. The curriculum standards and exam syllabus extensively collect 295 descriptions related to the oral communication strategy ability of Chinese middle school students. Secondly, we refer to the five principles of accuracy, clarity, brevity, independence and affirmation, and apply the five principles of translation, rewriting, splitting, and so on. After processing and processing, we retain 200 descriptors and present them in the form of "can do". On this basis, we use the theory of cognitive processing of discourse information and the classification of strategies in CEFR for reference. The description language is divided into four dimensions. Finally, 31 first-line teachers are invited to evaluate the difficulty of description language to collect data, and quantitative analysis of the collected description language is carried out by using multi-level Rasch model. The present study found that the scale was divided into four dimensions: planning, execution, evaluation and remediation. (2) according to the data of Facets, the scale was used to analyze the oral communicative competence of Chinese middle school students, which was divided into four dimensions: planning, execution, evaluation and remediation. Chinese middle school students' oral communication strategy competence rating scale is divided into three grades: high, middle and low. In addition, The results also show that the construction of the scale is based on the collection and compilation of the descriptive language about the strategic competence, and should ensure the universality, representativeness and authoritativeness of the descriptive language, and the accuracy of the descriptive language. Clarity, simplicity, independence, affirmation. Classification and grading are key. Classification should have a solid theoretical basis, and classification should be supported by both qualitative and quantitative evidence. In order to ensure the validity of the scale, I hope this study can provide some guidance for the study, teaching and evaluation of oral communication strategies of middle school students, and provide a reference for the development of the Chinese English proficiency scale.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41
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本文編號：1629388