【作者】 方久华；

【导师】 熊敦礼；

【作者基本信息】 华中科技大学 ， 外国语言学与应用语言学， 2005， 硕士

【摘要】 许多年以来,学者们对于在试卷测试或者单项测试以及评分标准中是否存在着性别差异一直都存在不同看法。一些研究人员进行了实验,发现了测试中存在性别差异的证据。在口语能力测试领域,同样也有一些学者认为男性测试者与女性测试者在某些方面的表现是存在差异的。但是在中国对于不同性别测试者在口语能力测试中的表现差异的研究实在很有限。因此本文着眼于四六级英语考试口语考试的整个测试过程中应试者所采用的体裁特征以及交际策略为来考察不同性别测试者的表现差异。在所有参加2004 年四六级英语考试口语考试的应试者中,随机选取了15 名男生以及15 名女生,共30 人作为研究对象。因为在交际策略方面,不同语言能力水平的应试者有不同的选择。所以15 名男生和15 名女生平均分布在三个不同的等级上:A、B 和C。这些能力等级是由资深专家严格按照评分标准给出的,因此具有较高的可信度。然后根据前人关于交际策略的研究制定的分类法对不同性别的测试者使用的交际策略进行分析。在体裁特征方面,以Jeniffer Coates(1993)关于三个主要的具有性别差异的体裁特征理论为基础进行研究:部分重叠、打断以及最小反应。结果发现在部分重叠和打断中,男女应试者没有明显的差别; 而在最小反应中,女性测试者使用得要比男性测试者多。在交际策略方面,除了在后渠道信号这个分策略中女生比男生使用得更多以外,在其他的策略中都没有明显的性别差异。这些结果对于课堂的英语教学有一定的启示作用。更多还原

【Abstract】 Over many years, scholars have been arguing whether there exist some kind of gender difference in the whole test or individual questions and associated mark schemes. Some researchers hold the view that this difference does exist according to some evidences that they got in the experiments they carried out. In the field of oral language proficiency test, the performances of male candidates and female candidates are also found to be different in certain ways. However, in China, such kind of study is limited. Therefore, this paper focuses on the discourse features and communication strategies that candidates applied during the whole process of College English Test-Spoken English Test (CET-SET) to examine the performance difference between male candidates and female candidates. 30 candidates are randomly selected from all who participated CET-SET in the year of 2004, who are made up of 15 girls are 15 boys. The discourses they displayed are examined in three features: overlaps, interruptions and minimal responses, which are thought to be “gendered”according to Jeniffer Coates (1993). Then the communication strategies they applied are also discussed in the taxonomy on the basis of previous work. Since candidates with different language abilities have different choices on communication strategies, this paper examines the communication strategies used by male candidates and female candidates in three different proficiency level: A, B and C, which can be deemed to have high reliability. It is found that the discourse features of overlaps and interruptions do not show a kind of gender difference; while for minimal responses, female candidates are more likely to use it. And in communication strategies, all communication strategies do not show any gender difference, except one sub-category: the backchannel cues. The results can have some implications on the teaching of the English language in classroom.更多还原