【作者】 王娜；

【导师】 刘全国；

【作者基本信息】 陕西师范大学 ， 外国语言学及应用语言学， 2018， 硕士

【摘要】 随着一种新型教学模式——分级教学在我国高校的出现及其逐渐广泛的运用,大学英语教学也开始探索与分级教学模式相结合的新思路。借此,大学英语分级教学成为一股新兴力量。该教学模式不仅体现了以人为本的教学原则,而且能够通过极大地提高学生的自我效能感,达到提高学生英语学习兴趣和能力的最终目标。然而,这一教学模式也存在弊端,被分到同一等级的学生可能还存在着英语水平的差异,因此在分级教学的基础上,分级作业应运而出。作业能够延伸并补充学生的课堂学习,帮助课堂所学知识进行消化和吸收,同时教师也能以此为依据,通过作业反馈,不断调整能够适应于学学习情况的教学方法和手段。可以说,发挥作业的重要性离不开适时合理的评价反馈。大学英语分级教学模式有助于学生英语水平的提高已经得到了有力证实,而分级作业的应用尚未得到研究者过多的关注。那么,现阶段大学英语分级作业的是如何实施的以及具体情况如何?如何做到对分级作业更有效的评价?所提倡的评价方式是如何对教师和学生产生反拨作用的?因此,如何对大学英语分级作业进行适时有效的评价和反馈,进而更好地将其积极的反拨作用实现到教学过程中,以更好地提高学生的英语水平,从而切实提高大学英语教学质量是我们日后需进一步开展研究的重要课题。参照上述研究问题,研究者将在大学英语分级教学的基础上,在教学中采用后置分级作业,对其实施方式进行探究。同时,探寻分级作业的有效评价模式,并对其产生的反拨作用进行初探。本研究通过采用教学干预实验方法,以问卷调查和访谈为辅助研究方法的实证研究,通过多角度检验对研究问题进行深度探讨,以期提高研究质量。本研究选取来自两个平行班的86名非英语专业大一学生作为研究对象,开展为期十八周的英语学习实证研究。在研究初期,作者进行了问卷调查的发放和收集整理工作,以此作为整个研究的基础;学生访谈工作于实验中期进行;同时,在研究开始前后期,作者依托全国大学英语等级考试(CET)4级试题分别对学生进行了前测和后测,最终通过对比分析得出结论。在对实验数据的整理和分析过程中,描述性统计和配对样本T检验的方法均得以利用。通过为期十八周的实验研究及数据分析,研究者验证了大学英语分级作业对大学阶段英语学习能力提升的促进作用,并对分级作业的具体实施策略进行了总结。同时,研究者在对学生的分级作业进行评价的过程中,也对其反拨作用进行了充分研究,并最终验证了分级作业具有反拨作用这一假设。为了实现对作业的有效评价,研究者对分级作业的评价手段进行了探讨和总结,提出了以大学英语分级教学为基础,辅以专业特色和激励机制的分级作业评价模式。更多还原

【Abstract】 As an emerging teaching mode,graded teaching is now being applied by more and more colleges and universities into college English teaching,hence graded college English teaching is attracting more and more people’s attention.This kind of teaching mode suits the teaching principle of people oriented,and for students of different English learning proficiency,graded teaching is beneficial for improving themselves with a higher self-efficacy.However,disadvantages could also exist in this teaching mode.The students graded into the same level may still have differences in English proficiency,therefore,on the basis of graded college English teaching,graded homework comes into public’s attention.Homework has always been an ignored teaching process in college English teaching.As an extension and supplement for classroom teaching,homework is a critical instrument for students to digest and take in the knowledge learned in the classroom,and also a vital means for teachers to receive teaching feedback and to adjust teaching method.The importance of homework also relies on assessment and feedback.As previous studies have firmly approved that graded college English teaching is helpful to improve students’ English learning proficiency,but the application of grade homework has not attracted too much attention from researchers.Therefore,how to put college English graded homework into actual practice,how to make more efficient assessment on college English graded homework and how does it exert the washback effect on teachers and students,such questions are really concerned by the researcher.So the research questions for further study is the way to better apply formative assessment into college English graded teaching,to realize its positive washback effect and to achieve the goal of improving students’ English proficiency and improving college English teaching quality.Around those research questions,the researcher is going to apply postposed graded homework in the teaching process and make a research on its application method.At the same time,it is also a study to explore efficient assessment on graded homework and its washback effect.The study adopts an empirical method,including tests,questionnaire and in-depth interview.These three research instruments are relatively complemented,mutually testified,and such multi-angle experiment could achieve a more qualified study result.The researcher takes 86 non-English major students from two paralleled classes as the research objective,and carries out an eighteen-week English study experiment.At the beginning and the end of the research,the researcher makes use of test papers of College English Test Band 4 to take a pretest and a post test separately.In addition with the questionnaire as the background investigation and the in-depth interview with students,the researcher gets the conclusion through comparison and analysis.The main statistical methods used in this study are descriptive statistics and paired sample T-test.Through nearly five months’ experimental research and data analysis,the researcher has verified the promoting effect of graded English homework on College English learning ability,and summarized the specific implementation strategies of graded homework.At the same time,the researcher has studied the washback effect in the process of graded homework assessment,and verified the hypothesis.In order to realize the effective assessment of homework,the researcher discusses and summarizes the evaluation methods of the graded homework,and puts forward the the assessment mode of graded homework based on the graded college English teaching and supplemented with the professional characteristics and the incentive mechanism.更多还原