导　　师： 曾葡初

学科专业： 050211

授予学位： 硕士

作　　者： ;

机构地区： 湘潭大学

摘　　要： 语言能力是指一个人语法知识的内化、理解和识别以及如何正确使用句子的能力。语言能力不仅指使用语法规则来组成语法正确的句子能力,更是何时、何地、为何目的、用何方法、向何人使用何种句子的基本能力。语言能力的内容包括语音识别、词汇选用、语法运用、篇章组织等能力,表现在听、说、读、写等言语实践中。 《英语课程标准》强调:基础教育阶段英语课程的总体目标是培养学生的“综合语言运用能力”。综合语言运用能力的形成建立在学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养整体发展的基础上。进而指出:语言知识和语言技能是综合语言运用能力的基础,并规定初三学生语言知识和语言技能应达到五级水平。 现实初三学生语言能力总体水平是否达到《英语课程标准》规定的要求?教师在课堂教学中是如何执行课标要求培养学生语言能力?教材编写又怎样体现和贯施课标对学生语言能力所提要求?在研读课标及使用教材的基础上,本研究针对上述问题,随机抽取广州白云区辖内四所初级中学201名初三学生与31位教师为样本,进行问卷调查、语言能力测验和课堂观察,对调查获得情况进行了统计分析,了解到学生语言能力的实际情况,并与《课程》规定初三学生语言能力应达到的级别进行了对比分析,进而对学生语言能力倾向和存在不足进行了分析性总结,在此基础上,为如何培养学生语言能力和《课标》的语言能力目标修正提出了建议。 所有调查情况均用Execl2003进行处理,经统计的数据表明:抽样学生的语言能力基本上达到《英语课程标准》的规定,但不同层次学校和不同班级学生语言能力倾向存在较大差异,语言能力内部发展极不平衡,如听读能力优于说写能力,对语法知识的掌握程度高于语音、� Linguistic competence refers to the internalization, understanding and recognition of a person’s grammatical knowledge and the ability how to correctly use sentence. It not only includes a person’s abilities to use grammar rules to construct correct sentences but also refers to the basic abilities of when, where, for what purpose, in what manner and with whom to use what kind of sentence. Its content includes the abilities of pronunciation recognition, vocabulary choice, grammar application, text organization and it is embodied in the language practice of listening, speaking, reading and writing. It is proposed that the overall objective of English course in the phase of basic education is to foster students’comprehensive ability in applying language in the English Curriculum Standards. The comprehensive ability in applying language is formed on the base of the comprehensive development of students’language knowledge, skills, affective factors, learning strategies and cultural consciousness. And it is further put forward that language knowledge and language skills are the base of the formation and development of the comprehensive ability in applying language, and it is regulated that Junior Three students’language knowledge and language skills should reach the level of five. Whether does the overall level of Junior Three students’linguistic competence in reality reach the requirements set by the English Curriculum Standards? How do teachers in classroom teaching cultivate students’linguistic competence? How are the requirements advanced by the English Curriculum Standards embodied in the textbooks? This study has randomly selected 201 Junior Three students and 31 teachers from four junior middle schools in Baiyun District Guangzhou as samples. To find out students’actual linguistic competence, it is conducted by a questionnaire survey, together with an interview, classroom observations and linguistic competence tests. And all the investigation results are statistically analyzed. Then a

关 键 词： 语言能力 课标 语能要求 学生实际语能 交际能力

领　　域： [文化科学—教育学]