语言物质属性及技能习得相关性实证研究——一项旨在实践“听说先导、读多写长法”的教改报告

Study on Materialistic Features and Relativity of Language Faculities——Approach into Priority to Listening, Speaking, Reading & Writing

本研究以我院公外2001、2002级学生为被试,以共时单项技能测试、问卷调查等形式,探索学生历时语言技能习得优先发展序增长相关性问题.结果表明:1)学生彼此间各项技能发展不平衡,技能形成有时间序相关性;2)技能相关性有强弱之分,听说能力强,影响读写作用也强,听说能力弱,对读写影响可能强,也可能弱;3)技能与教师、自主性学习习惯、环境等相关性大,与教材、家庭文化背景有一定关联,与性别、经济条件关联不大;4)现行教育体制使英语教学以技能习得开始,以获得语言知识结束;5)听说先导模式,以交际方式实现语能,读写侧重模式,以渐进方式积累知识;6)"听说先导、读多写长"是合符语言物质属性和规律的科学方法.

Based on students grades of 2001 and 2002, single faculty tests are used, with polls synchronically and evaluation diachronically. Results are as follows: 1)The proficiency gap among students varied; 2)Combined faculties were related to single faculty; 3)Self-learning had an impact on proficiency; 4)Proficiency had nothing to do with sex, or economic condition; 5)Education policy does bad to language learning; and 6)For listening & speaking, proficiency leaps forward, for reading & writing, proficiency accumulates.