课堂听写活动在高中英语教学中普遍存在，其重要性已得到广泛的认同，但如何提升课堂听写有效性一直是很多英语教师共同关心的话题。这不仅是因为学生学英语词汇效果主要是通过听写去监督和检测，而且课堂听写能够提供最直接有效的，也是最重要的语言输入和语言输出。 众所周知，教学行动研究是现代教育研究方法之一。教师或教育工作者在教学实践中，对自己的教学理念、教学方法及教学成果进行反思性的探究，进而针对在教学中所发现的问题，有目的、有计划地结合教学实际探索解决办法，以使教学达到更佳效果。 基于笔者三年多的高中教学经验，在总结前人研究的基础上，通过开展一学年为期两轮的教学行动研究，旨在探索提高笔者所教高一两个班英语听写效果的新途径。本论文采用了如下研究方法，包括行动研究前期后期学生问卷调查、研究前后期学生访谈和通过分析期中期末考试成绩。在以往教学中，采用标准听写（传统听写）模式，部分学生听写效果不佳，因此第一轮教学行动研究的研究问题是：自主听写的模式在何种程度上调动学生积极性而达到较佳的词汇学习效果？基于第一轮行动研究的数据分析，发现通过自主听写训练与检测，把多数学生从被动的学习词汇引导向了主动学习，从消极地接受语言知识，学生转变为积极的运用语言者，对培养学生的自主学习能力起到极大促进作用。但同时产生的新问题是：随机合作的小组成员英语语言能力参差不齐，单一既定的听写内容未能兼顾个体学生自身最近发展区的发展潜能，因此第二轮教学行动研究的研究问题是：基于自主的分等级的小组听写模式在何种程度上调动处在各层次水平的学生的积极性，进而达到更好的词汇学习效果？基于第二轮行动研究的数据分析发现，处在各层次的学生都有相应的进步，表现出学习主人翁的热情，且英语水平高，在听写活动中自主自律的学生成绩进步突出。但同时也产生了问题，主要表现在语言能力相对弱的学生在听写过程中弄虚作假，还有一部分学生对按成绩分等级学习小组的分层理念不接受，觉得被歧视，因而有抵触情绪，进而未能在听写活动中积极参与，导致英语成绩有所下滑。 经过自主听写和等级听写的教学行动研究，发现结合等级听写的课堂自主听写形式对第二外语学习者的语言学习产生了积极作用和影响。研究不足及存在问题集中表现在，本研究的研究对象样本容量有限，因此不具充分代表性；其次自身缺乏自律自主学习能力且英语语言能力较弱的学生在自主等级听写活动中表现不佳。

Classroom dictation activity is commonly used in high school English teaching, whose importance has been widely accepted. However, how to improve the effectiveness of classroom dictation has still been a hot topic for English researchers and teachers. The reason is that not only is the students’ learning English vocabulary mainly monitored through the classroom dictation, but also classroom dictation can provide direct, effective and important language input and language output. As is known to all, teaching action research is one of the modern education research methods, through which educators reflect on their own teaching to explore more effective teaching methods. In addition, educators explore approaches to the problems found in teaching in a planned way so as to achieve better teaching results. In this paper, based on the author’s more than three-year high school teaching experience and comprehension, the author finds that classroom standard (traditional) dictation mode generally adopted in the high school English classroom doesn’t function effectively. In order to solve this problem, this paper explores new ways of improving the effectiveness of high school English classroom dictation through the formulation and implementation of two rounds of teaching action researches. This paper adopts the following research methods: action research questionnaire, students interview and the analysis of the mid-term and final examination results. Therefore, in the first round of teaching action research the research questions are: How does the new mode, student-teacher (independent) dictation mode, affect students’ interest? How does the new dictation mode improve students’ vocabulary acquisition? By analyzing the data collected from the first round of action research, the author continues to carry out the second round of teaching action research. And in the second round of teaching action research the research questions are: based on the “student-teacher” dictation, how does the new mode, graduated (grouped) dictation mode, arouse students’ learning interest? How does the new mode improve students’ vocabulary acquisition? After two rounds of “student-teacher” dictation and graduated group dictation, it is confirmed that second language learners' language learning has got improvement. The “student-teacher” dictation practice and test encourages students to change learning style from passive receiving into active learning, making the students from the negative language knowledge receiver into positive language practitioners, which greatly cultivates students' autonomous learning ability. One of the problems existing in the research is lack of insufficient samples, which are not representative enough; besides, those students who are lacking in self-discipline of autonomous learning ability as well as weaker students failed to do well in the graduated “student-teacher” dictation mode.