课后作业是英语语言教学与学习的重要组成部分，通常被视为学生复习和巩固英语课堂所学知识的主要方式。然而，英语作业究竟在英语语言教学与学习中扮演什么角色？这个问题并未得到足够的重视。相比于英语教学其他方面的研究，例如英语教学中的听、说、读、写的研究，围绕英语作业展开的研究比较少。本论文将针对英语作业设计对英语教学和学习的作用展开调查研究。 本研究着眼于以下三个问题：第一，目前英语作业现状如何（其中包括英语作业量、作业难度、类型及内容、分层英语作业现状、英语作业批改反馈情况、英语作业管理等）。第二，学生对英语作业的看法如何。第三，英语教师对英语作业的看法如何。本研究以深圳某高中为例，选取该校300名来自三个不同年级的学生和3名英语教师为研究对象，开展调查。笔者对学生进行了问卷调查，以便了解他们的作业现状和对英语作业的相关态度，同时，笔者还对部分学生和教师进行了访谈，以了解他们对于英语作业的态度。另外，笔者收集了一些学生作业的照片，以佐证他们对英语作业的看法。 通过对研究数据的收集和分析，得出以下结论。学生目前的英语作业量和作业难度，对大部分学生而言，都可以接受。然而，英语作业的类型和内容主要集中在完成练习册内容和背诵课文或单词方面，而较受学生欢迎的听力或口语作业相对比较少。此外，分层英语作业在该校的实施情况较少。另外，在英语作业批改和反馈方面，尽管英语教师有比较多的批改方式，但是，在作业反馈中，教师与学生的沟通仍比较欠缺。最后，通过研究发现，家长在学生英语作业中基本扮演着可有可无的角色。基于上述结论，笔者有针对性的分别为学生和教师提出了一些建议，以提高英语作业的实际效果。

Assignment is regarded as an integrated part in the teaching and learning of English. It is usually considered as the main way for students to review and consolidate what they have learned in class. However, what exact roles assignments have played has not been given enough attention as little research has been done on English assignment compared with other aspects of English teaching and learning, such as listening, speaking, reading and writing. In this regard, this thesis is to investigate the role of English assignment in English teaching and learning. Aiming to learn about the current situation of English homework assignment, as well as students’ views and English teachers’ views on it, the research involves 300 students and 3 English teachers from a senior high school in Shenzhen. A questionnaire is given out to students in three grades in the senior high school. They are designed to cover the situation of English homework assignments, such as the amount, degree of difficulty, forms and content, stratified English homework, regulations, and students’ views on them, significance of English homework. In order to further delve into students’ and teachers’ views on assignments, two interviews are carried out respectively. Samples of students’ homework are also taken photos to provide supports for the data collected. From the data collected in the research, conclusions can be drawn: the amount and degree of difficulty of English homework are acceptable to the majority of students. However, the current forms and content of English homework are mainly supplementary exercise books and reciting texts or words, while students expect more homework in speaking and listening. Besides, stratified English homework is rarely applied in English teaching. As for homework marking, there are various ways used by English teachers, though more communications through written comments are called for. Finally, parents’ role in English homework is less important currently. Based on data analysis, some suggestions are given to both students and teachers in order to improve the effectiveness of English homework assignment.