英语作文自动评价反馈对学生词汇修改的影响——以批改网为例
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摘要
文章通过对调查问卷、总结报告和访谈记录的分析,对37名学生基于英语作文自动评价(Automated Writing Evaluation,AWE)反馈的写作过程进行了探讨,并以批改网为例,重点研究了AWE提供的词汇反馈点和AWE提供的反馈对学生的词汇修改的影响这两个问题。文章研究的结果表明,批改网提供的词汇反馈点主要为学习资源反馈点,给予的词汇警示和词汇错误反馈点主要集中于名词、冠词、动词和搭配错误;学生比较关注批改网反馈给予的词汇错误和词汇警示,反馈有助于提升文本词汇的多样性和复杂性,学生对涉及单词、搭配/短语的反馈比较满意。此外,文章还讨论了AWE反馈影响学生词汇修改的相关因素,以期有针对性地发挥AWE反馈的积极作用,提升学生的英文写作水平,更好地开展大学英语写作教学。
Through the analyses of questionnaires, summary reports and interview records, this paper discussed 37 students' writing process based on Automated Writing Evaluation(AWE) feedback. Meanwhile, this paper focused on the effect of the vocabulary feedback points and the feedback provided by AWE on students' vocabulary revision by taking the Pigai.org for example. Results showed that the vocabulary feedback points from the Pigai.org were mainly learning resources feedback points, and the feedback points of vocabulary warnings and errors mainly concentrated on nouns, articles, verbs and collocation errors. At the same time, students paid more attention to the feedback on vocabulary warnings and errors from Pigai.org, and the feedback contributed to the improvement of the lexical diversity and sophistication. Meanwhile, students were satisfied with the feedback on vocabulary and collocations/phrases. In addition, the relevant factors of AWE feedback influencing students' vocabulary revision were analyzed, which was expected to targetedly make the AWE feedback play a positive role, improve students' English writing ability and better carry out college English writing teaching.
Through the analyses of questionnaires, summary reports and interview records, this paper discussed 37 students' writing process based on Automated Writing Evaluation(AWE) feedback. Meanwhile, this paper focused on the effect of the vocabulary feedback points and the feedback provided by AWE on students' vocabulary revision by taking the Pigai.org for example. Results showed that the vocabulary feedback points from the Pigai.org were mainly learning resources feedback points, and the feedback points of vocabulary warnings and errors mainly concentrated on nouns, articles, verbs and collocation errors. At the same time, students paid more attention to the feedback on vocabulary warnings and errors from Pigai.org, and the feedback contributed to the improvement of the lexical diversity and sophistication. Meanwhile, students were satisfied with the feedback on vocabulary and collocations/phrases. In addition, the relevant factors of AWE feedback influencing students' vocabulary revision were analyzed, which was expected to targetedly make the AWE feedback play a positive role, improve students' English writing ability and better carry out college English writing teaching.
引文
[1]唐锦兰,吴一安.在线英语写作自动评价系统应用研究述评[J].外语教学与研究,2011,(2):273-282、321.
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[3][4]Chapelle C A,Douglas D计算机技术条件下的语言评价[M].北京:外语教学与研究出版社,2010:62-64、1.
[5]Page E B.Grading essays by computer:Progress report[A].Educational Testing Service.Proceedings of the invitational conference on testing problems[C].Princeton:Educational Testing Service,1966.
[6]Flotz P W,Laham D,Landauer T K.The intelligent essay assessor:Applications to educational technology[J].Interactive Multimedia Electronic Journal of Computer-Enhanced Learning,1999,(2).
[7]Burstein J C.The E-rater scoring engine:Automated essay scoring with natural language processing[A].Shermis M D,Burstein J.Automated Essay Scoring:A Cross-disciplinary Perspective[C].Mahwah:Lawrence Erlbaum Associates Inc,2003.
[8]梁茂成.中国学生英语作文自动评分模型的构建[M].北京:外语教学与研究出版社,2010:1-32.
[10]北京词网科技有限公司.批改网[OL].
[11]柏晓静,俞士汶,朱学锋.自然语言处理中的技术评测及关于英语专业考试的思考[J].外语电化教学,2010,(1):3-9、18.
[12]卢鹿.基于自动评价系统的第二写作过程研究[J].外语界,2016,(2):88-96.
[14]Attali Y.Exploring the feedback and revision features of criterion[J].Journal of Second Language Writing,2004,(3):1-20.
[15]Hatziapostolou T,Paraskakis I.Enhancing the impact of formative feedback on student learning through an online feedback system[J].Electronic Journal of e-Learning,2010,(2):111-122.
[16]Read J.Assessing vocabulary[M].Cambridge:Cambridge University Press,2000:200.
[17]Paul M,Imma M.Tools for researching vocabulary[M].Bristol:Multilingual Matters,2017:21-43.
[18]Nation P.Range32[OL].
[19]杨惠中.语料库语言学导论[M].上海:上海外语教育出版社,2002:199.
[20]Hyland F,Hyland K.Sugaring the pill:Praise and criticism in written feedback[J].Journal of Second Language Writing,2001,(3):185-212.
[21]Zhang W,Huang A.Exploring Chinese college students’language use in written peer feedback on EFL writing[A].Feng W,Lin P,Tay D.The 11th international symposium on teaching English at tertiary level[C].Hong Kong:The Hong Kong Polytechnic University(Printed and Bound in Beijing),2017:456-477.
[22]D?rnyei Z.The psychology of the language learner:Individual differences in second language acquisition[M].New York:Routledge,2010:65-119.
[23]Skehan P.Modelling second language performance:Integrating complexity,accuracy,fluency,and lexis[J].Applied Linguistics,2009,(4):510-532.
[24](美)Ellis R.第二语言习得研究[M].上海:上海外语教育出版社,1999:348-363.
1“?????”来源于笔者和新西兰威灵顿维多利亚大学Nation教授的来往邮件(Personal Communication)讨论,特此致谢。
[2][9][13]杨永林,丁韬.互联网+时代,英语写作怎么教?[J].外语研究,2016,(1):60-63、112.
[3][4]Chapelle C A,Douglas D计算机技术条件下的语言评价[M].北京:外语教学与研究出版社,2010:62-64、1.
[5]Page E B.Grading essays by computer:Progress report[A].Educational Testing Service.Proceedings of the invitational conference on testing problems[C].Princeton:Educational Testing Service,1966.
[6]Flotz P W,Laham D,Landauer T K.The intelligent essay assessor:Applications to educational technology[J].Interactive Multimedia Electronic Journal of Computer-Enhanced Learning,1999,(2).
[7]Burstein J C.The E-rater scoring engine:Automated essay scoring with natural language processing[A].Shermis M D,Burstein J.Automated Essay Scoring:A Cross-disciplinary Perspective[C].Mahwah:Lawrence Erlbaum Associates Inc,2003.
[8]梁茂成.中国学生英语作文自动评分模型的构建[M].北京:外语教学与研究出版社,2010:1-32.
[10]北京词网科技有限公司.批改网[OL].
[11]柏晓静,俞士汶,朱学锋.自然语言处理中的技术评测及关于英语专业考试的思考[J].外语电化教学,2010,(1):3-9、18.
[12]卢鹿.基于自动评价系统的第二写作过程研究[J].外语界,2016,(2):88-96.
[14]Attali Y.Exploring the feedback and revision features of criterion[J].Journal of Second Language Writing,2004,(3):1-20.
[15]Hatziapostolou T,Paraskakis I.Enhancing the impact of formative feedback on student learning through an online feedback system[J].Electronic Journal of e-Learning,2010,(2):111-122.
[16]Read J.Assessing vocabulary[M].Cambridge:Cambridge University Press,2000:200.
[17]Paul M,Imma M.Tools for researching vocabulary[M].Bristol:Multilingual Matters,2017:21-43.
[18]Nation P.Range32[OL].
[19]杨惠中.语料库语言学导论[M].上海:上海外语教育出版社,2002:199.
[20]Hyland F,Hyland K.Sugaring the pill:Praise and criticism in written feedback[J].Journal of Second Language Writing,2001,(3):185-212.
[21]Zhang W,Huang A.Exploring Chinese college students’language use in written peer feedback on EFL writing[A].Feng W,Lin P,Tay D.The 11th international symposium on teaching English at tertiary level[C].Hong Kong:The Hong Kong Polytechnic University(Printed and Bound in Beijing),2017:456-477.
[22]D?rnyei Z.The psychology of the language learner:Individual differences in second language acquisition[M].New York:Routledge,2010:65-119.
[23]Skehan P.Modelling second language performance:Integrating complexity,accuracy,fluency,and lexis[J].Applied Linguistics,2009,(4):510-532.
[24](美)Ellis R.第二语言习得研究[M].上海:上海外语教育出版社,1999:348-363.
1“?????”来源于笔者和新西兰威灵顿维多利亚大学Nation教授的来往邮件(Personal Communication)讨论,特此致谢。