英语写作题难度影响因素及控制
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摘要
关于写作测试的研究大多集中在确定写作能力的构成和评分信度的控制两个方面,而对于写作题命题的研究,尤其是写作题难度的研究却仍然相对较少。实际上,写作题的难度对写作测试的质量有很大影响。Bachman指出,只有难度合适时,测试分数所能提供的信息才能达到最大,而难度太低或者太高都会影响分数的意义。从心理语言学的角度看,难度太低可能会降低应试者的兴趣而不能写出最能体现其水平的文章,也可能会因为考生都写得很好而降低测试的区分度。而如果题目太难,考生也可能会因此失去兴趣,而且由于大部分考生都写不好,也不能得到最能体现考生水平的作文,所以只有当作文题难度适中时,该测试才可能达到最高水平。
本论文的主要目的是研究影响以英语为外语的写作考试中,写作题的难度主要受哪些因素影响,并在此基础上探讨控制写作题难度的方法。由于影响写作能力的因素众多且考生个人因素千变万化,要想穷尽所有因素是不可能的,所有本论文在文献研究的基础上提出了几个主要考虑因素。这些因素包括考生的语言能力、话题知识、篇章知识、试题的指示语、考试时间等。就研究方法来说,本论文采用了文献研究和实证研究相结合的方式,在每一章中首先回顾相关的主要研究成就及理论上的难度模型,然后通过若干实证研究探讨这些理论模型是否符合中国学生的实际情况。作者认为,只有通过实证的检验,才能够确定中国学生写作时体验到的真正的难度而非理论难度,这样的结论对命题者会更有意义。
为了加强本研究的实际意义,本论文在实证研究的基础上设计了一套确定写作题难度的简单模型。这一模型认为,一道写作题的难度WTD (Writing Task
Researches on the testing of writing mainly focus on the construct of writing and scoring reliability, but research on the designing of writing tasks, especially the difficulty of writing tasks is rather infrequent. In fact, the difficulty of writing tasks is of great influence on the quality of a writing test. According to Bachman, only when the difficulty is positioned at an appropriate level can test scores offer the most information, and too high or too low a difficulty will both exert negative influence on the meaning of scores. From a psycholinguistic point of view, too low a difficulty will decrease test-takers’motivation, which will in turn prevent them from demonstrating their highest writing ability. Besides, even if all writers make the best use of their ability, chances are that the scores are all very high, which will lead to very low discrimination. On the other hand, if the task is too difficult, test-takers may also lose interest, and most writers will not be able to write well even if they want to. The result is again that test takers will not be able to demonstrate their best writing ability. Therefore, it is clear that only when writing tasks are so designed that present test takers with appropriate challenge can the test achieve the maximal usefulness.
The major purpose of this dissertation is to explore factors that influence the difficulty of writing tasks in test of English as a foreign language, and on the basis of such findings suggest possible ways to control these factors. As writing ability is under the influence of multitudinous factors and as personal traits of test-takers may vary in unlimited ways, it is impossible to exhaust all the factors that may influence the difficulty of writing tasks. Given such considerations, the research can only be confined to some major factors on the basis of extensive literature study. Such factors include test-takers’language proficiency, topical knowledge, discourse mode knowledge, task prompt as well as time constraint. As for the research method, the research relies on both literary research and empirical study. In major chapters of this dissertation, research findings and a hypothetical model of task difficulty concerning
本论文的主要目的是研究影响以英语为外语的写作考试中,写作题的难度主要受哪些因素影响,并在此基础上探讨控制写作题难度的方法。由于影响写作能力的因素众多且考生个人因素千变万化,要想穷尽所有因素是不可能的,所有本论文在文献研究的基础上提出了几个主要考虑因素。这些因素包括考生的语言能力、话题知识、篇章知识、试题的指示语、考试时间等。就研究方法来说,本论文采用了文献研究和实证研究相结合的方式,在每一章中首先回顾相关的主要研究成就及理论上的难度模型,然后通过若干实证研究探讨这些理论模型是否符合中国学生的实际情况。作者认为,只有通过实证的检验,才能够确定中国学生写作时体验到的真正的难度而非理论难度,这样的结论对命题者会更有意义。
为了加强本研究的实际意义,本论文在实证研究的基础上设计了一套确定写作题难度的简单模型。这一模型认为,一道写作题的难度WTD (Writing Task
Researches on the testing of writing mainly focus on the construct of writing and scoring reliability, but research on the designing of writing tasks, especially the difficulty of writing tasks is rather infrequent. In fact, the difficulty of writing tasks is of great influence on the quality of a writing test. According to Bachman, only when the difficulty is positioned at an appropriate level can test scores offer the most information, and too high or too low a difficulty will both exert negative influence on the meaning of scores. From a psycholinguistic point of view, too low a difficulty will decrease test-takers’motivation, which will in turn prevent them from demonstrating their highest writing ability. Besides, even if all writers make the best use of their ability, chances are that the scores are all very high, which will lead to very low discrimination. On the other hand, if the task is too difficult, test-takers may also lose interest, and most writers will not be able to write well even if they want to. The result is again that test takers will not be able to demonstrate their best writing ability. Therefore, it is clear that only when writing tasks are so designed that present test takers with appropriate challenge can the test achieve the maximal usefulness.
The major purpose of this dissertation is to explore factors that influence the difficulty of writing tasks in test of English as a foreign language, and on the basis of such findings suggest possible ways to control these factors. As writing ability is under the influence of multitudinous factors and as personal traits of test-takers may vary in unlimited ways, it is impossible to exhaust all the factors that may influence the difficulty of writing tasks. Given such considerations, the research can only be confined to some major factors on the basis of extensive literature study. Such factors include test-takers’language proficiency, topical knowledge, discourse mode knowledge, task prompt as well as time constraint. As for the research method, the research relies on both literary research and empirical study. In major chapters of this dissertation, research findings and a hypothetical model of task difficulty concerning
引文
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Dore, J. “Conditions for the acquisition of speech acts.” In I. Markova (Ed.), The Social context of language. New York: Wiley, 1978.
Ede, L. and A. Lunsford. “Audience addressed/Audience invoked: the role of audience in composition theory and pedagogy.” College composition and communication. 1984:35, 155-171.
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