英语写作能力形成性评估标准建构研究
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摘要
本文基于语篇语言学、认知写作理论等多学科理论构建了英语写作能力形成性评估标准。研究方法采用问卷调查,内容包括60项微观指标,样本覆盖全国12所高校1 494名学生和379位英语教师。结果显示,标准分为语篇构思、语篇生成和个体机制三个一级能力和八个二级能力指标。写作者的语篇构思能力对语篇生成能力的解释力较高,二者构成写作能力的主要因素;其个体机制水平对语篇构思能力和语篇生成能力的解释力不突出,构成写作能力的次要因素。
Based on text linguistics,cognitive writing theory,and other relevant multi-disciplinary theories,this paper const ructs aformative assessment criterion for English writing ability. The study method is a questionnaire survey with 60 micro English writing ability traits as its content,samples covering 1494 students and 379 English teachers from 12 colleges in mainland China. The findings show that the criterion includes three first-tier ability constructs,namely,textual conception,textual generation and individual mechanism,and eight second-tier ability constructs. The writer's textual conception ability explains textual generation ability in a significant way,and these two abilities constitute the key factors of writing ability; his/her individual mechanism level does not explain the two abilities markedly,thus constituting a minor factor.
Based on text linguistics,cognitive writing theory,and other relevant multi-disciplinary theories,this paper const ructs aformative assessment criterion for English writing ability. The study method is a questionnaire survey with 60 micro English writing ability traits as its content,samples covering 1494 students and 379 English teachers from 12 colleges in mainland China. The findings show that the criterion includes three first-tier ability constructs,namely,textual conception,textual generation and individual mechanism,and eight second-tier ability constructs. The writer's textual conception ability explains textual generation ability in a significant way,and these two abilities constitute the key factors of writing ability; his/her individual mechanism level does not explain the two abilities markedly,thus constituting a minor factor.
引文
Bachman,L.1990.Fundamental Considerations in Language Testing[M].Oxford and New York:Oxford University Press.
Beaugrande,R.D.&W.1981.Dressler.Introduction to Text Linguistics[M].London:Longman.
Bryman,A.&D.Cramer.1997.Quantitative Data Analysis with SPSS for Windows[M].London:Routledge.
Chappelle,C.1998.Construct Definition and Validity Inquiry in SLA research[G]∥L.Bachman and A.Cohen.Interfaces between Second Language Acquisition and Language Testing Research.Cambridge:Cambridge University Press.
Dalton-Puffer,C.2011.Content-and-language Integrated Learning:From Practice to Principle[J].Annual Review of Applied Linguistics(31):182-204.
Deane,P.,Odendahl,N.,Quinlan,T.,Fowles,M.,Welsh,C.&J.2008.Bivens-Tatum.Cognitive Models of Writing:Writing Proficiency as a Complex Integrated Skill[M].Princeton,NJ:Educational Testing Service.
Dougals,D.2000.Assessing Languages for Specific Purposes[M].Cambridge:Cambridge University Press.
Faerch,C.&G.Kasper.1983.Strategies in Inter-language Communication[M].London:Longman.
Flower,L.&J.Hayes.1980.The Dynamics of Composing:Making plans and Juggling Constraints[G]∥Gregg,L.&E.Steinberg.Cognitive Process in Writing.Hove,Sussex and Hilldale,NJ:L.Erlbaum.
Folkert,K.,Maria,M.&V.Ineke.2005.Cognitive Task Complexity and Second Language Writing Performance[J].EUROSLA Yearbook(5):195-222.
Hayes,J.R.1996.A New Framework for Understanding Cognition and Affect in Writing Processes[G]∥L.W.Gregg and E.R.Steinberg.Cognitive Process in Writing.Hillsdale,NJ:Lawrence Erlbaum Associates.
Lorenzo,F.2008.Instructional Discourse in Bilingual Settings.An Empirical Study of Linguistic Adjustments in Content and Language Integrated Learning[J].Language Learning Journal(36):21-33.
Magnan,S.1988.Grammar and the ACTEL Oral Proficiency Interview:Discussion and Data[J].The Modern LanguageJournal 72(3):266-276.
McN amara,T.1990.Item Response Theory and the Validation of an ESP Test for Health Professionals[J].Language Testing 7(1):52-75.
Sasaki,M.2000.Toward an Empirical Model of EFL Writing Processes:An Exploratory Study[J].Journal of Second Language Writing(9/3):259-291.
Schleppegrell,M.,&C.de Oliveira.2006.An Integrated Language and Content Approach for History Teachers[J].Journal of English for Academic Purposes(5):254-268.
Stroller,L.2004.Content-based Instruction:Perspectives on Curriculum Planning[J].Annual Review of Applied Linguistics(24):261-283.
Susan,J.2014.From Ideas in the Head to Words on the Page:Young Adolescents’Reflections on their Own Writing Processes[J].Language&Education,28(1):52-67.
Weigle,S.2002.Assessing Writing[M].Cambridge:Cambridge University Press.
Wiliam,D&M.2007.Thompson.Integrating Assessment with Learning:What will it Take to Make it Work?[G]∥C.A.Dwyer.In the Future of Assessment:Shaping Teaching and Learning.New York:Erlbaum.
陈顺宇.2005.多变量分析[M].台北:华泰书局.
何万贯.2007.第二写作过程研究[J].现代外语(4):375-386.
李清华,孔文.2010.中国英语专业学生写作能力构念研究:专家和评分员视角[J].外语教学(5):76-80.
李清华,孔文.2015.外语形成性评估的效度验证框架[J].外语教学理论与实践(1):24-31.
刘建达.2002.学生英语写作能力的自我评估[J].现代外语(3):241-249.
阮周林.2011.二语写作元认知知识与写作思维能力培养[J].中国外语(3):59-65.
孙鑫,李秋菊.2015.基础英语写作教学中自我、同伴及教师评估对比研究[J].中国外语(1):75-81.
孙毅.2013.中国英语专业学生写作能力构念研究:TEM4受试文本的视角[J].外语电化教学(1):48-52.
泰中华,刘芹.2016.基于理论与实证分析的大学生英语写作能力标准研究[J].外语测试与教学(1):55-61.
文秋芳.2006.从英语议论文分析大学生抽象思维特点[J].外国语(2):49-58.
王俊菊.2007.二语写作认知心理过程研究评述[J].外语界(5):2-9.
王俊菊.2013.国内二语写作过程研究的现状剖析[J].山东外语教学(5):7-11.
王守仁.2016.《大学英语教学指南》要点解读[J].外语界(3):2-10.
吴明隆.2010.问卷统计分析实务---spss操作与应用[M].重庆:重庆大学出版社.
徐昉.2013.学术英语写作与认知研究述评[J].外语教学理论与实践(4):61-66.
严明.2014.高校学术英语写作能力评价体系建构[J].外语学刊(6):108-112.
颜静兰.2012.TEM8写作新评分标准反馈分析[J].外语测试与教学(4):6-13.
杨华,文秋芳.2014.目标在外语课堂即时形成性评估中的动态变化特征及方式[J].外语教学与研究(3):389-400.
叶洪.2014.新读写理论与外语写作任务设计[J].现代外语(4):525-536.
赵永青,孙鑫.2009.英语写作过程中注意的分布和意识程度的研究[J].外语与外语教学(1):32-36.
钟彩顺.2015.基于在线自动反馈的自主写作修改研究[J].解放军外国语学院学报(4):81-87.
仲伟合,蒋洪新.2015.无用与大用-从《国标》谈英语学科定位与建设[J].中国外语(2):4-7.
周保国,唐军俊.2010.二语写作焦虑对写作过程影响的实证研究[J].外语教学(1):64-68.
(1)样本越大,因素负荷量选取标准值则越小,样本大小若在350,则因素负荷量选取标准值为0.300。本研究的样本量超过700,则因子负荷量满足大于0.300即可。
Beaugrande,R.D.&W.1981.Dressler.Introduction to Text Linguistics[M].London:Longman.
Bryman,A.&D.Cramer.1997.Quantitative Data Analysis with SPSS for Windows[M].London:Routledge.
Chappelle,C.1998.Construct Definition and Validity Inquiry in SLA research[G]∥L.Bachman and A.Cohen.Interfaces between Second Language Acquisition and Language Testing Research.Cambridge:Cambridge University Press.
Dalton-Puffer,C.2011.Content-and-language Integrated Learning:From Practice to Principle[J].Annual Review of Applied Linguistics(31):182-204.
Deane,P.,Odendahl,N.,Quinlan,T.,Fowles,M.,Welsh,C.&J.2008.Bivens-Tatum.Cognitive Models of Writing:Writing Proficiency as a Complex Integrated Skill[M].Princeton,NJ:Educational Testing Service.
Dougals,D.2000.Assessing Languages for Specific Purposes[M].Cambridge:Cambridge University Press.
Faerch,C.&G.Kasper.1983.Strategies in Inter-language Communication[M].London:Longman.
Flower,L.&J.Hayes.1980.The Dynamics of Composing:Making plans and Juggling Constraints[G]∥Gregg,L.&E.Steinberg.Cognitive Process in Writing.Hove,Sussex and Hilldale,NJ:L.Erlbaum.
Folkert,K.,Maria,M.&V.Ineke.2005.Cognitive Task Complexity and Second Language Writing Performance[J].EUROSLA Yearbook(5):195-222.
Hayes,J.R.1996.A New Framework for Understanding Cognition and Affect in Writing Processes[G]∥L.W.Gregg and E.R.Steinberg.Cognitive Process in Writing.Hillsdale,NJ:Lawrence Erlbaum Associates.
Lorenzo,F.2008.Instructional Discourse in Bilingual Settings.An Empirical Study of Linguistic Adjustments in Content and Language Integrated Learning[J].Language Learning Journal(36):21-33.
Magnan,S.1988.Grammar and the ACTEL Oral Proficiency Interview:Discussion and Data[J].The Modern LanguageJournal 72(3):266-276.
McN amara,T.1990.Item Response Theory and the Validation of an ESP Test for Health Professionals[J].Language Testing 7(1):52-75.
Sasaki,M.2000.Toward an Empirical Model of EFL Writing Processes:An Exploratory Study[J].Journal of Second Language Writing(9/3):259-291.
Schleppegrell,M.,&C.de Oliveira.2006.An Integrated Language and Content Approach for History Teachers[J].Journal of English for Academic Purposes(5):254-268.
Stroller,L.2004.Content-based Instruction:Perspectives on Curriculum Planning[J].Annual Review of Applied Linguistics(24):261-283.
Susan,J.2014.From Ideas in the Head to Words on the Page:Young Adolescents’Reflections on their Own Writing Processes[J].Language&Education,28(1):52-67.
Weigle,S.2002.Assessing Writing[M].Cambridge:Cambridge University Press.
Wiliam,D&M.2007.Thompson.Integrating Assessment with Learning:What will it Take to Make it Work?[G]∥C.A.Dwyer.In the Future of Assessment:Shaping Teaching and Learning.New York:Erlbaum.
陈顺宇.2005.多变量分析[M].台北:华泰书局.
何万贯.2007.第二写作过程研究[J].现代外语(4):375-386.
李清华,孔文.2010.中国英语专业学生写作能力构念研究:专家和评分员视角[J].外语教学(5):76-80.
李清华,孔文.2015.外语形成性评估的效度验证框架[J].外语教学理论与实践(1):24-31.
刘建达.2002.学生英语写作能力的自我评估[J].现代外语(3):241-249.
阮周林.2011.二语写作元认知知识与写作思维能力培养[J].中国外语(3):59-65.
孙鑫,李秋菊.2015.基础英语写作教学中自我、同伴及教师评估对比研究[J].中国外语(1):75-81.
孙毅.2013.中国英语专业学生写作能力构念研究:TEM4受试文本的视角[J].外语电化教学(1):48-52.
泰中华,刘芹.2016.基于理论与实证分析的大学生英语写作能力标准研究[J].外语测试与教学(1):55-61.
文秋芳.2006.从英语议论文分析大学生抽象思维特点[J].外国语(2):49-58.
王俊菊.2007.二语写作认知心理过程研究评述[J].外语界(5):2-9.
王俊菊.2013.国内二语写作过程研究的现状剖析[J].山东外语教学(5):7-11.
王守仁.2016.《大学英语教学指南》要点解读[J].外语界(3):2-10.
吴明隆.2010.问卷统计分析实务---spss操作与应用[M].重庆:重庆大学出版社.
徐昉.2013.学术英语写作与认知研究述评[J].外语教学理论与实践(4):61-66.
严明.2014.高校学术英语写作能力评价体系建构[J].外语学刊(6):108-112.
颜静兰.2012.TEM8写作新评分标准反馈分析[J].外语测试与教学(4):6-13.
杨华,文秋芳.2014.目标在外语课堂即时形成性评估中的动态变化特征及方式[J].外语教学与研究(3):389-400.
叶洪.2014.新读写理论与外语写作任务设计[J].现代外语(4):525-536.
赵永青,孙鑫.2009.英语写作过程中注意的分布和意识程度的研究[J].外语与外语教学(1):32-36.
钟彩顺.2015.基于在线自动反馈的自主写作修改研究[J].解放军外国语学院学报(4):81-87.
仲伟合,蒋洪新.2015.无用与大用-从《国标》谈英语学科定位与建设[J].中国外语(2):4-7.
周保国,唐军俊.2010.二语写作焦虑对写作过程影响的实证研究[J].外语教学(1):64-68.
(1)样本越大,因素负荷量选取标准值则越小,样本大小若在350,则因素负荷量选取标准值为0.300。本研究的样本量超过700,则因子负荷量满足大于0.300即可。