读后续写题型研究  

A study of the continuation task as a proficiency test component

作　　者：王初明[1] 亓鲁霞[1] 

机构地区：[1]广东外语外贸大学

出　　处：《外语教学与研究》2013年第5期707-718,800,共12页Foreign Language Teaching and Research

基　　金：国家社科基金项目"汉语二语学习的认知过程与高效率教学模式研究"(12&ZD224;主持人王初明);教育部人文社科重点研究基地项目"互动和语境与第二语言发展"(10JJD740009;主持人王初明)的资助

摘　　要：本文报道一项开发考试新题型的研究,探讨促学优势明显的"读后续写"任务能否用于外语水平考试。调查在高中生中取样,运用Rasch模式等统计方法分析。结果显示:从效度方面看,读后续写分数与高考难度相当的英语阅读理解和书面表达分数显著相关,还与教师给学生英语水平的排名显著相关,说明该题型能够有效测量学生的阅读与写作水平;从信度方面看,续写题型的可靠性在很大程度上取决于评分工具的质量、评分员的培训以及评分的操作,而非题型本身。依据本次调查的评分量表打分,能够较好地将各能力段的学生区分开来。This article reports on a study that sets out to examine if the continuation task which has been shown to facilitate L2 learning is also suitable for use in a L2 proficiency test.Data were collected from a sample of senior high school L2 learners of English and statistically analyzed following a Rasch model and other methods.Results show that the learners'performance of the continuation task correlated significantly with their performance of the reading and writing tasks used in a standardized English proficiency test,suggesting that the continuation task is a valid measure of the learners'reading and writing abilities.Furthermore,reliability of the task hinges on the design rigor of its scoring scheme,the training of raters and the proper use of the scheme.The scores yielded in accordance with the scheme could reliably discriminate the learners'L2 proficiency.The findings pave the way for more in-depth explorations into the continuation task for the testing purpose.

关 键 词：读后续写 阅读 写作 效度 信度 

分 类 号：H319[语言文字—英语]