语言测评素养再探——《中国英语能力等级量表》的视角  

Revisiting Language Assessment Literacy:A Perspective Based on China’s Standards of English Language Ability

作　　者：潘鸣威[1] Pan Mingwei(Shanghai International Studies University,Shanghai 200083,China)

机构地区：[1]上海外国语大学、上海市英语教育教学研究基地,200083

出　　处：《北京第二外国语学院学报》2020年第5期46-56,共11页Journal of Beijing International Studies University

基　　金：国家社会科学基金项目“中国高校英语教师语言测评素养研究”(项目编号:16CYY028);上海外国语大学青年教师科研创新团队“人工智能发展中语言习得与语言测试前沿研究”的阶段性成果。

摘　　要：语言测评素养可被宽泛地理解为与语言测试有关的知识与实践,在语言测评的相关工作中起决定性作用。由中华人民共和国教育部和国家语言文字工作委员会联合发布的《中国英语能力等级量表》于2018年起正式实施。这一规范性文件对我国的英语教学和测评等具有重要的指导意义,对我国英语测评利益相关方的测评素养提出了更新更高的要求,在国际语言测试学界引起了极大反响。要真正落实《量表》的有关规定,语言测试领域的研究人员、教育管理者和一线教师等都应对《量表》加以深入学习并统一认识。本文以金艳(2018)提出的“环境+原则+实践”框架为主要参照,分析论述了《量表》视角下的语言测评素养。文章最后阐释了在《量表》框架下语言测评的各利益相关方需要具备的评估素养的内容和原则。Language assessment literacy(LAL),generally understood as the knowledge and praxis related to language testing,plays a decisive role in language assessment.Co-issued by the Ministry of Education and the State Language Commission,China’s Standards of English Language Ability(CSE)has been offi cially implemented.While exerting profound impact on English teaching and learning,as well as on English assessment in China,this benchmarking document has also created tremendous repercussions in the study of language testing.However,the document is also a new challenge for all stakeholders in China in their endeavor of fostering LAL.CSE may not be fully implemented without the streamlined understanding of language-testing professionals,education administrators and frontline teaching practitioners.This paper,by referring to Jin’s(2018)framework that entails context,principle and practice,revisits LAL from the CSE perspective.Finally,contextualized in terms of the CSE constituents,this paper also highlights the content and principles that are expected of diff erent stakeholders in language tests.

关 键 词：语言测评素养 中国英语能力等级量表 教师发展 语言测试 

分 类 号：H319.3[语言文字—英语]