基于混合认知诊断模型的二语阅读技能内在关系探究  

Exploring the inter-relationship among cognitive skills in L2 reading with the multi-CDM

作　　者：杜文博[1] 马晓梅[1] Du Wenbo;Ma Xiaomei(不详)

机构地区：[1]西安交通大学外国语学院,陕西西安710049

出　　处：《外语教学》2021年第1期47-52,共6页Foreign Language Education

基　　金：国家社科基金“英语认知诊断测评模式构建及有效性论证”(项目编号:17BYY015);教育部考试中心—英国文化教育协会联合资助项目“Adopting CSE to the Cognitive Diagnosis of EFL Learners’ Reading Inferential Ability”(项目编号:EARG2020004)的阶段性研究成果。

摘　　要：本研究采用混合认知诊断模型旨在探究二语阅读技能间的内在关系及其在不同水平组的表征。分析740名学生在诊断性阅读测试中的表现,结果显示:1)二语阅读技能间存在补偿与非补偿并存的关系;2)这种内在关系具有复杂的动态变化特征;3)这种关系在高低水平组中的表征存在显著差异,表现为高水平组倾向于技能间的补偿关系,而低水平组倾向于非补偿关系。据此,本文尝试提出了二语阅读动态复杂补偿模型,以期更加清晰地阐释二语阅读认知加工的内在机制。The present study attempts to apply the multi-CDM to investigate the inter-relationship among reading skills and its representation in different proficiency groups.By diagnosing the performance of 740 students in a diagnostic reading test,the result shows:1) the compensatory and non-compensatory relationship coexist among different reading skills;2) such inter-relationship could alter in a complex dynamic nature;and 3) the representation of such inter-relationship differs between highproficiency group and low-proficiency group in the way that the former is apt to present a compensatory relationship,while the latter is inclined to demonstrate a non-compensatory relationship.Accordingly,a dynamic complex compensatory model for L2 reading was proposed,in hope of elaborating the cognitive mechanism of L2 reading in a more precise way.

关 键 词：认知诊断 二语阅读 混合认知诊断模型 阅读技能 

分 类 号：H319[语言文字—英语]