基于《中国英语能力等级量表》三级的西部乡镇初中英语学习者阅读动态评估研究  

CSE3 Informed Dynamic Assessment of Northwest Rural Secondary School EFL Learners’Reading Development

作　　者：孟亚茹[1] 吕慧玲 Yaru MENG;Huiling LYU(Xi’an Jiaotong University;Quzhou Experimental School Education Group,Zhejiang)

机构地区：[1]西安交通大学 [2]浙江衢州市实验学校教育集团

出　　处：《Chinese Journal of Applied Linguistics》2024年第1期22-41,158,共21页中国应用语言学（英文）

基　　金：funded by NEEA&BC English Assessment Research Grants (ID:EARG2020007);Shaanxi Province Social Fund (ID:2022K005) awarded to the first author Yaru Meng。

摘　　要：我国地域和城乡差异制约着西部乡镇英语教学的发展,而阅读是初中英语的基础,因此,西部乡镇地区中学生的英语阅读亟需量体裁衣式的动态干预。《中国英语能力等级量表》能为各级教学提供参考,其三级(CSE3)可用于指导阅读动态评估(DA)的试题选择和干预模型构建。本研究基于CSE3确定阅读试题和DA干预模型,并对西部某乡镇地区的16名学生组成的实验组进行了5轮一对一的动态评估干预。研究发现,虽然实验组和控制组在阅读能力上没有显著差异,但前者在推理和主旨方面的表现均显著优于后者。此外,干预组的干预类型历时变化和学生的反应类型历时变化均揭示了他们阅读能力的微观发展和最近发展区的扩展。本研究属于较早尝试将CSE3引入到西部乡镇地区英语学习者阅读发展干预模型构建的研究,有望为提高干预的效度方面提供借鉴。The gaps both in east-west China and urban-rural development affect English education in northwest rural areas.Reading comprehension,as the foundation for secondary school students’English overall development,is in need of tailored mediation.Level 3 of China’s Standards of English(CSE3)can be used to inform the Dynamic Assessment(DA)test items and mediation model.With CSE3-based reading materials and the DA mediation model,the current study applied five sessions of one-on-one DA mediation to an experimental group.Results show that the experimental group outperformed the control group in both inferencing and main idea,though not at test level.Microgenetic analysis of their mediation and reciprocity types and frequencies reveal the expansion of their Zones of Proximal Development(ZPD)in reading.The study is among the first attempts to bring CSE3 into the mediation model for rural EFL learners to solve their reading difficulties.It also offers a plausible way to develop tailored mediation.

关 键 词：中学英语学习者 阅读发展 动态评估 《中国英语能力等级量表》三级 西部乡镇地区 

分 类 号：G633.41[文化科学—教育学]