摘要
读后续写任务是否适用于多种体裁对其在大规模考试中的应用十分关键。本研究设计了记叙文、说明文和议论文三种不同体裁的读后续写任务,对比同一组学习者在不同任务中的续作与原文的协同程度及写作质量。结果发现,学习者在三种任务中均表现出与原文的互动协同,且写作质量具有较强的一致性。研究为将读后续写测试任务拓展至更多体裁提供了实证依据,并为进一步厘清任务构念提供了新证据。研究发现对读后续写任务设计及教学实践亦有启发和借鉴意义。
Whether the genre of input texts of the continuation task affects its construct validity is one of the key issues in its application in large-scale language tests.This study compared the magnitude of language alignment as well as writing quality in three continuation tasks using narrative,expository and argumentative texts as the input texts,which were completed by the same group of language learners.Results indicate that,regardless of the genre of the input texts,learners aligned with them in lexical use when producing the output texts and the overall quality of their output was consistent.The findings provide empirical evidence for extending the continuation task to more genres and further clarify the underlying constructs of it as a test task.Implications can also be drawn for test task design and teaching practices.
作者
张洁
王敏
陈康
ZHANG Jie;WANG Min;CHEN Kang(Faculty of the School of Foreign Language Studies,Shanghai University of Finance and Economics,Yangpu District,Shanghai 200433,P.R.China;Zhejiang University;National Education Examinations Authority)
出处
《现代外语》
CSSCI
北大核心
2023年第2期259-269,共11页
Modern Foreign Languages
基金
国家社会科学基金一般项目“读后续写在我国高考英语中的应用研究”(21BYY125)的阶段性成果。
