This study examined differences between native and nonnative EFL(English as a Foreign Language)teachers' ratings of the English writing of Chinese university students.I explored whether two groups of teachers—exp...This study examined differences between native and nonnative EFL(English as a Foreign Language)teachers' ratings of the English writing of Chinese university students.I explored whether two groups of teachers—expatriates who typically speak English as their first language and ethnic Chinese with proficiency in English—gave similar scores to the same writing task and used the same criteria in their judgments.Forty-six teachers—23 Chinese and 23 English-background—rated 10 expository essays using a 10-point scale,then wrote and ranked three reasons for their ratings.I coded their reported reasons as positive or negative criteria under five major categories:general, content,organization,language and length.The results raise questions about the validity of holistic ratings as well as the underlying differences between native and nonnative EFL teachers in their instructional goals for second language(L2)writing.展开更多
写作是英语学习的重要组成部分。但写作评估费时费力,尤其在中国EFL(English as a Foreign Language)教学环境下,大学公共外语教师一学期所教学生数量可多达数百名。限于时间和精力,教师们不得不减少学生的写作练习,以减轻作文评阅的繁...写作是英语学习的重要组成部分。但写作评估费时费力,尤其在中国EFL(English as a Foreign Language)教学环境下,大学公共外语教师一学期所教学生数量可多达数百名。限于时间和精力,教师们不得不减少学生的写作练习,以减轻作文评阅的繁重工作,结果导致学生写作训练机会减少,获得及时和详细反馈的机会减少,学生的英语写作水平不能得到实质性的提高。展开更多
我国香港地区的公开考试由香港考试及评核局主持,全港性系统评估(Territory-wide System Assessment,简称TSA)是重要的项目。全港性系统评估是衡量所有学生基本能力的评估,评估的科目包括中国语文、英国语文和数学三科。参加评估的对象...我国香港地区的公开考试由香港考试及评核局主持,全港性系统评估(Territory-wide System Assessment,简称TSA)是重要的项目。全港性系统评估是衡量所有学生基本能力的评估,评估的科目包括中国语文、英国语文和数学三科。参加评估的对象为香港地区就读小学三年级、六年级和中学三年级的学生。就中国语文科而言,阅读、写作、聆听、视听资讯以及说话均被纳入评估的范畴。其中,写作评估是中国语文科考试的重要组成部分,其评估内容和形式颇具特色。展开更多
文摘This study examined differences between native and nonnative EFL(English as a Foreign Language)teachers' ratings of the English writing of Chinese university students.I explored whether two groups of teachers—expatriates who typically speak English as their first language and ethnic Chinese with proficiency in English—gave similar scores to the same writing task and used the same criteria in their judgments.Forty-six teachers—23 Chinese and 23 English-background—rated 10 expository essays using a 10-point scale,then wrote and ranked three reasons for their ratings.I coded their reported reasons as positive or negative criteria under five major categories:general, content,organization,language and length.The results raise questions about the validity of holistic ratings as well as the underlying differences between native and nonnative EFL teachers in their instructional goals for second language(L2)writing.
文摘写作是英语学习的重要组成部分。但写作评估费时费力,尤其在中国EFL(English as a Foreign Language)教学环境下,大学公共外语教师一学期所教学生数量可多达数百名。限于时间和精力,教师们不得不减少学生的写作练习,以减轻作文评阅的繁重工作,结果导致学生写作训练机会减少,获得及时和详细反馈的机会减少,学生的英语写作水平不能得到实质性的提高。
文摘我国香港地区的公开考试由香港考试及评核局主持,全港性系统评估(Territory-wide System Assessment,简称TSA)是重要的项目。全港性系统评估是衡量所有学生基本能力的评估,评估的科目包括中国语文、英国语文和数学三科。参加评估的对象为香港地区就读小学三年级、六年级和中学三年级的学生。就中国语文科而言,阅读、写作、聆听、视听资讯以及说话均被纳入评估的范畴。其中,写作评估是中国语文科考试的重要组成部分,其评估内容和形式颇具特色。