摘要
本研究以英语专业八级考试(TEM8)写作部分评分样卷为样本,研究英语专业学生在写作中的论据使用情况,以及评分环节对论据使用情况的关注程度。根据Packer&Timpane的7种论据理论,研究选取某次TEM8考试评卷过程中使用的16份培训卷为对象,对每份试卷使用的论据的种类和数量进行统计,并结合文章的小分和总分进行定量和定性分析,重点探讨考生在文章中使用论据的意识、能力和效果,并推测评分员对考生论据使用情况的关注程度。研究发现,考生在写作时论据意识较薄弱,使用能力比较有限,使用论据的数量不多,种类有限,而且不同能力的考生在使用论据方面也存在一定差异。在评分方面,评分员对考生论据使用情况关注度不高。在此基础上,本文建议写作教学适度加强论据使用的指导,评分过程适度加强对论据使用的考察。
By examining the marking samples in a TEM8 scoring session, this study aims at finding how student writ- ers use evidence in their writing and how scorers evaluate evidence quality in writing. Based on the proposals of 7- type evidence by Packer ＆ Timpane, the researchers identified the category and quantity of evidence used in the 16 marking samples, and correlated them with the scores given by expert group in charge with scorer training in order to find out students＇ awareness, ability and effect in dealing with evidence and the degree to which scorers gave attention to evidence. The study concludes that students generally demonstrate rather weak awareness and competence toward evidence ： both the category and the quantity of evidence are limited in their writing; and students from different writ- ing levels also demonstrate different features in evidence use, as for scoring, most scorers also attach little importance to the evidence in students＇ writing. Based on these findings, the researchers suggest that writing teachers provide more instructions concerning evidence use in writing courses, and scorers pay more attention to the quality of evidence when scoring students＇ writing.
出处
《外语测试与教学》
2014年第3期21-26,63,共7页
Foreign Language Testing and Teaching
