摘要
综合性读写结合写作是大学英语写作的重要内容,技能混同是其构念描述必须突破的瓶颈。本文基于中国英语能力等级量表框架,通过调查问卷和写作任务探究该构念的构成要素。对205名教师和299名学生的数据分析结果显示:1)读写结合写作能力是一项不同于阅读或写作能力的独立构念,沉思转化为其典型要素之一;2)综合性读写结合写作能力构念包含读写能力—写作、读写能力—沉思—提取构建、读写能力—阅读—概括评价、读写能力—阅读—识别理解、读写策略—读写—规划、读写策略—读写—执行、读写能力—沉思—转化等要素;3)写作能力方差贡献率最大,且其贡献率和任务类型紧密相关。本文可为写作教学和课堂评估提供有益参考。
Integrated reading-to-write is indispensable to college English writing instruction in academic settings, while the confounding of skills in such tasks is a bottleneck in delineating the corresponding construct. Under the framework of China＇s Standards of English and with questionnaires and writing texts as information sources, this article makes an investigation into the reading-to-write construct and its components. Analysis of data from 205 teachers and 299 students yields the following results： 1 ） reading-to-write is a unique construct different from either reading or writing, with meditation-transformation as a core element; 2） writing ability, meditation-selecting and constructing, reading-generalization and evaluation, reading-identifying and comprehension, strategy-planning, strategy-executing, and meditation-transformation are 7 factors contributing to the reading-to-write construct ; 3 ） writing ability takes dom- inance on a task-specific basis. The results might provide useful insights for writing instruction and assessment.
出处
《外语界》
CSSCI
北大核心
2017年第5期22-31,共10页
Foreign Language World
基金
国家社科基金项目"英语和汉语作为外语的综合性写作测评研究"(编号17BYY108)资助
