摘要
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.
本研究通过两组教师——23位中国教师与23位英语国家教师——对中国大学生英语写作进行质量评估的问卷调查,验证他们对同一份写作测试卷是否给出相同的分数并使用同样的评估标准。问卷中要求两组教师以10分制形式对十篇说明文进行评价,然后给出三个评价理由并按主次把它们列出。他们的评价须围绕五个项目进行:总评、篇章内容、篇章结构、语言精确性与流畅性以及篇幅长短等。研究结果提出了整体评估效度以及两组教师在二语写作教学目标上的主要差异等相关问题。
