多媒体式写作任务测试难度特征及对EFL写作的影响

Difficulty of the Multimedia Task-based Writing Test and Its Influence on EFL Writing

近年来，任务型测试受到越来越多的关注，而将听、读、写结合起来的写作任务也逐渐开始在写作考试中实施。本文作者对视听、阅读与写作相结合的多媒体式写作测试进行了实证研究，并介入其它两种写作测试，比较不同写作任务受试的写作表现，调查受试对任务难度的感知、受试的心理负担、完成任务中的表现、以及对任务的兴趣与完成动机等；探究这些因素与写作总体表现以及准确度，流利度和复杂度等三方面得分之间的关系。研究结果表明，不同写作任务对写作表现有显著影响；多媒体式写作测试组的受试在总体表现和写作的流利度和复杂度上均优于其它组受试；同其它组受试相比，该组受试有更强的写作兴趣与写作动机；兴趣与动机与写作表现呈显著正相关，心理负担与写作表现呈显著负相关，而受试对任务难度的感知和对自我写作表现的评定与测试结果无显著相关性。

ting listening, In recent years, task-based language testing received increasing recognition and the writing task integrareading with writing has been used as a test format. The writers conducted an experimental research on the task-based writing test integrating listening, watching, reading with writing （ multimedia type） and compared the subjects＇ performance with that of the other two types of writing tests. The subjects＇ self-assessment of the tasks as well as the relationship between their self-assessment and actual performance is also investigated. The research results show that different writing tasks have significant influence on students＇ writing performance. The students taking multimedia writing test performed comparatively better than those taking other two writing tests in general as well as in writing fluency and complexity, and they are more interested in their task and have stronger motivation to accomplish it. The findings further reveal that writing performance is positively related to interest and motivation but negatively to stress. And the subjects＇ self-assessment of task difficulty and performance has no significant relation with test results.