《欧洲语言共同参考框架》写作能力量表的语境效度研究

An empirical study of the context validity of the writing scales on Common European Framework of Reference for Languages

本研究根据Weir(2005b)提出的语境效度理论框架,采用混合研究方法,检验了《欧洲语言共同参考框架》(以下简称《欧框》)写作能力量表中B1、B2和C1描述语在中国大学英语教学和测试中的语境效度。研究结果表明,《欧框》在中国大学英语教学和测试中的语境效度存在一定的问题:第一,在上述三个等级的写作能力描述语中,只有B1级描述语的难度与其在《欧框》中的级别顺序基本吻合,B2和C1级描述语的难度错位现象较为严重;第二,上述三个等级的写作能力描述语都存在不同程度的语境参数缺失、不完整或不充分等问题,导致部分相邻级别的描述语难以区分。这些问题很大程度上制约了《欧框》在中国大学英语教学和测试语境下的效度,导致其无法准确描述和区分中国大学生的英语写作能力。鉴于此,笔者认为应当结合我国大学英语教学和测试的实际需要,开发适合我国大学英语教测系统的写作能力量表,以便进一步提高我国大学英语写作教学和测试水平。

Taking Weir’s(2005 b) elaboration of context validity as a theoretical underpinning, the current study examines the context validity of the writing scales on Common European Framework of Reference for Languages(CEFR) in China using the Mixed-Methods approach. The results showed that when being applied to China’s context of College English teaching, learning and assessment, the CEFR is problematic in that 1) amongst the descriptors at the levels of B1, B2 and C1, only the difficulty measures of B1 level descriptors generally correspond with their rank orders in the CEFR, whilst the rest are virtually inconsistent with their rank orders;2) the descriptors on different writing sub-scales are more or less beset with validity issues, thus leading to the fuzziness between adjacent levels. In conclusion, these issues eventually render the writing scales on the CEFR ineffective in distinguishing and describing Chinese students’ English writing proficiency at the tertiary level. In view of these findings, we propose to establish an English writing proficiency scale tailored specifically to Chinese college students, which hopefully will help enhance the current situation facing the teaching, learning and assessment of English writing in China.