摘要
本研究探讨和测评英语外语学习者学术型阅读理解的核心语言能力(CALS),提出了含有7个维度的CALS理论框架,并设计了相应的测评工具CALS-I。研究以160名高中英语学习者为样本,检验了CALS-I的构念效度与关联效度,发现CALS可在词汇解码能力以外显著预测学习者的学术型阅读理解水平,为早期学术语言的教学与研究提供了实证参考依据。
The present study examines a constellation of EFL comprehension skills associated with academic reading comprehension, proposes a theoretical construct of Core Academic Language Skills(CALS) including seven domains, creates an innovative instrument CALS-I and adapts it to assess EFL learners’ CALS. CALS-I is tested for construct validity and criterion validity in a sample of 160 high school EFL learners. Findings suggest that CALS-I can capture individual variability across CEFR levels, and predict EFL learners’ academic reading performance above and beyond word decoding skills. The study provides empirical evidence for early academic language teaching and research.
出处
《外语界》
CSSCI
北大核心
2020年第6期33-40,共8页
Foreign Language World
基金
教育部人文社科青年项目“青少年核心学术英语素养及其测评体系的研究”(编号19YJC740058)的阶段性成果。
关键词
核心语言能力
语言测评
阅读理解
学术语言
Core Academic Language Skills
language assessment
reading comprehension
academic language
