中国英语能力量表视角下的读后续写构念调查

The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability

近年来读后续写任务已成为研究热点,但聚焦语言能力使用的构念研究不多。实践表明,《中国英语能力量表》能为中国学习者的外语能力发展研究提供有效指导,但目前未见结合量表视角的读后续写研究。为填补这项研究空白,本文利用相关的量表描述语开发读后续写语言使用问卷,对358名高中生进行了调查。基于277份有效问卷的探索性因子调查结果表明,读后续写构念包括语言正确性、语言多样性、任务规划、连接和内容产出、选择和借用以及组织等六个因子。其中,连接和内容产出是唯一能显著预测续写成绩的因子。研究者结合续写任务的评分标准和其他常见的读写结合任务类型对研究发现展开了讨论。

Although the story continuation writing task(SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. In addition, although some studies have demonstrated that China’s Standards of English Language Ability(CSE) provides comprehensive insights into the development of Chinese learners’ English language proficiency, little research has investigated the relationship between CSE and SCWT. This study drew upon the CSE to develop an SCWT language use inventory to address the above research gaps. A total of 358 high school students were asked to complete the questionnaire, of which 277 valid responses were analyzed. Exploratory factor analysis(EFA) on the CSE-based questionnaire revealed the presence of six factors, namely language correctness, language variety, task planning, connecting-and-generating, selecting-andmining, and organizing. The strategy of connecting-and-generating was the only significant predictor of the learners’ SCWT scores. The paper also discusses the findings relating to the SCWT rating and other integrated writing tasks.