阅读水平、语法水平及语块水平对概要写作影响的实证研究

An empirical study on the influence of reading proficiency,grammar proficiency and chunking proficiency on summary writing performance

本研究采用实证研究范式,历时一学期,被试为89名上海高二学生。笔者从概要写作实验教学中收集数据,其中包括阅读成绩、语法成绩、语块成绩和概要写作成绩。笔者以学生的阅读水平、语法水平、语块水平为自变量,概要写作成绩为因变量,通过相关性分析、组间单因素方差分析、回归分析来检验自变量对因变量的影响。结果发现三个自变量均与因变量呈显著相关,且均对因变量有显著影响,语块水平影响最大,阅读水平影响次之,语法水平影响最小。本研究结果对英语教学与命题能提供一定启示在英语教学中,教师应因材施教,采用不同的教学策略来帮助不同水平的学生加强阅读输入、积累语块并归纳句法,从而提高概要写作中语言解码和编码的准确度;在命题过程中,教师应因材施“测”,充分了解考生的语言水平,科学命题,从而达到概要测试的理想效果。

This one-semester study attempts to employ the empirical research paradigm to examine the influence of students'reading proficiency,grammar proficiency and chunking proficiency on their summary writing performance.With 89 high school sophomores in Shanghai as study subjects,the research data was collected from summary writing experimental instruction,including reading performance,grammar performance,chunking performance,and summary writing performance.Such data analyses as correlation,one-way ANOVA and regression were carried out to verify the influences and predictions of the three independent variables on summary writing performance.The results suggest that the three independent variables significantly correlate with and influence the dependent variable.In addition,the influence of chunking proficiency is the strongest,reading proficiency the second,grammar proficiency the least.The results can provide some suggestions for English teaching and test design.Teaching strategies should be tailored to the needs of different levels of students,so as to help them improve reading skills,accumulate chunks and acquire grammar rules,thus improving their summary writing quality.With regard to test design,teachers should scientifically design summary writing test based on a thorough understanding of students'varied English proficiency in order to obtain an effective test result.