This study investigated how the mode in which the reading-writing integrated continuation task was conducted modulates the effects of second language(L2) syntactic alignment, through the English motion event construct...This study investigated how the mode in which the reading-writing integrated continuation task was conducted modulates the effects of second language(L2) syntactic alignment, through the English motion event construction with manner verbs. Ninety Chinese students were assigned to either of the two experimental groups or a control group, and they all experienced a pretest, an alignment phase and a posttest. In the alignment phase, the two experimental groups completed a reading-writing integrated continuation task but in different modes. For the multi-turn mode,participants reconstructed a picture story by continuing the episodes extracted from the story with one episode presented and continued at a time;for the single-turn mode, the first half of the same picture story was presented as a chunk, and then participants read and continued it. Results show that L2 learners aligned with the target structure in completing the story, and the alignment effect was retained in the posttest conducted after a delay of two weeks. Moreover, syntactic alignment was modulated by task mode with the multi-turn group exhibiting stronger immediate and longterm alignment effects. We conclude that the continuation task is a fruitful context for L2 structural alignment, and the magnitude of alignment effect hinges on interactive intensity.展开更多
As a useful kind of writing, summarizing, aiming at improving students＇ ability to input information （reading） and output information （writing）, and should be emphasized at the advanced writing level, especially ...As a useful kind of writing, summarizing, aiming at improving students＇ ability to input information （reading） and output information （writing）, and should be emphasized at the advanced writing level, especially when postgraduates further their English studies. In order to have a deep understanding of the status quo of postgraduates＇ ability to summarize, this paper collected some data from the writing assignment and tried to give a detailed analysis of the problems, reasons and put forward some solutions.展开更多
Student-based education is a teaching method targeted in students＇ willingness to learn. Teachers must not only know how to change their teaching philosophy, more importantly, to explore the specific implementation m...Student-based education is a teaching method targeted in students＇ willingness to learn. Teachers must not only know how to change their teaching philosophy, more importantly, to explore the specific implementation methods in practice. ＂Reading and Writing Assessment＂ can effectively reflect this teaching philosophy. Students, in the whole learning process, through independent reading, writing, communication and evaluation, can achieve active learning and creative learning, It is proved that this is a good way of teaching.展开更多
The main objective of this paper was to investigate the test method effect of two writing tests on the performances of sixty sophomore English majors from China University of Mining and Technology, who were divided ra...The main objective of this paper was to investigate the test method effect of two writing tests on the performances of sixty sophomore English majors from China University of Mining and Technology, who were divided randomly into two experiment groups and took a reading-integrated writing test and a timed impromptu essay test respectively. Their essays were rated anonymously by two independent raters using the same rating scale with categories that measured content, organization, accuracy and vocabulary. Besides examination of the reliability, Many-Faceted Rasch analysis was applied to probe into the influence of domain difficulty and rater severity. Results of the comparison revealed four important findings. First, both two tests were reliable to be fair measures for assessing writing abilities. Second, significant difference was found between two groups in content, organization, and vocabulary, but no difference was observed in accuracy. Third, the reading tasks facilitated participants in generating ideas, organizing essays and using vocabularies. Finally, compared with the participants in the reading-integrated writing test, participants in the timed impromptu essay test met difficulties in using their vocabularies in the writing process. Findings implicated that 1) a reading-integrated writing test could be an alternative to a timed impromptu essay test in academic contexts, and 2) much more investigation was still needed to probe into the writing process and read-to-write process.展开更多
文摘This study investigated how the mode in which the reading-writing integrated continuation task was conducted modulates the effects of second language(L2) syntactic alignment, through the English motion event construction with manner verbs. Ninety Chinese students were assigned to either of the two experimental groups or a control group, and they all experienced a pretest, an alignment phase and a posttest. In the alignment phase, the two experimental groups completed a reading-writing integrated continuation task but in different modes. For the multi-turn mode,participants reconstructed a picture story by continuing the episodes extracted from the story with one episode presented and continued at a time;for the single-turn mode, the first half of the same picture story was presented as a chunk, and then participants read and continued it. Results show that L2 learners aligned with the target structure in completing the story, and the alignment effect was retained in the posttest conducted after a delay of two weeks. Moreover, syntactic alignment was modulated by task mode with the multi-turn group exhibiting stronger immediate and longterm alignment effects. We conclude that the continuation task is a fruitful context for L2 structural alignment, and the magnitude of alignment effect hinges on interactive intensity.
文摘As a useful kind of writing, summarizing, aiming at improving students＇ ability to input information （reading） and output information （writing）, and should be emphasized at the advanced writing level, especially when postgraduates further their English studies. In order to have a deep understanding of the status quo of postgraduates＇ ability to summarize, this paper collected some data from the writing assignment and tried to give a detailed analysis of the problems, reasons and put forward some solutions.
文摘Student-based education is a teaching method targeted in students＇ willingness to learn. Teachers must not only know how to change their teaching philosophy, more importantly, to explore the specific implementation methods in practice. ＂Reading and Writing Assessment＂ can effectively reflect this teaching philosophy. Students, in the whole learning process, through independent reading, writing, communication and evaluation, can achieve active learning and creative learning, It is proved that this is a good way of teaching.
文摘The main objective of this paper was to investigate the test method effect of two writing tests on the performances of sixty sophomore English majors from China University of Mining and Technology, who were divided randomly into two experiment groups and took a reading-integrated writing test and a timed impromptu essay test respectively. Their essays were rated anonymously by two independent raters using the same rating scale with categories that measured content, organization, accuracy and vocabulary. Besides examination of the reliability, Many-Faceted Rasch analysis was applied to probe into the influence of domain difficulty and rater severity. Results of the comparison revealed four important findings. First, both two tests were reliable to be fair measures for assessing writing abilities. Second, significant difference was found between two groups in content, organization, and vocabulary, but no difference was observed in accuracy. Third, the reading tasks facilitated participants in generating ideas, organizing essays and using vocabularies. Finally, compared with the participants in the reading-integrated writing test, participants in the timed impromptu essay test met difficulties in using their vocabularies in the writing process. Findings implicated that 1) a reading-integrated writing test could be an alternative to a timed impromptu essay test in academic contexts, and 2) much more investigation was still needed to probe into the writing process and read-to-write process.
