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. ...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.展开更多
文摘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.
基金教育部考试中心-英国文化教育协会2020年英语测评科研课题“An Empirical Study into the Validity ofa CSE-based Placement test in China’s Transnational Higher Education”(考协[2020]263号)。
基金教育部考试中心—英国文化教育协会2020年英语测评科研课题之重点课题“An Empirical Study into the Validity of a CSE-based Placement test in China's Transnational Higher Education”(考协[2020]263号)。
基金教育部教育考试院—英国文化教育协会英语测评科研重点课题“Aligning Hubei’s High School Academic Achievement English Test to China’s Standards of English Language Ability(CSE)”(课题编号:EARG2020010)武汉市教育科学规划2022年度教师专项课题“基于大观念的高中英语阅读教学实践研究”(课题编号:2022ZG29)的阶段性成果。
基金教育部教育考试院-英国文化教育协会英语测评科研重点课题“Aligning Hubei's High School Academic Achievement English Test to China's Standards of English Language Ability(《量表》)”(EARG2020010)湖北省咸宁市教育科学规划课题“基于产出导向法开展高中英语写作‘学用一体’教学的实践研究”(2023-24NJWJZ13)的阶段性研究成果。
基金教育部考试中心-英国文化教育协会联合资助项目“Formative Assessment in Senior High School English Writing Classes Based on China’s Standards of English Language Ability”(EARG2020016)。
