Research has been done on the effects of text familiarity on reading comprehension. It has been shown that there is no relationship between familiarity with the content of a passage and better comprehension of that pa...Research has been done on the effects of text familiarity on reading comprehension. It has been shown that there is no relationship between familiarity with the content of a passage and better comprehension of that passage through reading it. More specifically, it has been indicated that students perform better on a passage with an unfamiliar content （Carrel, 1983）. This study focuses on the effect of text familiarity on summary writing skill of foreign language students. In order to achieve this goal, 60 male and female students participated in this study. Four passages were selected from among reading comprehension TOEFL （Test of English as a Foreign Language） texts Two passages were familiar and the other two were unfamiliar. They were given to students for summary writing Through the processes of test administration, each subject was tested on four passages. The subjects performed better on the passage with unfamiliar content.展开更多
Integrated writing tasks,requiring writers to summarize source content and integrate their ideas or experience with those in the source text,are widely used in standardized tests of English proficiency.Integrated writ...Integrated writing tasks,requiring writers to summarize source content and integrate their ideas or experience with those in the source text,are widely used in standardized tests of English proficiency.Integrated writing adds an element not found in traditional independent writing:the use of source text material.Recently,concern has been raised that over-reliance on source texts in integrated writing may lead to plagiarism as well as inaccurate assessment which calls for further investigation.Research on L2 students’writing using sources has broadened its focus from transgressive citing practices to stages of skill development in this complicated literacy,the successive challenges students face,and how instruction might be of benefit.Previous literature mainly focused on source use in academic writing and seldom considered summary writing in standardized tests,while summary strategy is particularly important in standardized tests,in which summary accounts for a significant part of the assessment criteria.Given that a series of previous literature have indicated that source text use,source texts,and prompts are associated with the quality of summary writing,this article reviews the source text borrowing in the summary of integrated writing to further explore the relationship between some variables and the quality of summary writing and therefore finds some research gaps in this field.展开更多
文摘Research has been done on the effects of text familiarity on reading comprehension. It has been shown that there is no relationship between familiarity with the content of a passage and better comprehension of that passage through reading it. More specifically, it has been indicated that students perform better on a passage with an unfamiliar content （Carrel, 1983）. This study focuses on the effect of text familiarity on summary writing skill of foreign language students. In order to achieve this goal, 60 male and female students participated in this study. Four passages were selected from among reading comprehension TOEFL （Test of English as a Foreign Language） texts Two passages were familiar and the other two were unfamiliar. They were given to students for summary writing Through the processes of test administration, each subject was tested on four passages. The subjects performed better on the passage with unfamiliar content.
文摘Integrated writing tasks,requiring writers to summarize source content and integrate their ideas or experience with those in the source text,are widely used in standardized tests of English proficiency.Integrated writing adds an element not found in traditional independent writing:the use of source text material.Recently,concern has been raised that over-reliance on source texts in integrated writing may lead to plagiarism as well as inaccurate assessment which calls for further investigation.Research on L2 students’writing using sources has broadened its focus from transgressive citing practices to stages of skill development in this complicated literacy,the successive challenges students face,and how instruction might be of benefit.Previous literature mainly focused on source use in academic writing and seldom considered summary writing in standardized tests,while summary strategy is particularly important in standardized tests,in which summary accounts for a significant part of the assessment criteria.Given that a series of previous literature have indicated that source text use,source texts,and prompts are associated with the quality of summary writing,this article reviews the source text borrowing in the summary of integrated writing to further explore the relationship between some variables and the quality of summary writing and therefore finds some research gaps in this field.
