合理界定写作能力构念是制定《中国英语能力等级量表》写作量表的基础和前提。本文首先回溯了社会认知模式视域下的写作认知过程相关理论以及交际语言能力视域下的写作能力理论,并分别讨论了两种视域下的写作能力观对于界定CSE写作能力构念的启示和局限性。在此基础上,本文确定了CSE写作能力构念的操作性定义,并提出了设置CSE写作量表描述参数的原则。总之,本研究的意义在于其突破了传统的语言能力量表一般从单一的视角(如交际语言能力视角)描述量表构念的局限性,为CSE写作量表构建了一个更加科学、全面的理论框架,有助于量表的使用者正确解读量表背后的描述理念,并促进量表在日后的合理使用。
Delimiting the construct of writing competence serves as the basis for developing the writing scales of China’s Standards of English (CSE). This study firstly reviewed the writing competence theories from the perspectives of both socio-cognitive framework and communicative competence theories. It discussed the merits and demerits of these two perspectives in informing the writing construct of CSE. It, then, proposed an operational definition for the CSE writing construct, and also discussed principles for determining the descriptive parameters of CSE writing scales. The study attempted to extend the traditional language proficiency scales which limited its description of scale constructs to one single perspective (e.g., communicative competence). It constructed a more scientific and comprehensive theoretical framework for CSE writing scales with an aim to advance scale users’ understanding of its rationales and promote its use in the future.
Bachman, L. F. 1990. Fundamental Considerations in Language Testing [M]. Oxford: Oxford University Press.
Bachman, L. F. & A. S. Palmer. 1996. Language Testing in Practice: Designing and Developing Useful Language Tests [M]. Oxford: Oxford University Press.
Bachman, L. F. & A. S. Palmer. 2010. Language Assessment in Practice: Developing Language Assessments and Justifying Their Use in the Real World [M]. Oxford: Oxford University Press.
Bereiter, C. & M. Scardimalia. 1987. The Psychology of Written Composition [M]. Hillsdale: Lawrence Erlbaum Associates.
Canale, M. & M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing [J]. Applied Linguistics (1): 1.
Canale, M. 1983. From communicative competence to communicative language pedagogy [J]. Language and Communication (1): 1-47.
Carson, J. 2001. Second language writing and second language acquisition [A]. In T. Silva & P. K. Matsuda (eds.). On Second Language Writing [C]. Mahwah: Lawrence Erlbaum Associates. 191-200.
Chapelle, C. A., W. Grabe & M. Berns. 1993. Communicative language proficiency: Definition and implication for TOEFL 2000 [R]. Princeton: Educational Testing Service.
Chomsky, N. 1965. Aspects of the Theory of Syntax [M]. Cambridge: The MIT Press.
Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching and Assessment [M]. Cambridge: Cambridge University Press.
Cumming, A., R. Kantor, D. Powers, T. Santos & C. Taylor. 2000. TOEFL 2000 writing framework [R]. In TOEFL-MS-18. Educational Testing Service Princeton.
Cumming, A., R. Kantor & D. Powers. 2001. An investigation into raters’ decision-making, and development of a preliminary analytic framework for scoring TOEFL essays and TOEFL 2000 prototype writing tasks [R]. TOEFL Monograph Series. Princeton: Educational Testing Service.
Cumming, A., R. Kantor & D. Powers. 2002. Decision making while rating ESL/EFL writing tasks: A descriptive framework [J]. The Modern Language Journal (1): 67-96.
Donahue, C. & T. Lillis. 2014. Models of writing and text production [A]. In E. M. Jakobs & D. Perrin (eds.). Handbook of Writing and Text Production [C]. Berlin: Walter de Gruyter. 55-78.
Douglas, D. 2000. Assessing Language for Specific Purposes [M]. Cambridge: Cambridge University Press.
Douglas, D. 2004. Language Assessment: Principles and Classroom Practices [M]. White Plains: Pearson Education.
Field, J. 2004. Psycholinguistics: The Key Concepts [M]. London: Routledge.
Field, J. 2005. Second language writing: A language problem or a writing problem?[R]. Paper presented at IATEFL Research SIG ’Writing Revisited’ conference. Cambridge, 25-27 February.
Fulcher, G. 2003. Testing Second Language Speaking [M]. Pearson Education.
Grabe, W. & R. B. Kaplan. 1996. Theory and Practice of Writing [M]. New York: Longman.
Halliday, M. A. K. & R. Hasan. 1989. Language, Context and Text: Aspects of Language in a Social-Semiotic Perspective [M]. Oxford: Oxford University Press.
Halliday, M. A. K. & C. M. I. M. Matthiessen. 2004. An Introduction to Functional Grammar [M].Princeton:London: Edward Arnold.
Hamp-Lyons, L. & B. Kroll. 1997. TOEFL 2000: Writing: Composition, Community and Assessment [M]. Princeton:Educational Testing Service.
Hayes, J. R. & L. S. Flower. 1980. Identifying the organization of writing processes [A]. In L. W. Gregg & E. R. Steinberg (eds.). Cognitive Processes in Writing [C]. Hillsdale: Lawrence Erlbaum Associates. 3-30.
Hayes, J. R., L. Flower, K. A. Schriver, J. Stratman & L. Carey. 1987. Cognitive processes in revision[A]. In S. Rosenberg (eds.). Advances in Applied Psycholinguistics: Vol. 2. Reading Writing and Language Processing [C]. Cambridge: Cambridge University Press. 176-241.
Hayes, J. R. 1996. A new framework for understanding cognition and affect in writing [A]. In C. M. Levy & S. Ransdell (eds.). The Science of Writing [C]. NJ: Lawrence Erlbaum Associates.
Hayes, J. R. 2012. Modeling and remodeling writing [J]. Written Communication (3): 369-388.
Hyland, K. 2002. Teaching and Researching Writing [M]. London: Longman.
Hymes, D. 1972. On communicative competence [A]. In J. B. Pride & A. Holmes (eds.). Sociolinguistics: Selected Readings [C]. Harmondsworth: Penguin. 269-293.
Knoch, U. 2009. Diagnostic Writing Assessment: The Development and Validation of a Rating Scale [M]. Frankfurt: Peter Lang.
Lumley, T. 2005. Assessing Second Language Writing: The Rater’s Perspective [M]. New York: Peter Lang.
McNamara, T. F. 2005. Introduction to second language testing and assessment [A]. In E. Hinkel (eds.). Handbook of Research in Second Language Teaching and Learning [C]. Mahwah: Lawrence Erlbaum. 775-778.
Messick, S. Validity [A]. 1989. In R. Linn(ed.). Educational Measurement [C]. New York: American Council on Education and Macmillan. 13-103.
National Assessment Governing Board. 2010. Writing Framework for the 2011 National Assessment of Educational Progress [R].
Matthiessen, C. M. I. M. 2007. The multimodal page: a systemic functional exploration [A]. In T. D. Royce & W. L. Bowcher (eds.). New Directions in the Analysis of Multimodal Discourse [C]. Mahwah: Lawrence Erlbaum Associates. 1-62.
North, B. 2003. Scales for rating language performance: Descriptive models, formulation styles, and presentation formats [R]. Research Monograph Series. Princeton: Educational Testing Service.
O’Sullivan, B. 2004. Issues in Testing Business English: The BEC Revision Project [M]. Cambridge: Cambridge University Press/Cambridge ESOL.
Sakyi, A. A. 2000. Validation of holistic scoring for ESL writing assessment: How raters evaluate compositions [A]. In A. J. Kunnan (eds.). Fairness and Validation in Language Assessment [C]. Cambridge: Cambridge University Press. 129-152.
Sasaki, M. & K. Hirose. 1996. Explanatory variables for EFL students’ expository writing [J]. Language Learning (1): 137-174.
Shaw, S. D. & C. J. Weir. 2007. Examining Writing: Research and Practice in Assessing Second Language Writing [M]. Cambridge: Cambridge University Press.
Weigle, S. C. 2002. Assessing Writing [M]. Ernst Klett Sprachen.
Weir, C. J. 2005. Language Testing and Validation: An Evidence-based Approach [M]. Basingstoke: Palgrave Macmillan.
邓杰、邓华. 2017. 中国英语能力等级量表的写作策略框架研究[J]. 外语界(2):29-36.
韩宝成. 2000. 语言测试:理论,实践与发展 [J]. 外语教学与研究(1):47-52.
李清华. 2014. 高校英语专业四级测试写作评分标准的设计与效度研究[M]. 北京:科学出版社.
林蕙青. 2015. 贯彻落实《实施意见》, 推进国家英语能力等级考试建设[J]. 中国考试(7):3-6.
刘建达. 2015. 我国英语能力等级量表研制的基本思路[J]. 中国考试(1):7-11.
刘建达、韩宝成. 2018. 面向运用的中国英语能力等级量表建设的理论基础 [J]. 现代外语 (1):78-90.
潘鸣威. 2017. 中国英语写作能力等级量表的典型写作活动构建——系统功能语言学的文本类型视角[J]. 外语界(2):37-43.
王海啸. 2014. 大数据时代的大学英语写作教学改革[J]. 现代远程教育研究(3):66-72.
杨惠中. 2015. 关于我国外语能力测评体系建设的几点思考[J]. 中国考试(1):12-15.
张雪梅. 2006. 大学英语写作教学现状之调查[J]. 外语界(5):28-32.
