Second Language Writing: Responding to different topic types: a quantitative analysis from a contrastive rhetoric perspective
Second Language Writing: Responding to different topic types: a quantitative analysis from a contrastive rhetoric perspective
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第二语言写作：应对不同主题类型：对比修辞角度的定量分析
DOI：
10.1017/cbo9781139524551.017
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发表时间：
1990
影响因子：
--
通讯作者：
J. Reid
中科院分区：
文献类型：
--
作者：
J. Reid
评估写作的原因有很多：学生在作文课上的位置，项目评估，教学设计需求，个人诊断和进步，退出能力的评估，以及对课程内容的掌握。而且，正如汉普-莱昂斯在本书中所展示的那样，写作任务的设计、实施和评估涉及许多因素。本章关注的是写作评估中的一个有限的领域：通过30分钟的写作任务来评估第二语言写作技能。特别是，它探讨了露丝和墨菲（1988）所谓的“被忽视的变量”在写作评估研究：主题任务的影响，对作家的反应，在评估过程中。此外，本研究还使用了对比修辞学的研究成果，即不同语言在语篇组织、句法和其他语篇差异方面有不同的修辞偏好（Grabe和Kaplan 1989）-调查和解释四种语言背景的母语者之间的差异-阿拉伯语，汉语，西班牙语，英语-用英语写作。本研究采用语篇分析的方法，对四个写作测试任务（包括两种主题类型和每种类型的两个主题任务）的768份答卷进行了句法和词汇的定量分析。本研究的数据表明，至少在数量上，不同的主题任务管理不同的语言和文化背景的作家引起的反应是语言上可测量的和可测量的不同。
There are many reasons to assess writing: student placement in composition classes, program evaluation, instructional design needs, individual diagnosis and progress, evaluation of exit competencies, and mastery of course content. And, as Hamp-Lyons demonstrates in this volume, there are many factors involved in the design, implementation, and evaluation of writing tasks. This chapter is concerned with a limited area in writing assessment: the evaluation of second language writing skills through a 30-minute writing task. In particular, it examines what Ruth and Murphy (1988) call a “neglected variable” in writing assessment research: the impact of the topic task on the writers' responses in the assessment process. In addition, the study uses data from prior studies in contrastive rhetoric – the study of the hypothesis that different languages have different rhetorical preferences in textual organization, preferences reflected in syntactic and other textual differences (Grabe and Kaplan 1989) – to investigate and interpret differences between and among native speakers of four language backgrounds – Arabic, Chinese, Spanish, and English – writing in English. The present study uses a discourse analysis approach to identify the quantitative differences in the syntax and lexicon in a total of 768 responses to four writing assessment tasks, consisting of two topic types and two topic tasks of each type. Data from this study demonstrate that, at least quantitatively, different topic tasks administered to writers with different language and cultural backgrounds elicit responses that are linguistically measurable and measurably different.