Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing
Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing
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DOI：
10.1016/j.asw.2018.03.002
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发表时间：
2018-07-01
影响因子：
3.9
通讯作者：
Crossley, Scott A.
中科院分区：
文献类型：
--
作者：
Kim, Minkyung;Crossley, Scott A.
本研究使用结构方程建模 (SEM) 方法，在标准化写作测试 (TOEFL iBT) 的背景下开发了第二语言 (L2) 写作质量模型。该模型的基础是由 480 名考生对基于来源的独立写作任务的回答组成的语料库。构建了四个潜在变量：L2 写作质量变量，由基于源代码和独立写作任务的分数决定；词汇复杂度、句法复杂性和衔接变量，由论文中的词汇、句法和衔接特征决定。 SEM 分析表明，L2 写作质量模型具有良好的拟合度，并且可以在写作提示（词汇特征除外）、性别和学习环境中推广。结构回归分析表明，二语写作质量差异的 81.7% 可以通过词汇决策反应时间得分（beta = 0.932）、段落之间的词汇重叠（beta = 0.434）以及通过词汇决策反应时间得分得出的子句平均长度（beta = 0.607）来解释。这些发现表明，评分较高的文章往往包含更复杂的单词，这些单词会在词汇决策任务中引起更长的响应时间、段落之间更大的词汇重叠以及伴随更复杂单词的更长的子句。讨论了评估二语写作中的词汇、句法和衔接特征的含义。
This study develops a model of second language (L2) writing quality in the context of a standardized writing test (TOEFL iBT) using a structural equation modeling (SEM) approach. A corpus of 480 test-takers' responses to source-based and independent writing tasks was the basis for the model. Four latent variables were constructed: an L2 writing quality variable informed by scores of source-based and independent writing tasks, and lexical sophistication, syntactic complexity, and cohesion variables informed by lexical, syntactic, and cohesive features within the essays. The SEM analysis showed that an L2 writing quality model had a good fit, and was generalizable across writing prompts (with the exception of lexical features), gender, and learning contexts. The structural regression analysis indicated that 81.7% of the variance in L2 writing quality was explained by lexical decision reaction time scores (beta = 0.932), lexical overlap between paragraphs (beta = 0.434), and mean length of clauses via lexical decision reaction time scores (beta = 0.607). These findings indicate that higher-rated essays tend to contain more sophisticated words that elicited longer response times in lexical decision tasks, greater lexical overlap between paragraphs, and longer clauses accompanying more sophisticated words. Implications for evaluating lexical, syntactic, and cohesive features in L2 writing are discussed.