RELATIONSHIP OF ADMISSION TEST SCORES TO WRITING PERFORMANCE OF NATIVE AND NONNATIVE SPEAKERS OF ENGLISH
RELATIONSHIP OF ADMISSION TEST SCORES TO WRITING PERFORMANCE OF NATIVE AND NONNATIVE SPEAKERS OF ENGLISH
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入学考试分数与母语和非英语母语者的写作表现之间的关系
DOI：
10.1002/j.2330-8516.1985.tb00106.x
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发表时间：
1985
影响因子：
--
通讯作者：
J. Waanders
中科院分区：
文献类型：
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作者：
Sybil B. Carlson;B. Bridgeman;Roberta Camp;J. Waanders
我们从 638 名申请美国商学院本科生或研究生的商科、工程或社会科学专业的研究生中获取了四份写作样本。申请人代表了三大外语群体（阿拉伯语、汉语和西班牙语），以及一小部分以英语为母语的人。其中两个写作主题属于比较和对比类型，另外两个涉及图表和图形解释。写作样本由 23 名英语作为第二语言专家的读者和 23 名英语写作专家的读者进行评分。四个写作样本中的每一个都进行了整体评分，并且在单独的评分会议中，每个学生的两个样本都被分配了句子级和语篇级技能的单独分数。论文的代表性子样本还通过作家工作台计算机程序以及工程和社会科学领域的研究生级主题教授进行了描述性评分。
除了写作样本分数外，还获得了外国样本中所有学生的托福成绩。 GRE 普通考试成绩是针对美国样本学生和外国样本学生的子样本获得的。美国样本中的学生还对写作能力进行了多项选择题的衡量。
主要发现如下：1）整体得分、语篇层面得分和句子层面得分密切相关，仅整体得分就足够了； 2) 主题之间的相关性在不同主题类型之间与在主题类型内一样高； 3) ESL 评分者、英语评分者和主题评分者的分数均高度相关，表明所使用的标准基本一致；相关性和因子分析表明，写作样本和托福成绩高度相关，但两者都可靠地衡量了对方未评估的英语语言能力的某些方面； (5) 整体写作样本分数与 GRE 普通考试各部分中项目类型分数的相关性产生了一种关系模式，该模式与其他 GRE 研究中报告的关系一致。
Four writing samples were obtained from 638 applicants for admission to U.S. institutions as undergraduates or as graduate students in business, engineering, or social science. The applicants represented three major foreign language groups (Arabic, Chinese, and Spanish), plus a small sample of native English speakers. Two of the writing topics were of the compare and contrast type and the other two involved chart and graph interpretation. The writing samples were scored by 23 readers who are English as a second language specialists and 23 readers who are English writing experts. Each of the four writing samples was scored holistically, and during a separate rating session two of the samples from each student were assigned separate scores for sentence-level and discourse-level skills. Representative subsamples of the papers also were scored descriptively with the Writer's Workbench computer program and by graduate-level subject matter professors in engineering and the social sciences.
In addition to the writing sample scores, TOEFL scores were obtained for all students in the foreign sample. GRE General Test scores were obtained for students in the U.S. sample and for a subsample of students in the foreign sample. Students in the U.S. sample also took a multiple-choice measure of writing ability.
Among the key findings were the following: 1) holistic scores, discourse-level scores, and sentence-level scores were so closely related that the holistic score alone should be sufficient; 2) correlations among topics were as high across topic types as within topic types; 3) scores of ESL raters, English raters, and subject matter raters were all highly correlated, suggesting substantial agreement in the standards used; correlations and factor analyses indicated that scores on the writing samples and TOEFL were highly related, but that each also was reliably measuring some aspect of English language proficiency that was not assessed by the other; and (5) correlations of holistic writing sample scores with scores on item types within the sections of the GRE General Test yielded a pattern of relationships that was consistent with the relationships reported in other GRE studies.
交际教学大纲设计
DOI：
--
发表时间：
1978
期刊：
影响因子：
--
作者：
Munby;J.
通讯作者：
J.