Factors Affecting Composition Evaluation in an EFL Context: Cultural Rhetorical Pattern and Readers’Background
Factors Affecting Composition Evaluation in an EFL Context: Cultural Rhetorical Pattern and Readers’Background
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英语语境下影响作文评价的因素：文化修辞模式和读者背景
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
C. Rinnert
中科院分区：
文献类型：
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作者：
Hiroe Kobayashi;C. Rinnert
我们调查了 465 名不同背景（不同母语、学术地位和写作指导量）的读者如何评估 16 个版本的日本大学英语作为外语（EFL）学生的英语作文，其中包含不同文化影响的修辞模式（日语与美式英语）以及其他两个特征（连贯性断裂和语言使用错误）。除连贯性和语言使用等其他因素外，受文化影响的修辞模式也影响了 EFL 学生在效果主题分析方面的写作评估。总体而言，没有接受过英语写作指导的日本学生更喜欢日语修辞模式，英语母语教师更喜欢美国修辞模式，接受过英语写作指导的日本学生和日本教师都看重两种模式的特点。两个教师组对两种修辞模式的总体评估没有显着差异，但与日本学生类似，日本英语教师对日语介绍的评分明显高于母语英语教师。在比较/对比主题上，其他话语特征，特别是段落级别的连贯性问题，在对写作质量分数的影响方面似乎超越了修辞模式。结果表明，对允许的修辞模式采取灵活的方法并更加强调连贯性可能对英语写作教学有益。
We investigated how 465 readers with different backgrounds (differing L1, academic status, and amounts of writing instruction) evaluated 16 versions of Japanese university English as a foreign language (EFL) students’English compositions containing different culturally influenced rhetorical patterns (Japanese vs. American English) as well as two other features (coherence breaks and language use errors). Among other factors, including coherence and language use, culturally influenced rhetorical patterns affected assessment of EFL student writing on an analysis of effects topic. Overall, Japanese students who had not received English writing instruction preferred the Japanese rhetorical pattern, native English teachers favored the American rhetorical pattern, and Japanese students who had received English writing instruction and Japanese teachers valued features of both patterns. There were no significant differences between the two teacher groups in the overall assessment of the two rhetorical patterns, but Japanese English teachers, similar to Japanese students, gave significantly higher scores than native English teachers to the Japanese introduction. On a comparison/contrast topic, other discourse features, particularly paragraph level coherence problems, appeared to override rhetorical pattern in terms of influence on writing quality scores. The results suggest that a flexible approach to permissible rhetorical patterns and a greater emphasis on coherence may prove beneficial for EFL writing instruction.