233 / 2018-08-29 13:35:05

Comparing the Constructs of the Continuation Task and Summarization Task in NMET高考英语读后续写和概要写作构念对比研究

NMET,Continuation Task,Summarization Task,Constructs,高考英语,概要写作,构念对比,读后续写

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The National Matriculation English Test (NMET) has introduced integrated writing tasks into its newly designed test structure and the new test has been piloted in a pioneering province of Gaokao comprehensive reform. The integrated tasks in NMET include a continuation task and a summarization task, which will appear alternately in different test administrations. The continuation task requires examinees to read a passage with its ending removed and continue writing to make it complete and coherent while the summarization task asks examinees to read a passage and use their own words to summarize its main ideas. By integrating reading and writing, both tasks aim to assess integrated language skills, higher-order thinking skills and learning skills with hopes of exerting positive washback upon English teaching . However, there are concerns over the comparability of the two tasks when used alternately in different forms of the test, given their seemingly disparate constructs and task requirements. It has been particularly pointed out that the required output of the summarization task contains a limited number of words which cannot fully demonstrate examinees’ writing ability. To address these concerns, this study reviewed theoretical inquiries and empirical studies related with integrated writing tasks and conducted in-depth interviews with six experts and researchers who have been involved in the design and validation research of the two tasks. It is thus aimed to clarify and compare the constructs underlying the tasks and to show their complementary roles in assessing relevant skills and competences as required in the National Curriculum Standards and in serving the core functions of NMET to select candidates for higher education and to provide proper guidance for English teaching in secondary education.
高考英语设计读写结合题型并在高考综合改革试点省份使用。该题型包括读后续写和概要写作两种任务形式，在不同考次中不定期交替使用。其中，读后续写要求考生在阅读一篇截去结尾的文章后进行续写，使之完整连贯。概要写作要求考生在阅读一篇文章后使用自己的语言准确、连贯地概括原文要点。这两种题型将阅读和写作结合，强调考查综合语言运用能力、思维能力和学习能力，有利于正确引导中学英语教学的理念和方法。但也有观点认为两者考查目标和任务形式差异较大，而概要写作要求产出的词数较少，难以体现学生真实写作水平。本研究梳理了综合写作任务的相关理论和实证研究，并对设计和研究这两种题型的六名资深专家进行了深度访谈，旨在厘清两种任务的构念要素，比较分析其相互关联和差异之处，结合国家课程标准要求以及高考服务高校选才和引导中学教学的核心功能，探讨两种题型交替使用的合理性与可行性。