探究普通英语水平与学术英语水平对青少年英语论文写作的预测作用

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2021-04-01 DOI:10.1177/0741088320986364

Claire W. Jo

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引用次数: 6

摘要

语言学习依赖于语境，需要学习者运用不同的语言技能来完成各种任务。然而，标准化的英语作为一种外语评估往往将英语能力概念化为一个单一维度的结构。为了将英语熟练程度区分为单独的上下文驱动的结构，我采用了一种基于注册的方法来调查学术英语水平（即支持学术素养的特定语言技能）和一般英语水平（如通过传统评估衡量的不受上下文影响的广泛语言技能），作为整体论文质量的独立预测因素。在这项研究中，学生们完成了一般英语水平评估和学术语言水平评估，并对论文进行了词汇、句法和语篇层面的学术写作特征编码。除了学术写作特征和一般英语水平的贡献外，学术英语水平对论文质量的贡献也很大。研究结果表明，学术英语水平分数更准确地确定了与论文写作相关的学术语言技能的子集。文章最后讨论了战略写作教学的意义，阐明了在学校内外使用学术写作的主要期望。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing

Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic English proficiency (i.e., specific set of language skills that support academic literacy) and general English proficiency (i.e., wide range of language skills undifferentiated by context that are measured by traditional assessments) as separate predictors of overall essay quality. In the study, students completed a general English proficiency assessment and an academic language proficiency assessment, and essays were coded for academic writing features at the lexical, syntactic, and discourse levels. Beyond the contribution of academic writing features and general English proficiency, academic English proficiency emerged as a significant contributor to essay quality. Findings suggest that academic English proficiency scores more precisely identified a subset of academic language skills that is relevant to essay writing. The article concludes by discussing implications for strategic writing instruction that articulates the key expectations of academic writing used in and beyond school contexts.

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.